scholarly journals Mental Health Promotion and Early Intervention in Early Childhood and Primary School Settings: A Review

2007 ◽  
Vol 1 (1) ◽  
pp. 31 ◽  
Author(s):  
Frances Kay-Lambkin ◽  
Elizabeth Kemp ◽  
Karen Stafford ◽  
Trevor Hazell
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Early Childhood ◽  
Early Intervention ◽  
Large Scale ◽  
Teacher Educators ◽  
Emotional Health ◽  
Mental Health Promotion ◽  
Early Childhood Teacher ◽  
School Students

Response Ability is an initiative of the Australian Government Department of Health and Ageing (the Department). Since 2000, the project team has provided free multimedia resources and practical support for universities and teacher educators, addressing pre-service education for secondary teachers. The focus of the existing Response Ability resources is on the mental health and wellbeing of secondary school students. The use of these resources is designed to encourage pre-service teachers to engage with and promote social and emotional health in their teaching practices. In 2006, the Response Ability project was directed by the Department to advise how the scope of these resources could be broadened to support primary and early childhood teacher education. As part of this, a large-scale scoping study was undertaken to inform discussions about mental health promotion and early intervention strategies in primary and early childhood settings. A structured literature review was completed as part of this process, examining three key questions:

What mental health promotion do university students need?

2016 ◽  
Vol 14 (3) ◽  
pp. 53-72 ◽  
Author(s):  
Ewa Sokołowska ◽  
Lidia Zabłocka-Żytka ◽  
Sylwia Kluczyńska ◽  
Joanna Wojda-Kornacka
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Health Promotion ◽  
Young People ◽  
University Students ◽  
Biopsychosocial Model ◽  
Emotional Health ◽  
Healthy Person ◽  
Mental Health Promotion ◽  
Open Questions

Abstract Our aim was to find out what university students expect of mental health promotion. 610 young people were asked a few open questions. 81% of respondents expressed an interest in mental health promotion activities. They associated promotional activities with physical, social and/or emotional health care. Basically, these positive expectations are in agreement with the biopsychosocial model of mental health formulated by the WHO (2005). No interest in the idea of promotion (11%) is caused by the erroneous assumption that mental health promotion is targeted at people with mental disorders; therefore, a mentally healthy person does not benefit from participating in such a programme.

scholarly journals Did that Professional Education about Mental Health Promotion Make Any Difference? Early Childhood Educators’ Reflections upon Changes in Their Knowledge and Practices

2013 ◽  
Vol 23 (2) ◽  
pp. 201-221 ◽  
Author(s):  
Helen Askell-Williams ◽  
Rosalind Murray-Harvey
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Early Childhood ◽  
Professional Learning ◽  
Professional Education ◽  
Mental Health Promotion ◽  
Policy Makers ◽  
Education And Care ◽  
Health Promotion Initiative ◽  
The Impact

Educators are at the heart of educational reforms, such as the introduction of mental health promotion initiatives into early childhood education and care (ECEC) settings. Good quality implementation of reforms requires educators to engage in high quality professional learning: If educators have not had opportunities to gain appropriate knowledge and expertise, new initiatives may be poorly implemented and may consequently achieve limited outcomes. This article reports ECEC educators’ perspectives about the impact on their knowledge and practices of the professional education component of the KidsMatter mental health promotion initiative. Educators from 111 ECEC services across Australia contributed a range of types of data, including questionnaires about their knowledge and self-efficacy, feedback about each professional education session, and photo stories about their changed professional practices. Participants indicated that their professional learning led to changed practices in areas such as interpreting children's behaviours, interacting with children, approaching parents, and collaborating with colleagues. Participants’ photo stories illustrate how professional education that focuses on content, active learning, coherence, and collaboration can positively influence knowledge and practices. However, if such gains are to last beyond relatively highly resourced start-up phases of initiatives, professional education needs to integrate with, and draw from, the ongoing availability of other professionals such as guidance and counselling staff, who have complementary knowledge and expertise; be recognised and embedded as a core component of ECEC educators’ roles and their workplace practices; and be culturally and contextually situated. Staff accounts of the impact of their professional learning on their practices can highlight to policy-makers the practical outcomes of strong investments in professional education. Awareness by other professions of the affordances and constraints faced by ECEC educators may contribute to interdisciplinary synergies among the range of professions involved in mental health promotion in educational settings.

scholarly journals Factors affecting beneficiary attendance in a community youth mental health promotion program in Karnataka, India.

2019 ◽  
Author(s):  
Pradeep Banandur ◽  
Lavanya Garady ◽  
Mutharaju Arelingaiah ◽  
Gururaj Gopalkrishna ◽  
Jyoti M Koujageri ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Conceptual Framework ◽  
Large Scale ◽  
Youth Mental Health ◽  
Mental Health Promotion ◽  
Health Promotion Program ◽  
Percentage Increase ◽  
Factors Affecting ◽  
Promotion Program

Abstract Background: Yuva Spandana is a unique community based Youth Mental Health Promotion program implemented across Karnataka. This program provides mental health promotion services like guidance and referral services for any issues related to youth. These services are provided through Youth Guidance centres established within every district stadium across Karnataka. We assessed factors affecting beneficiary attendance to these guidance centres across Karnataka. Methods: A conceptual framework was developed to understand the factors affecting beneficiary attendance through stakeholder consultation. First time beneficiaries attending guidance centres between 1st January 2017 and 31st December 2018 across 30 districts of Karnataka were considered study subjects. Requisite data were drawn from the computerized management information system (CMIS) specifically developed for the program. Multivariate Linear Regression was performed with factors affecting beneficiary attendance as outcome and a host of hypothesized variables within the conceptual framework as potential exposures that contribute towards beneficiary attendance. All variables significantly associated with outcome (p<0.10) in univariate and which changed the β-coefficient of atleast one preceding variable by 10% was retained in the multivariate model. Results: For every sensitization program where more than one issue was addressed, the beneficiary attendance increased by 84% (β =0.84; 95% CI=0.53-1.15). Reaching out to parent beneficiaries through sensitisation programs, increased beneficiary attendance at YSK by 79% (β =0.79; 95% CI=0.20-1.37). Referring clients to resource mapped organisations, significantly increased beneficiary attendance by 81% (β =0.81; 95% CI=0.34-1.28). For every percentage increase in reminder calls made to probable beneficiaries who sought support following a sensitization programme, beneficiary attendance increased by 2.18 times (β =2.18; 95% CI=0.52-3.83). Availability of internet connectivity at these guidance centres in 2017, increased beneficiary attendance by 18 times (β =18.00; 95% CI=5.86-30.13). Conclusions: This study provides important inputs towards increasing beneficiary attendance towards large scale youth mental health promotion programs. Addressing more than one issue during sensitisation programs among beneficiaries; conducting sensitization programs among parent groups; making reminder calls to beneficiaries who requested support through feedback forms to fix appointment at guidance centres; providing referrals to beneficiaries to seek services at resource mapped individuals/organizations and ensuring availability of internet in guidance centres increases beneficiary attendance.

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