scholarly journals The modules of mental health programs implemented in schools in low- and middle-income countries: Findings from a systematic literature review

2020 ◽  
Author(s):  
Solomon Musa Gimba ◽  
Paul Harris ◽  
Amornrat Saito ◽  
Hyacinth Udah ◽  
Averil Martin ◽  
...  
Keyword(s):  
Mental Health ◽  
Literature Review ◽  
Early Treatment ◽  
Health Program ◽  
Mental Health Program ◽  
Health Programs ◽  
Middle Income ◽  
Middle Income Countries ◽  
School Based ◽  
Mental Health Programs

Abstract Background Secondary schools in low- and middle-income countries (LMICs) provide promotional, preventive, and early treatment services. But the literature indicates that the components of these services are either adapted or modified from existing mental health programs in developed countries. The literature also highlights the provision of non-comprehensive services (mental health promotion, prevention, and early treatment), in LMICs such as Nigeria. These findings inform the need for undertaking this systematic literature review. The aim of the review was to identify components of school based mental health programs that have been implemented in LMICs to guide the development of a culturally sensitive comprehensive mental health program for adolescents in a LMICs. Methods The Preferred Reporting Items for Systematic reviews and Meta-analyses (PRISMA) statement was used to guide this review. The following databases were searched in September 2018, to identify the relevant literature: PubMed, CINAHL, Scopus, Web of Science, PsycINFO, and ERIC. The search was conducted by one of the authors and reviewed by two of the authors. Results Following the screening process, a total of 11 papers were identified and reviewed for quality. The systematic review highlighted that the mental health programs provided in schools included: introduction module, communication and relationship module, psychoeducation module, cognitive skills module, behavioral skills module, establishing social networks for recovery and help seeking behavioral activities and a summary/conclusion module. Conclusion The review shed light on the characteristics of the programs in LMICs. Two programs were universal in nature. Five programs were directed at key risk factors or at-risk groups and four were early intervention programs. The review also revealed that only one programs out of the 11 programs, included modules for parents. The synthesis indicated that all the identified programs were adapted or modified from existing programs. The dearth of comprehensive programs in LMICs was also revealed. The review also revealed modules that can be useful for developing a school based mental health program in LMICs.

scholarly journals The Modules of Mental Health Programs Implemented in Schools in Low- and Middle-Income Countries: Findings from a Systematic Literature Review

2020 ◽  
Author(s):  
Solomon Musa Gimba ◽  
Paul Harris ◽  
Amornrat Saito ◽  
Hyacinth Udah ◽  
Averil Martin ◽  
...  
Keyword(s):  
Mental Health ◽  
Literature Review ◽  
Early Treatment ◽  
Health Program ◽  
Mental Health Program ◽  
Health Programs ◽  
Middle Income ◽  
Middle Income Countries ◽  
School Based ◽  
Mental Health Programs

Abstract Background Secondary schools in low- and middle-income countries (LMICs) provide promotional, preventive, and early treatment services. But the literature indicates that the modules of these services are either adapted or modified from existing mental health programs in developed countries. The literature also highlights the provision of non-comprehensive services (mental health promotion, prevention, and early treatment), in LMIC’s such as Nigeria. These findings inform the need for undertaking this systematic literature review. The aim of the review was to identify modules of school based mental health programs that have been implemented in LMICs to guide the development of a culturally sensitive comprehensive mental health program for adolescents in a LMIC.Methods The Preferred Reporting Items for Systematic reviews and Meta-analyses (PRISMA) statement was used to guide this review. The following databases were searched in September 2018, to identify the relevant literature: PubMed, CINAHL, Scopus, Web of Science, PsycINFO, and ERIC. The search was conducted by one of the authors and reviewed by two of the authors.Results Following the screening process, a total of 11 papers were identified and reviewed for quality. The systematic review highlighted that the mental health programs provided in schools included: introduction module, communication and relationship module, psychoeducation module, cognitive skills module, behavioral skills module, establishing social networks for recovery and help seeking behavioral activities and a summary/conclusion module.Conclusion The review shed light on the characteristics of the programs in LMIC. Two programs were universal in nature. Five programs were directed at key risk factors or at-risk groups and four were early intervention programs. The review also revealed that only one programs out of the 11 programs, included modules for parents. The synthesis indicated that all the identified programs were adapted or modified from existing programs. The dearth of comprehensive programs in LMIC was also revealed. The review also revealed modules that can be useful for developing a school based mental health program.

