Lessons Learned: The Evaluation of a Drug Education Program

1982 ◽  
Vol 12 (2) ◽  
pp. 181-190 ◽  
Author(s):  
David Royse ◽  
Stephen Keller ◽  
James L. Schwartz
Keyword(s):  
Mental Health ◽  
Data Analysis ◽  
Education Program ◽  
Lessons Learned ◽  
Drug Education ◽  
Education Programs ◽  
Instrument Selection ◽  
Mental Health Funding ◽  
Health Funding ◽  
Funding Body

In an evaluation of a mass drug education program involving over 1,000 students, a mental health funding body in southwestern Ohio learned a number of lessons which should prove useful to anyone engaging in, or planning to engage in, evaluations of drug education programs. Problems such as instrument selection, logistical constraints and data analysis are discussed. Suggestions are given as to how the present study could have been improved and recommendations for future evaluations are made.

scholarly journals Closing the Mental Health Gap: The Long and Winding Road?

2017 ◽  
Vol 36 (2) ◽  
pp. 5-18 ◽  
Author(s):  
Mary Bartram ◽  
Steve Lurie
Keyword(s):  
Mental Health ◽  
Public Spending ◽  
Health Spending ◽  
Federal Funding ◽  
Lessons Learned ◽  
Mental Illnesses ◽  
Mental Health Funding ◽  
Health Funding ◽  
Health Strategy ◽  
The Uk

With 5 billion dollars in new federal funding to improve access to mental health services set to roll out over the next 10 years, a window of opportunity has opened to begin to close the long-standing gap in mental health funding in Canada. Public spending on mental health in Canada is only 7% of public spending on health overall (Jacobs et al., 2010), well short of the 9% called for in the Changing Directions, Changing Lives: The Mental Health Strategy for Canada (MHCC, 2012). This percentage is also well short of the disease burden comprised by mental illnesses, which ranges from 13% globally (WHO, 2011) to 23% in the UK (OECD, 2014). By comparison, recent figures from the Organisation for Economic Cooperation and Development (OECD, 2014) indicate that some countries devote as much as 18% of their health spending to mental health, with the UK sitting at 13%. Even with new targeted federal funding, closing, or at least narrowing, this gap will require careful attention to lessons learned in the past. This article explores how the gap in mental health funding came about in Canada and provides a more detailed analysis of the size of the gap itself. While it is now clear that the federal government will introduce a transfer that is directly targeted to mental health, there are still many policy options to consider for moving forward with next steps, including provincial/territorial contributions, accountability mechanisms, outcome measures, the insurance/financing model, and how tightly eligible expenses are tied to specific initiatives, population groups, or levels of evidence.

VA Mental Health Funding

JAMA ◽  
2007 ◽  
Vol 297 (2) ◽  
pp. 146
Author(s):  
Mike Mitka
Keyword(s):  
Mental Health ◽  
Mental Health Funding ◽  
Health Funding

scholarly journals Funding Growth and Service Match: Doing More of the Same, or Doing Things Better?

2010 ◽  
Vol 29 (S5) ◽  
pp. 97-109 ◽  
Author(s):  
Heather Stuart ◽  
Terry Krupa ◽  
Michelle Koller
Keyword(s):  
Mental Health ◽  
Systematic Approach ◽  
Care Service ◽  
Level Of Care ◽  
Service Access ◽  
Care Planning ◽  
Mental Health Funding ◽  
Health Funding ◽  
Before And After ◽  
Repeated Samples

We evaluated service access and match in Southeastern Ontario following community mental health funding increases using repeated samples drawn before and after the enhancements. Access to care increased by an estimated 12% (350 clients) between 2001 and 2006, but only about a third of clients were appropriately matched to their needed level of care. Service match increased slightly after the funding increases, but changes were non-statistically significant. Almost half of the clients remained underserviced and 20% were overserviced, suggesting that a more targeted and systematic approach to care planning is necessary to shift systemwide resources to client groups who are in the greatest need.

scholarly journals Barriers and Drivers to Stakeholder Engagement in Global Mental Health Projects

2020 ◽  
Author(s):  
Jill Murphy ◽  
Onaiza Qureshi ◽  
Tarik Endale ◽  
Georgina Miguel Esponda ◽  
Soumitra Pathare ◽  
...  
Keyword(s):  
Mental Health ◽  
Stakeholder Engagement ◽  
Global Mental Health ◽  
Scale Up ◽  
Health Interventions ◽  
Successful Implementation ◽  
Effective Implementation ◽  
Mental Health Funding ◽  
Health Funding ◽  
Mental Health Interventions

Abstract Background: Engagement with diverse stakeholders, including policy makers, care providers and end users, is essential for successful implementation of global mental health interventions. Despite being a fundamental factor in the implementation process, evidence about challenges and drivers to stakeholder engagement is limited in the global mental health literature. Methods: We conducted semi-structured qualitative interviews with n=29 recipients of global Grand Challenges Canada Global Mental Health funding to assess barriers and drivers to global mental health implementation across a portfolio of Grand Challenges Canada-funded projects. We used framework analysis to identify key themes related to implementation barriers and facilitators. This paper reports on barriers and facilitators to stakeholder engagement, with results related to capacity development and service delivery reported elsewhere in this volume. Results: Barriers and drivers to stakeholder engagement were identified across four themes: 1) Contextual Considerations, 2) Resources, 3) Participation, Uptake and Empowerment, and 3) Stigma. While complex contextual challenges create barriers, mechanisms such as formative research can facilitate a deeper contextual understanding that supports effective implementation planning. Limited financial and human resources and competing priorities can lead to substantial challenges. Investing in and leveraging existing local resources and expertise can help to mitigate these barriers. The challenge of achieving active participation from stakeholders and diverging expectations about the nature of participation were identified as barriers, while providing opportunities for meaningful participation and empowerment acted as facilitators. Stigma at the institutional and individual level was also identified as a substantial barrier to engagement. Conclusion: Stakeholder engagement is critical to successful implementation of global mental health interventions, particularly for promoting scale-up and sustainability. The findings of this study are relevant to implementors in global mental health. They also have implications for global mental health funding agencies and policy organizations, who can support improved stakeholder engagement in several ways. Investing in high-quality formative research, supporting capacity building in methods such as integrated knowledge translation and participatory priority-setting, investing in longer-term funding schemes to support sustainable partnerships and scale-up and supporting researchers to build skills in policy engagement would help to foster successful engagement and thus support effective implementation of global mental health innovations.

Attitudes toward Drugs and Drug Education

1972 ◽  
Vol 2 (1) ◽  
pp. 63-80 ◽  
Author(s):  
Donald J. Haggerty ◽  
Stanley Zimering
Keyword(s):  
Mental Health ◽  
Drug Abuse ◽  
Prospective Teachers ◽  
Drug Education ◽  
State University ◽  
Education Programs ◽  
Urgent Task ◽  
Drug Knowledge ◽  
Knowledge And Practice ◽  
Relevant Factors

Citing the need to provide drug education for prospective teachers the authors refer to a study conducted to determine the number of colleges that have implemented such a program. Some attention is given to the characteristics related to attitude formation in childhood and the need to begin drug education early, with emphasis being placed on mental health. Supportive data are presented from a survey of students' drug knowledge and practice at State University College, Stony Brook, N.Y., regarding how drug education programs should be taught. Several relevant factors are listed which should be considered in a drug education program from the viewpoint of the students surveyed. The authors conclude that there is probably no more urgent task facing our colleges than planned programs for training teachers in drug abuse education.

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