The benefits of student-led health promotion intervention

2019 ◽  
Vol 14 (6) ◽  
pp. 436-446
Author(s):  
Athene Lane-Martin
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Structured Interview ◽  
Mental Health Promotion ◽  
Health Awareness ◽  
Health Promotion Intervention ◽  
Content Type ◽  
Mental Health Awareness ◽  
Mental Health Support

Purpose The benefits of a student-led mental health promotion intervention on World Mental Health day result in tangible learning benefits for those students. The event occurs within the students’ own university. The paper aims to discuss this issue. Design/methodology/approach This case study evaluates students’ experience on a mental health promotion intervention. This intervention was to enable students to experience running a health promotion intervention and develop their health promotion skills outside of their lectures. Students were recruited who had just completed a module on health promotion. Students had to plan and organise the intervention, which included involving other organisations and facilities both external and internal to the university. The experience was evaluated through the case study using as data collection a semi-structured interview. Findings Results indicated that students found the experience to be beneficial in deepening their understanding of health promotion, mental health awareness and in increasing their self-esteem. Limitations of this case study are in the argument for reproducibility of results, which is affected by the small number of students who took part. Research limitations/implications There are opportunities to develop this idea further and to broaden the availability of the initiative, enabling more students from diverse backgrounds to experience putting theory into practice. Originality/value To the best knowledge of the author, this study, although with limitations, provided a good understanding on how to develop health promotion skills within a university setting. The outcomes of this study are mainly applicable to a health studies course, educators of mental health promotion, university mental health support services and research related to this topic, especially on promoting mental health awareness and education.

Assessing the evidence of mental health promotion criteria in a pre-registration mental health nursing programme

2014 ◽  
Vol 9 (3) ◽  
pp. 145-154
Author(s):  
A.B. Odro ◽  
L.K. Dadzie ◽  
P. Ryan ◽  
D. Collins ◽  
R. Lodoiska
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Content Analysis ◽  
Quality Criteria ◽  
Mental Health Promotion ◽  
Mental Health Nursing ◽  
Content Type ◽  
Health Nursing ◽  
The Uk

Purpose – This paper is about a single case study of a three-year BSc Mental Health Nursing degree programme based at a London University. The purpose of the paper is to evaluate the extent to which the programme sufficiently addresses the ten quality criteria developed by the “PROMISE” (2009) Mental Health Promotion Project. PROMISE (2009) is a European public health project funded by the European Commission and was conducted from 2009 to 2012. Its aim was the European-wide development of criteria and training guidelines in mental health promotion and recommended these should be integrated into the professional training curricula of nurses, psychiatrists, psychologists and social workers. Design/methodology/approach – A content analysis method (Bryman, 2012) was used for this case study. This method allowed for a line-by-line scrutiny of the contents of the curriculum for evidence of the ten PROMISE quality criteria for mental health promotion (PROMISE project; http://promise-mental-health.com/training-guidelines.html). Findings – The findings revealed that the PROMISE (2009) project was not one of the four key documents stated as forming the basis for the design of the curriculum content. However, the study found evidence of the curriculum addressing the first PROMISE criterion of embracing the principles of mental health promotion in seven of the 14 modules (50 per cent) in the programme. In the first year of the programme five of the ten PROMISE quality criteria were embedded in two of the four modules. In year 2, quality criteria 1, 4 and 7 were addressed in the course content of four of the five modules (see Table I). In the final year of the programme PROMISE quality criteria 1, 2, 4 and 8 were embedded in the syllabus and assessment strategy in two out of the five final year modules. It was also found that quality criteria 2 and 9 were not included in any of the modules in the programme. Research limitations/implications – This is a case study based on the content analysis of a single curriculum document in a London University. It is therefore not possible to make wide generalisation of its findings across the countries involved in the EU Promise project. However, it could be argued that it is possible to find a number of the key findings present in other UK University programmes that may be similar in structure to that selected for this study. The other limitation to this content analysis is that the evaluation process did not include accounts of the students’ experience on the programme. This could have contributed significantly to the outcome of the evaluation exercise. Although the methodology used is simple, practical and relatively sound, it is not necessarily rigorous in terms of quantitative research methodology but arguably an acceptable contribution to the spectrum within qualitative research paradigm. Practical implications – The emergence of the “PROMISE” criteria especially on a European-wide basis puts emphasis on the importance of mental health promotion in the training of health care professionals. This is expected to be achieved by the training institutions in the European Union. In the UK, this notion is well embraced in various health policy documents (e.g. “No Health Without Mental Health” DH 2011). In the case of the programme examined at one London University, work is required to ensure that a pervasive incorporation of mental health promotion strategies in the curriculum in order to help the students to become better equipped to understand and effectively apply the mental health promotion criteria in their work upon qualification. Originality/value – This is one of the first papers to address the “PROMISE” project and the issue of incorporating mental health promotion criteria in a pre-registration mental health pathway training programme in a university in the UK.