scholarly journals The modules of mental health programs implemented in schools in low- and middle-income countries: Findings from a systematic literature review

2020 ◽  
Author(s):  
Solomon Musa Gimba ◽  
Paul Harris ◽  
Amornrat Saito ◽  
Hyacinth Udah ◽  
Averil Martin ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Early Intervention ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Health Programs ◽  
Middle Income ◽  
Middle Income Countries ◽  
Mental Health Programs ◽  
Low And Middle Income

Abstract BackgroundSecondary schools in low- and middle-income countries (LMICs) provide health promotion, preventive, and early intervention services. Nevertheless, literature indicates that the modules of these services are either adapted or modified from existing mental health programs in developed countries. The literature also highlights the provision of non-comprehensive services (mental health promotion, prevention, and early intervention), in LMICs such as Nigeria. These findings inform the need for undertaking this systematic literature review. The aim of this review was thus to identify the modules of school-based mental health programs (SBMHP) that have been implemented in LMICs to guide the development of a culturally sensitive comprehensive mental health program for adolescents in a LMIC.MethodsThe Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement was used to guide this review. The following databases were searched in September 2018, to identify the relevant literature: PubMed, CINAHL, Scopus, Web of Science, PsycINFO, and ERIC. The search was conducted by the first author and reviewed by the authors.ResultsFollowing the screening process, a total of 11 papers were identified and reviewed for quality. The systematic review highlighted that the mental health programs provided in schools included: an introduction module, a communication and relationship module, a psychoeducation module, a cognitive skills module, a behavioral skills module, establishing social networks for recovery and help seeking behavioral activities and a summary/conclusion module.ConclusionThis review sheds light on the characteristics of the programs in LMICs. Two programs were found to be universal in nature. Five programs were directed at key risk factors or at-risk groups, and four were early intervention programs. The review also revealed that only one program out of the 11 programs included modules for parents. The synthesis indicated that all the identified programs were adapted or modified from existing programs. The dearth of comprehensive programs in LMICs was also revealed. Lastly, the review revealed seven modules that can be useful for developing a SBMHP.

scholarly journals The modules of mental health programs implemented in schools in low- and middle-income countries: findings from a systematic literature review

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Solomon Musa Gimba ◽  
Paul Harris ◽  
Amornrat Saito ◽  
Hyacinth Udah ◽  
Averil Martin ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Early Intervention ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Health Programs ◽  
Middle Income ◽  
Middle Income Countries ◽  
Mental Health Programs ◽  
Low And Middle Income

Abstract Background Secondary schools in low- and middle-income countries (LMICs) provide health promotion, preventive, and early intervention services. Nevertheless, literature indicates that the modules of these services are either adapted or modified from existing mental health programs in developed countries. The literature also highlights the provision of non-comprehensive services (mental health promotion, prevention, and early intervention), in LMICs. These findings inform the need for undertaking this systematic literature review. The aim of this review was thus to identify the modules of school-based mental health programs (SBMHP) that have been implemented in LMICs to guide the development of a culturally sensitive comprehensive mental health program for adolescents in a LMIC country. Methods The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement was used to guide this review. The following databases were searched in September 2018, to identify the relevant literature: PubMed, CINAHL, Scopus, Web of Science, PsycINFO, and ERIC. The search was conducted by the first author and reviewed by the authors. Results Following the screening process, a total of 11 papers were identified and reviewed for quality. The systematic review highlighted that the mental health programs provided in schools included: an introduction module, a communication and relationship module, a psychoeducation module, a cognitive skills module, a behavioral skills module, establishing social networks for recovery and help seeking behavioral activities and a summary/conclusion module. Conclusion This review sheds light on the characteristics of the programs in LMICs. Two programs were found to be universal in nature. Five programs were directed at key risk factors or at-risk groups, and four were early intervention programs. The review also revealed that only one program out of the 11 programs included modules for parents. The synthesis indicated that all the identified programs were adapted or modified from existing programs. The dearth of comprehensive programs in LMICs was also revealed. Lastly, the review revealed seven modules that can be useful for developing a SBMHP.

