scholarly journals Editorial Perspective: ‘From there to here’: adapting child and adolescent mental health interventions for low-resource settings

2017 ◽  
Vol 58 (3) ◽  
pp. 325-327 ◽  
Author(s):  
Gauri Divan
Keyword(s):  
Mental Health ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Health Interventions ◽  
Low Resource Settings ◽  
Low Resource ◽  
Mental Health Interventions

scholarly journals Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools

2021 ◽  
Vol 2 ◽  
pp. 263348952110512
Author(s):  
Catherine Carlson ◽  
Sophie Namy ◽  
Janet Nakuti ◽  
Laura Mufson ◽  
Carin Ikenberg ◽  
...  
Keyword(s):  
Mental Health ◽  
School Culture ◽  
Violence Prevention ◽  
Prevention Program ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Health Interventions ◽  
Evidence Based ◽  
Mental Health Interventions ◽  
Violence Prevention Program

Background The vast majority of children and adolescents in low and middle-income countries (LMICs) lack access to interventions for mental health problems. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. Methods We conducted a focused ethnography to explore students’, teachers’, and caregivers’ perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Data collection occurred in Kampala, Uganda, using two schools that have previously implemented an evidence-based violence prevention program widely used in Ugandan schools schools, the Good School Toolkit (GST). Trained, local researchers facilitated four focus group discussions (FGDs) with caregivers ( n = 22), four FGDs with teachers ( n = 25), and in-depth interviews with primary school students ( n = 12). Verbatim transcripts were analyzed using a framework analysis approach. Results Participants revealed a school culture that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Participants recommended an implementation process that trains teachers and students in screening and referral, peer group delivery, and is accompanied by a school-wide approach to stigma reduction and mental health literacy. Participants fundamentally agreed that teachers could be trained as intervention facilitators. Conclusions This study highlights the potential advantage of leveraging an existing intervention that already addresses implementation factors, such as school culture, as a fertile platform for implementing interventions for child and adolescent mental health in LMICs. Plain language abstract Despite the growth of implementation research for child and adolescent mental health, the study of implementation science for child and adolescent mental health in low and middle-income countries (LMICs) remains scarce. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. This study provides rich qualitative data describing the context and influences for the successful implementation of mental health interventions in LMIC schools. We conducted interviews and focus groups with teachers, students, and caregivers to determine their perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Participants revealed a school culture promoted by the existing program that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Findings suggest the existing program provides fertile ground for the successful implementation of evidence-based mental health interventions in schools.

scholarly journals Health Personnel’s Perceived Usefulness of Internet-Based Interventions for Parents of Children Younger Than 5 Years: Cross-Sectional Web-Based Survey Study

10.2196/15149 ◽  
2020 ◽  
Vol 7 (11) ◽  
pp. e15149
Author(s):  
Hege Therese Størksen ◽  
Silje Marie Haga ◽  
Kari Slinning ◽  
Filip Drozd
Keyword(s):  
Mental Health ◽  
Child Mental Health ◽  
Mental Health Problems ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Health Problems ◽  
Perceived Usefulness ◽  
Health Interventions ◽  
Child Health Services ◽  
Mental Health Interventions

Background Approximately 10%-15% of children struggle with different socioemotional and psychological difficulties in infancy and early childhood. Thus, health service providers should have access to mental health interventions that can reach more parents than traditional face-to-face interventions. However, despite increasing evidence on the efficacy of internet-based mental health interventions, the pace in transferring such interventions to health care has been slow. One of the major suggested barriers to this may be the health personnel’s attitudes to perceived usefulness of internet-based interventions. Objective The purpose of this study was to examine health professionals’ perceived usefulness of internet-based mental health interventions and to identify the key areas that they consider new internet-based services to be useful. Methods Between May and September 2018, 2884 leaders and practitioners of infant and child health services were recruited to a cross-sectional web-based survey through the following channels: (1) existing email addresses from the Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, course database, (2) an official mailing list to infant and child health services, (3) social media, or (4) other recruitment channels. Respondents filled in background information and were asked to rate the usefulness of internet-based interventions for 12 different infant and child mental health problem areas based on the broad categories from the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood (DC:0-5). Perceived usefulness was assessed with 1 global item: “How often do you think internet-based self-help programs can be useful for following infant and child mental health problems in your line of work?” The answers were scored on a 4-point scale ranging from 0 (never) to 3 (often). Results The participants reported that they sometimes or often perceived internet-based interventions as useful for different infant and child mental health problems (scale of 0-3, all means>1.61). Usefulness of internet-based interventions was rated acceptable for sleep problems (mean 2.22), anxiety (mean 2.09), and social withdrawal and shyness (mean 2.07), whereas internet-based interventions were rated as less useful for psychiatric problems such as obsessive behaviors (mean 1.89), developmental disorders (mean 1.91), or trauma (mean 1.61). Further, there were a few but small differences in perceived usefulness between service leaders and practitioners (all effect sizes<0.32, all P<.02) and small-to-moderate differences among daycare centers, well-baby clinics, municipal child welfare services, and child and adolescent mental health clinics (all effect sizes<0.69, all P<.006). Conclusions Internet-based interventions for different infant and child mental health problems within services such as daycare centers, well-baby clinics, municipal child welfare services, and child and adolescent mental health clinics are sometimes or often perceived as useful. These encouraging findings can support the continued exploration of internet-based mental health interventions as a way to improve parental support.