scholarly journals Process evaluation of a community-based mental health promotion intervention for refugee children

2011 ◽  
Vol 27 (4) ◽  
pp. 595-607 ◽  
Author(s):  
R. T. Nakkash ◽  
H. Alaouie ◽  
P. Haddad ◽  
T. El Hajj ◽  
H. Salem ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Process Evaluation ◽  
Mental Health Promotion ◽  
Refugee Children ◽  
Health Promotion Intervention ◽  
Community Based

scholarly journals The Influence of Three Modes of Human Support on Attrition and Adherence to a Web- and Mobile App–Based Mental Health Promotion Intervention in a Nonclinical Cohort: Randomized Comparative Study

10.2196/19945 ◽  
2020 ◽  
Vol 22 (9) ◽  
pp. e19945
Author(s):  
Melanie Elise Renfrew ◽  
Darren Peter Morton ◽  
Jason Kyle Morton ◽  
Jason Scott Hinze ◽  
Geraldine Przybylko ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Life Satisfaction ◽  
Well Being ◽  
Mobile App ◽  
Mental Health Promotion ◽  
User Preferences ◽  
Group Differences ◽  
Health Promotion Intervention ◽  
Human Support

Background The escalating prevalence of mental health disorders necessitates a greater focus on web- and mobile app–based mental health promotion initiatives for nonclinical groups. However, knowledge is scant regarding the influence of human support on attrition and adherence and participant preferences for support in nonclinical settings. Objective This study aimed to compare the influence of 3 modes of human support on attrition and adherence to a digital mental health intervention for a nonclinical cohort. It evaluated user preferences for support and assessed whether adherence and outcomes were enhanced when participants received their preferred support mode. Methods Subjects participated in a 10-week digital mental health promotion intervention and were randomized into 3 comparative groups: standard group with automated emails (S), standard plus personalized SMS (S+pSMS), and standard plus weekly videoconferencing support (S+VCS). Adherence was measured by the number of video lessons viewed, points achieved for weekly experiential challenge activities, and the total number of weeks that participants recorded a score for challenges. In the postquestionnaire, participants ranked their preferred human support mode from 1 to 4 (S, S+pSMS, S+VCS, S+pSMS & VCS combined). Stratified analysis was conducted for those who received their first preference. Preintervention and postintervention questionnaires assessed well-being measures (ie, mental health, vitality, depression, anxiety, stress, life satisfaction, and flourishing). Results Interested individuals (N=605) enrolled on a website and were randomized into 3 groups (S, n=201; S+pSMS, n=202; S+VCS, n=201). Prior to completing the prequestionnaire, a total of 24.3% (147/605) dropped out. Dropout attrition between groups was significantly different (P=.009): 21.9% (44/201) withdrew from the S group, 19.3% (39/202) from the S+pSMS group, and 31.6% (64/202) from the S+VCS group. The remaining 75.7% (458/605) registered and completed the prequestionnaire (S, n=157; S+pSMS, n=163; S+VCS, n=138). Of the registered participants, 30.1% (138/458) failed to complete the postquestionnaire (S, n=54; S+pSMS, n=49; S+VCS, n=35), but there were no between-group differences (P=.24). For the 69.9% (320/458; S, n=103; S+pSMS, n=114; S+VCS, n=103) who completed the postquestionnaire, no between-group differences in adherence were observed for mean number of videos watched (P=.42); mean challenge scores recorded (P=.71); or the number of weeks that challenge scores were logged (P=.66). A total of 56 participants (17.5%, 56/320) received their first preference in human support (S, n=22; S+pSMS, n=26; S+VCS, n=8). No differences were observed between those who received their first preference and those who did not with regard to video adherence (P=.91); challenge score adherence (P=.27); or any of the well-being measures including, mental health (P=.86), vitality (P=.98), depression (P=.09), anxiety (P=.64), stress (P=.55), life satisfaction (P=.50), and flourishing (P=.47). Conclusions Early dropout attrition may have been influenced by dissatisfaction with the allocated support mode. Human support mode did not impact adherence to the intervention, and receiving the preferred support style did not result in greater adherence or better outcomes. Trial Registration Australian New Zealand Clinical Trials Registry (ANZCTR): 12619001009101; http://www.anzctr.org.au/ACTRN12619001009101.aspx