scholarly journals The modules of mental health programs implemented in schools in low- and middle-income countries: Findings from a systematic literature review

2020 ◽  
Author(s):  
Solomon Musa Gimba ◽  
Paul Harris ◽  
Amornrat Saito ◽  
Hyacinth Udah ◽  
Averil Martin ◽  
...  
Keyword(s):  
Mental Health ◽  
Early Intervention ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Developed Countries ◽  
Health Programs ◽  
Middle Income ◽  
Middle Income Countries ◽  
Mental Health Programs ◽  
Low And Middle Income

Abstract Background Secondary schools in low- and middle-income countries (LMICs) provide promotional, preventive, and early intervention services. Nevertheless, literature indicates that the modules of these services are either adapted or modified from existing mental health programs in developed countries. The literature also highlights the provision of non-comprehensive services (mental health promotion, prevention, and early intervention), in LMICs such as Nigeria. These findings inform the need for undertaking this systematic literature review. The aim of this review was thus to identify the modules of school-based mental health programs (SBMHP) that have been implemented in LMICs to guide the development of a culturally sensitive comprehensive mental health program for adolescents in a LMIC. Methods The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement was used to guide this review. The following databases were searched in September 2018, to identify the relevant literature: PubMed, CINAHL, Scopus, Web of Science, PsycINFO, and ERIC. The search was conducted by the first author and reviewed by the authors.Results Following the screening process, a total of 11 papers were identified and reviewed for quality. The systematic review highlighted that the mental health programs provided in schools included: an introduction module, a communication and relationship module, a psychoeducation module, a cognitive skills module, a behavioral skills module, establishing social networks for recovery and help seeking behavioral activities and a summary/conclusion module.Conclusion This review sheds light on the characteristics of the programs in LMICs. Two programs were found to be universal in nature. Five programs were directed at key risk factors or at-risk groups, and four were early intervention programs. The review also revealed that only one program out of the 11 programs included modules for parents. The synthesis indicated that all the identified programs were adapted or modified from existing programs. The dearth of comprehensive programs in LMICs was also revealed. Lastly, the review revealed modules that can be useful for developing a SBMHP.

An engagement-facilitation intervention (EFI) for increasing uptake and engagement for self-guided online mental health interventions: Consumer-guided development (Preprint)

2019 ◽  
Author(s):  
Amelia Gulliver ◽  
Alison L Calear ◽  
Matthew Sunderland ◽  
Frances Kay-Lambkin ◽  
Louise M Farrer ◽  
...  
Keyword(s):  
Mental Health ◽  
Lived Experience ◽  
Health Program ◽  
Mental Health Program ◽  
Health Interventions ◽  
Barriers And Facilitators ◽  
Health Programs ◽  
Current Evidence ◽  
Mental Health Interventions ◽  
Mental Health Programs