scholarly journals Dissemination and implementation of evidence based, mental health interventions in post conflict, low resource settings

Intervention ◽  
2014 ◽  
Vol 12 ◽  
pp. 94-112 ◽  
Author(s):  
Laura K. Murray ◽  
Wietse Tol ◽  
Mark Jordans ◽  
Goran Sabir ◽  
Ahmed Mohammed Amin ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Interventions ◽  
Dissemination And Implementation ◽  
Evidence Based ◽  
Low Resource Settings ◽  
Low Resource ◽  
Post Conflict ◽  
Mental Health Interventions

scholarly journals Health Personnel’s Perceived Usefulness of Internet-Based Interventions for Parents of Children Younger Than 5 Years: Cross-Sectional Web-Based Survey Study (Preprint)

2019 ◽  
Author(s):  
Hege Therese Størksen ◽  
Silje Marie Haga ◽  
Kari Slinning ◽  
Filip Drozd
Keyword(s):  
Mental Health ◽  
Child Mental Health ◽  
Mental Health Problems ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Health Problems ◽  
Perceived Usefulness ◽  
Health Interventions ◽  
Child Health Services ◽  
Mental Health Interventions

BACKGROUND Approximately 10%-15% of children struggle with different socioemotional and psychological difficulties in infancy and early childhood. Thus, health service providers should have access to mental health interventions that can reach more parents than traditional face-to-face interventions. However, despite increasing evidence on the efficacy of internet-based mental health interventions, the pace in transferring such interventions to health care has been slow. One of the major suggested barriers to this may be the health personnel’s attitudes to perceived usefulness of internet-based interventions. OBJECTIVE The purpose of this study was to examine health professionals’ perceived usefulness of internet-based mental health interventions and to identify the key areas that they consider new internet-based services to be useful. METHODS Between May and September 2018, 2884 leaders and practitioners of infant and child health services were recruited to a cross-sectional web-based survey through the following channels: (1) existing email addresses from the Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, course database, (2) an official mailing list to infant and child health services, (3) social media, or (4) other recruitment channels. Respondents filled in background information and were asked to rate the usefulness of internet-based interventions for 12 different infant and child mental health problem areas based on the broad categories from the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood (DC:0-5). Perceived usefulness was assessed with 1 global item: “<i>How often do you think internet-based self-help programs can be useful for following infant and child mental health problems in your line of work?</i>” The answers were scored on a 4-point scale ranging from 0 (<i>never)</i> to 3 (<i>often</i>). RESULTS The participants reported that they sometimes or often perceived internet-based interventions as useful for different infant and child mental health problems (scale of 0-3, all means&gt;1.61). Usefulness of internet-based interventions was rated acceptable for sleep problems (mean 2.22), anxiety (mean 2.09), and social withdrawal and shyness (mean 2.07), whereas internet-based interventions were rated as less useful for psychiatric problems such as obsessive behaviors (mean 1.89), developmental disorders (mean 1.91), or trauma (mean 1.61). Further, there were a few but small differences in perceived usefulness between service leaders and practitioners (all effect sizes&lt;0.32, all <i>P</i>&lt;.02) and small-to-moderate differences among daycare centers, well-baby clinics, municipal child welfare services, and child and adolescent mental health clinics (all effect sizes&lt;0.69, all <i>P</i>&lt;.006). CONCLUSIONS Internet-based interventions for different infant and child mental health problems within services such as daycare centers, well-baby clinics, municipal child welfare services, and child and adolescent mental health clinics are sometimes or often perceived as useful. These encouraging findings can support the continued exploration of internet-based mental health interventions as a way to improve parental support.

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