scholarly journals Implementing Mental Health Promotion Initiatives—Process Evaluation of the ABCs of Mental Health in Denmark

2020 ◽  
Vol 17 (16) ◽  
pp. 5819
Author(s):  
Carsten Hinrichsen ◽  
Vibeke Jenny Koushede ◽  
Katrine Rich Madsen ◽  
Line Nielsen ◽  
Nanna Gram Ahlmark ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Poor Mental Health ◽  
Mental Health Promotion ◽  
Great Promise ◽  
Individual Interviews ◽  
Mental Health Awareness ◽  
Treatment And Prevention ◽  
Significant Difference ◽  
The Impact

Treatment and prevention alone are unlikely to make a significant difference in reducing the burden of poor mental health and mental illness. Therefore, mental health promotion (MHP) initiatives are advocated. In 2014, the ABCs of mental health (ABCs) partnership was established in Denmark; in the partnership, partner organisations, e.g., municipalities and NGOs, use a research-based framework for MHP, the ABC-framework, to develop and implement MHP initiatives. This paper has two aims: (1) to outline the overall characteristics of these MHP initiatives; and (2) to explore local coordinator and stakeholder perceptions of the implementation processes and the impact of the MHP initiatives. Questionnaire surveys, individual interviews and group interviews were conducted during 2017–2020. The MHP initiatives were grouped according to three strategies: building MHP capacity, campaign activities to promote mental health awareness and knowledge and establishing and promoting opportunities to engage in mentally healthy activities. The ABC-framework was positively received and viewed as providing relevant knowledge for working with MHP as well as fostering intersectoral and interprofessional collaborations. However, using a bottom-up approach to develop and implement MHP initiatives can be time-consuming and resource demanding, and it requires a deliberate balancing of local adaptability and concrete guidance when engaging stakeholders and implementers. Overall, using the ABC-framework to develop and implement MHP initiatives holds great promise for advancing and promoting MHP practice.

Promoting well-being and reducing stigma about mental health in the fire service

2014 ◽  
Vol 13 (2) ◽  
pp. 103-113 ◽  
Author(s):  
Jenna Moffitt ◽  
Janet Bostock ◽  
Ashley Cave
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Mental Illness ◽  
Mental Health Problems ◽  
Fire Service ◽  
Health Problems ◽  
Mental Health Promotion ◽  
Random Allocation ◽  
Content Type ◽  
Training Conditions

Purpose – Workplace stress is a particular issue in the fire service. Research suggests this is related to excessive demands, relationships with senior managers, changing roles and exposure to traumatic events. The purpose of this paper is to evaluate the impact on managers of three mental health promotion interventions. First, a locally developed course entitled “Looking after Wellbeing at Work” (LWW), second, an internationally developed training course: Mental Health First Aid (MHFA). Third, an hour-long leaflet session (LS). Design/methodology/approach – This study used a random allocation design. In total, 176 fire service line managers were randomly allocated to one of the three training conditions: LWW, MHFA, or a control condition (LS). Participants completed The Attitudes to Mental Illness Scale (Luty et al., 2006) and a locally developed “Mental Health Stigma Questionnaire” pre- and post-intervention. Results were analysed using a MANOVA. Participants were also asked to complete a general evaluation, rating all aspects of the courses from poor to excellent. In total, 30 participants were also chosen at random to conduct telephone interviews about their experience of the course. Results were analysed using thematic analysis. Findings – The LWW and MHFA courses were associated with statistically significant improvements in attitudes to mental illness and knowledge/self-efficacy around mental health, comparing pre- and post-scores, and comparing post-scores of the two training courses with a LS. The general evaluations of the LWW and MHFA courses indicated the mean rating for all aspects of both training conditions was good to excellent. Two themes were identified across the qualitative interviews: participants described they were more able to recognise and respond to mental health problems; and participants described changing attitudes towards mental health. Research limitations/implications – The strengths of this study are the number of participants, random allocation, and multiple facets of evaluation. The quantitative evaluation is limited, as one of the questionnaires has untested psychometric properties. The control condition was limited as it was only offered for one hour, making comparison with two-day training problematic. The qualitative evaluation was useful in gaining descriptive data, however, it may have been possible to conduct a more in-depth analysis with a smaller number of participants. Originality/value – The results from this study indicate that providing training in mental health awareness and promotion was considered helpful, by managers in the Fire Service and had positive outcomes for attitudes and understanding about mental health. While there are limitations, initial results of training in mental health promotion are promising. Such training has the potential to promote the public's mental health and wellbeing, and improve the quality of life for people with mental health problems.