BACKGROUND Self-guided online mental health programs are effective in treating and preventing mental health problems. However, both the uptake and engagement with these programs in the community is suboptimal, and there is limited current evidence indicating how to increase the use of existing evidence-based programs. OBJECTIVE The current study aims to investigate the views of people with lived experience of depression and anxiety on the barriers and facilitators to using e-mental health interventions and to use these perspectives to help develop an engagement-facilitation intervention (EFI) to increase uptake and engagement with self-guided online mental health programs. METHODS A total of 24 community members (female = 21; male = 3) with lived experience of depression and/or anxiety participated in four focus groups that discussed: 1) barriers and facilitators to self-guided e-mental health programs, 2) specific details needed to help them decide to use an online program, and 3) the appearance, delivery mode, and functionality of content for the proposed EFI. A total of 14 of the focus group attendees participated in a subsequent follow-up survey to evaluate the resultant draft EFI. Data were thematically analysed using both inductive and deductive methods. RESULTS Participants suggested that the critical component of an EFI was information that would challenge personal barriers to engagement with psychosocial interventions. These were providing personalised feedback about symptoms, information about the content and effectiveness of the e-mental health program, normalisation of participation in e-mental health programs including testimonials, and brief information on data security. Reminders, rewards, feedback about their progress, and coaching were all mentioned as being useful in assisting people to continue to engage with a program once they had started. Feedback on the developed EFI was positive; with participants reporting satisfaction with the content of the EFI and that it would likely positively affect their use of an e-mental health program. CONCLUSIONS EFIs have the potential to improve the uptake of e-mental health programs in the community and should focus on providing information on the content and effectiveness of e-mental health programs, as well as normalising their use. There is strong value in involving people with a lived experience in the design and development of EFIs to maximise their effectiveness.

Exploring mental health nursing practice in Indonesian rural area

2019 ◽  
Vol 19 (2) ◽  
pp. 119-126
Author(s):  
Kusrini Semarwati Kadar ◽  
Andriani Andriani ◽  
Darmita Noria Tandi
Keyword(s):  
Mental Health ◽  
Health Program ◽  
Mental Health Program ◽  
Health Programs ◽  
Health Staff ◽  
Mental Health Staff ◽  
Content Type ◽  
South Sulawesi ◽  
The Government ◽  
Mental Health Programs

Purpose Mental health should be getting more attention, as mental health problems are increasing and they pose a significant health burden. Government plays an important role in supporting the implementation of mental health program. The purpose of this paper is to overview the implementation of mental health programs in North Toraja Regency, South Sulawesi Province, Indonesia. Design/methodology/approach This paper presents an audit conducted to examine the practice of mental health staff delivering mental health programs in community centers in one sub-district area in Indonesia and describes key areas of work, including promotive, preventative, curative and rehabilitation intervention. Responds from the respondents then was compared to guidelines for mental health practice in community based on Mental Health Law No. 18 (2014). The respondents were all mental health program staff (26 staff) from all community health centers (26 Puskesmas) in the North Toraja region, South Sulawesi (each Puskesmas has one staff responsible for mental health program). Findings This study explored programs and services provided for community mental health programs and roles of health staff in implementing programs and delivering services in one rural area. Although most health staff had provided mental health services according to the government guidelines, this study did not identify what the staff actually did in performing this work. Health staff cannot work alone in providing healthcare services, thus support from other sectors and from government is needed to deliver more effective healthcare to people with mental health disorders in the community. For further study, qualitative design is needed to explore more about the actual practice of the mental health staff in Puskesmas. Originality/value There is no published information regarding this topic in Indonesia to date. This information is really important for the government to evaluate the implementation of mental health program in Indonesia. However, these findings may only apply in this area, thus cannot be generalized for other regions in Indonesia, even if similar condition occurs in other areas.

scholarly journals Health-Related Internet Usage and Design Feature Preference for E-Mental Health Programs Among Men and Women (Preprint)

2018 ◽  
Author(s):  
Rachel Smail-Crevier ◽  
Gabrielle Powers ◽  
Chelsea Noel ◽  
JianLi Wang
Keyword(s):  
Mental Health ◽  
Video Game ◽  
Health Program ◽  
Design Feature ◽  
Mental Health Program ◽  
Health Programs ◽  
Younger Men ◽  
Health Related ◽  
Game Format ◽  
Mental Health Programs

BACKGROUND Major depressive episodes (MDEs) are prevalent in the workplace and affect workers’ health and productivity. Therefore, there is a pressing need for innovation in the prevention of MDEs in the workplace. Electronic mental (e-mental) health programs are a cost-effective approach toward the self-management of stress and emotional issues. E-mental health dropout rate, MDE prevalence, and symptoms greatly vary by sex and age. Thus, the development and implementation of e-mental health programs for the prevention of MDEs need to be examined through a sex and age lens to enhance program use and effectiveness. OBJECTIVE This study aimed to examine design feature preferences based on sex and age for an e-mental health program targeted toward depression prevention. METHODS Household residents across Canada were contacted using the random digit dialing method. 500 women and 511 men who were 18 years and older and who were at high risk of having MDEs were interviewed. Internet use was assessed using questions from the 2012 Canadian Internet Use Survey conducted by Statistics Canada, and preferred design features of e-mental health program questions were developed by the BroMatters team members. The proportions of likely use of specific features of e-mental health programs in women were estimated and compared with those in men using chi-square tests. The comparisons were made overall and by age groups. RESULTS Men (181/511, 35.4%) and women (211/500, 42.2%) differed significantly in their likelihood of using an e-mental health program. Compared with men (307/489, 62.8%), women (408/479, 85.2%) were more likely to use the internet for medical or health-related information. Women were more likely to use the following design features: practices and exercises to help reduce symptoms of stress and depression (350/500, 70.7%), a self-help interactive program that provides information about stress and work problems (302/500, 61.8%), the ability to ask questions and receive answers from mental health professionals via email or text message (294/500, 59.9%), and to receive printed materials by mail (215/500, 43.4%). Men preferred to receive information in a video game format (156/511, 30.7%). Younger men (46/73, 63%) and younger women (49/60, 81%) were more likely to access a program through a mobile phone or an app, and younger men preferred having access to information in a video game format. CONCLUSIONS Factors such as sex and age influenced design feature preferences for an e-mental health program. Working women who are at high risk for MDEs preferred interactive programs incorporating practice and exercise for reducing stress, quality information about work stress, and some guidance from professionals. This suggests that sex and age should be taken into account when designing e-mental health programs to meet the needs of individuals seeking help via Web-based mental health programs and to enhance their use.

scholarly journals Perceived Effectiveness and Motivations for the Use of Web-Based Mental Health Programs: Qualitative Study

10.2196/16961 ◽  
2020 ◽  
Vol 22 (7) ◽  
pp. e16961
Author(s):  
Heidi Eccles ◽  
Molly Nannarone ◽  
Bonnie Lashewicz ◽  
Mark Attridge ◽  
Alain Marchand ◽  
...  
Keyword(s):  
Mental Health ◽  
High Risk ◽  
Health Program ◽  
Intervention Group ◽  
Mental Health Program ◽  
Health Programs ◽  
Perceived Effectiveness ◽  
Web Based ◽  
Mental Health Programs ◽  
Risk For Depression