GoodYarn: building mental health literacy in New Zealand’s rural workforce

2017 ◽  
Vol 16 (4) ◽  
pp. 180-190 ◽  
Author(s):  
Kate Morgaine ◽  
Louise Thompson ◽  
Katie Jahnke ◽  
Rebecca Llewellyn
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Positive Impact ◽  
National Level ◽  
Mental Health Promotion ◽  
Content Type ◽  
Rural Workforce ◽  
The Impact

Purpose “GoodYarn” is a skills-based workshop that focusses on building mental health literacy in rural communities, members of which are known to experience geographic, attitudinal and service configuration barriers to accessing mental health services. The purpose of this paper is to evaluate the impact of the GoodYarn project on raising mental health literacy in the rural community. Design/methodology/approach GoodYarn is primarily for farmers, their families and farm workers, as well as the “farmer facing” workforce. The focus on mental health literacy aligns with the mental health promotion approach of using methods that foster supportive environments. By raising the mental health literacy of those not directly needing help, but in positions to help those that do – such as employers, rural professionals and rural support industries who are well placed to perceive stressors in farmers – GoodYarn builds a community with the knowledge and skills to identify and approach those experiencing mental distress or illness, and direct them to appropriate support and services. All participants in the GoodYarn workshops (n=430) were invited to complete a questionnaire at the end of the workshop. All participants answered the questionnaire, with over 80 per cent answering all questions. Findings Participant feedback affirmed the utility of GoodYarn as an effective vehicle to facilitate the discussion of mental illness in rural farming communities of New Zealand. GoodYarn had a significant positive impact on the three immediate workshop indicators of awareness, confidence and knowledge (p<0.001 for all three indicators). Further, the high level of concordance in workshop outcomes across various organisations’ delivery indicates programme consistency and quality has been maintained throughout the upscaling of the programme. Originality/value The uptake of the GoodYarn programme by rural organisations and communities at a national level, and the positive evaluation results, provide encouragement that building mental health literacy in the rural workforce is a promising mental health promotion strategy.

scholarly journals Taming the Raging Bully! A Case Study Critically Exploring Anti-bullying Measures to Support Neurodiverse Employees

2019 ◽  
Vol 9 (1) ◽  
pp. 54-67
Author(s):  
Damian Mellifont
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Thematic Analysis ◽  
Grey Literature ◽  
Mental Health Promotion ◽  
Asia Pacific ◽  
Pacific Region ◽  
Asia Pacific Region ◽  
Qualitative Thematic Analysis

Disclosure of neurodiversity in the workplace can attract unfavourable attention. The aim of this case study is to critically investigate the collective potential of specialized and generic mental health promotion guides to help prevent or treat the bullying of neurodiverse employees. Applying qualitative thematic analysis to eight of these guides originating from Australia, Canada and England, this research offers three key messages that should be of interest to policymakers and practitioners working in the Asia-Pacific region and elsewhere. First, guides as reviewed by this study collectively support anti-bullying themes across dimensions of policy/procedures, education, legal, leadership and monitoring/support. Second, evidence sourced from scholarly and grey literature raise challenges that if overlooked might reduce the effectiveness of guide endorsed anti-bullying measures. Finally, this study raises the prospect that anti-bullying measures to assist mentally diverse staff might be more effective when potential synergies between these are recognized and encouraged.

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