Background The prevalence of depression is high and has been stable despite increased treatment, research, and dissemination. People encounter barriers to seeking traditional mental health services, which could be mitigated by using web-based prevention methods. Objective This study aims to understand what people at high risk for depression perceive as effective aspects of web-based mental health programs and what motivates people at high risk for depression to use web-based mental health programs. Methods We conducted an inductive content analysis using telephone interview data from 77 participants at high risk for depression who were recruited from 2 randomized controlled trials (RCTs). Participants from the first RCT were working men who had been randomly assigned to 1 of the following 3 groups: control group, who had access to general depression information from a website called BroMatters; intervention group 1, who had access to the BroMatters website along with the associated BroHealth web-based mental health program; and intervention group 2, who had access to the BroMatters website, the BroHealth web-based mental health program, and telephone sessions with a life coach. Participants from the second RCT were men and women who had been assigned to the intervention group, who received access to the HardHat web-based mental health program, or the control group, who only received access to the HardHat web-based mental health program following completion of the RCT. Participants for this inductive content analysis study were recruited from the intervention groups in both RCTs. Two groups of participants (n=41 and n=20) were recruited from the BroHealth RCT, and a third group comprised 16 participants that were recruited from the HardHat RCT. Results We generated four categories regarding the perceived effectiveness of web-based programs and five categories related to what motivates the use of web-based programs. Participants identified awareness, program medium and functionality, program content, and coaches as categories related to the effectiveness of the programs. Categories of motivators to use web-based programs included providing reminders or incentives, promotion of the programs, providing appropriate medium and functionality, appropriate content, and perceived need. The final category related to motivators reflects perceptions of participants who were either unsure about what motivates them or believed that there is no way to motivate use. Conclusions Conflicting evidence was obtained regarding the perceived effectiveness of aspects of the content and functionality of web-based programs. In general, web-based mental health programs were perceived to help increase mental health awareness, especially when it includes live access to a coach. However, the results also revealed that it is difficult to motivate people to begin using web-based mental health programs. Strategies that may motivate the use of such programs include perceived personal need, effective promotion, providing incentives and reminders, and improving functionality.

scholarly journals Perceived Effectiveness and Motivations for the Use of Web-Based Mental Health Programs: Qualitative Study (Preprint)

2019 ◽  
Author(s):  
Heidi Eccles ◽  
Molly Nannarone ◽  
Bonnie Lashewicz ◽  
Mark Attridge ◽  
Alain Marchand ◽  
...  
Keyword(s):  
Mental Health ◽  
High Risk ◽  
Health Program ◽  
Intervention Group ◽  
Mental Health Program ◽  
Health Programs ◽  
Perceived Effectiveness ◽  
Web Based ◽  
Mental Health Programs ◽  
Risk For Depression

BACKGROUND The prevalence of depression is high and has been stable despite increased treatment, research, and dissemination. People encounter barriers to seeking traditional mental health services, which could be mitigated by using web-based prevention methods. OBJECTIVE This study aims to understand what people at high risk for depression perceive as effective aspects of web-based mental health programs and what motivates people at high risk for depression to use web-based mental health programs. METHODS We conducted an inductive content analysis using telephone interview data from 77 participants at high risk for depression who were recruited from 2 randomized controlled trials (RCTs). Participants from the first RCT were working men who had been randomly assigned to 1 of the following 3 groups: control group, who had access to general depression information from a website called BroMatters; intervention group 1, who had access to the BroMatters website along with the associated BroHealth web-based mental health program; and intervention group 2, who had access to the BroMatters website, the BroHealth web-based mental health program, and telephone sessions with a life coach. Participants from the second RCT were men and women who had been assigned to the intervention group, who received access to the HardHat web-based mental health program, or the control group, who only received access to the HardHat web-based mental health program following completion of the RCT. Participants for this inductive content analysis study were recruited from the intervention groups in both RCTs. Two groups of participants (n=41 and n=20) were recruited from the BroHealth RCT, and a third group comprised 16 participants that were recruited from the HardHat RCT. RESULTS We generated four categories regarding the perceived effectiveness of web-based programs and five categories related to what motivates the use of web-based programs. Participants identified awareness, program medium and functionality, program content, and coaches as categories related to the effectiveness of the programs. Categories of motivators to use web-based programs included providing reminders or incentives, promotion of the programs, providing appropriate medium and functionality, appropriate content, and perceived need. The final category related to motivators reflects perceptions of participants who were either unsure about what motivates them or believed that there is no way to motivate use. CONCLUSIONS Conflicting evidence was obtained regarding the perceived effectiveness of aspects of the content and functionality of web-based programs. In general, web-based mental health programs were perceived to help increase mental health awareness, especially when it includes live access to a coach. However, the results also revealed that it is difficult to motivate people to begin using web-based mental health programs. Strategies that may motivate the use of such programs include perceived personal need, effective promotion, providing incentives and reminders, and improving functionality.

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