scholarly journals Understanding the Role of Social Media Based Mental Health Support among College Students (Preprint)

10.2196/24512 ◽  
2020 ◽  
Author(s):  
Piper Vornholt ◽  
Munmun De Choudhury
Keyword(s):  
Mental Health ◽  
College Students ◽  
Social Media ◽  
Mental Health Support ◽  
Health Support

scholarly journals Understanding the Role of Social Media–Based Mental Health Support Among College Students: Survey and Semistructured Interviews (Preprint)

2020 ◽  
Author(s):  
Piper Vornholt ◽  
Munmun De Choudhury
Keyword(s):  
Mental Health ◽  
College Students ◽  
Social Media ◽  
Mental Illness ◽  
Health Needs ◽  
Mental Health Needs ◽  
Semistructured Interviews ◽  
Social Media Platforms ◽  
Mental Health Support ◽  
Health Support

BACKGROUND Mental illness is a growing concern within many college campuses. Limited access to therapy resources, along with the fear of stigma, often prevents students from seeking help. Introducing supportive interventions, coping strategies, and mitigation programs might decrease the negative effects of mental illness among college students. OBJECTIVE Many college students find social support for a variety of needs through social media platforms. With the pervasive adoption of social media sites in college populations, in this study, we examine whether and how these platforms may help meet college students’ mental health needs. METHODS We first conducted a survey among 101 students, followed by semistructured interviews (n=11), of a large public university in the southeast region of the United States to understand whether, to what extent, and how students appropriate social media platforms to suit their struggle with mental health concerns. The interviews were intended to provide comprehensive information on students’ attitudes and their perceived benefits and limitations of social media as platforms for mental health support. RESULTS Our survey revealed that a large number of participating students (71/101, 70.3%) had recently experienced some form of stress, anxiety, or other mental health challenges related to college life. Half of them (52/101, 51.5%) also reported having appropriated some social media platforms for self-disclosure or help, indicating the pervasiveness of this practice. Through our interviews, we obtained deeper insights into these initial observations. We identified specific academic, personal, and social life stressors; motivations behind social media use for mental health needs; and specific platform affordances that helped or hindered this use. CONCLUSIONS Students recognized the benefits of social media in helping connect with peers on campus and promoting informal and candid disclosures. However, they argued against complete anonymity in platforms for mental health help and advocated the need for privacy and boundary regulation mechanisms in social media platforms supporting this use. Our findings bear implications for informing campus counseling efforts and in designing social media–based mental health support tools for college students.

Supporting the mental health of children with speech, language and communication needs: the views and experiences of parents

2021 ◽  
Author(s):  
Hannah Hobson ◽  
Mya Kalsi ◽  
Louise Cotton ◽  
Melanie Forster ◽  
Umar Toseeb
Keyword(s):  
Mental Health ◽  
Language Skills ◽  
Children’S Mental Health ◽  
Children's Mental Health ◽  
Language And Communication ◽  
Mental Health Support ◽  
Language Needs ◽  
Health Support ◽  
Communication Needs

Background & aims: A high rate of children in mental health services have poor language skills, but little evidence exists on how mental health support is delivered to and received by children with language needs. This study looked at parental experiences, asking parents of children speech, language and communication needs (SLCN) about their experiences seeking help for their children’s mental health. We were particularly interested on the experiences of parents of children with Developmental Language Disorder (DLD), a specific SLCN that remains relatively unknown to the general public. Methods: We conducted an online survey of 74 parents of children with speech, language and communication needs (SLCN). Survey respondents included parents of children with a range of difficulties, including DLD, autism, verbal dyspraxia, global intellectual delay, a history of hearing problems, and SLCN without a primary diagnosis. Survey respondents were asked what sources of support they had accessed for their child’s mental health and to provide comments on what was good and what was not good about this support. We then conducted 9 semi-structured interviews of parents of children with DLD about their experiences. These were parents of children with DLD aged 7 to 17 years, from across a range of educational settings, and with a range of present mental health concerns. Results: Content analyses of the survey responses from parents of children with SLCN highlighted three broad factors of importance to parents’ experiences: relational aspects of care, organisational aspects of care, and professionals’ knowledge. Thematic analyses of the interviews of parents of children with DLD identified 5 themes: the effects of language problems on the presentation of distress; the role of the school environment; the role of key professionals; standard approaches to mental health support might not be appropriate; and the role and impact on parents. Parents expressed concerns that their children’s mental health problems and need for support would not be recognised, and felt interventions were not accessible, or delivered in a manner that was not comfortable for their children due to high reliance on oral language skills. Some parents were left feeling that there was no provision suitable for their children.Conclusions: Parents of children with SLCN face barriers accessing support for their children’s mental health, including a lack of professional knowledge about their children’s language needs. Parents argued that language and communication needs can significantly affect the delivery and success of psychological therapies and interventions.

Mental Health Support Workers

2016 ◽  
pp. 200-221
Author(s):  
Julia L. Hennessy ◽  
Liz Smythe ◽  
Max Abbott ◽  
Frances A. Hughes
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Educational Preparation ◽  
Mental Health Consumers ◽  
Mental Health Support ◽  
Health Support ◽  
Health Consumers ◽  
The Relationship ◽  
Community Based Services

This chapter provides the background for policy setting, educational preparation, and emergence of mental health support workers (MHSWs) in New Zealand and examines the work they do in mental health services. New Zealand formally introduced the MHSW role in the early 1990's to provide non-clinical services for mental health consumers or clients through either hospital or community-based services. The work MHSWs undertake and their relationship with other health professionals is discussed. Also discussed, is the relationship that MHSWs have with mental health consumers/clients and the attributes that the MHSW brings to the relationship. Consideration is given to the debate as to whether the role of the MHSW should be regulated, what it means to be considered a health professional, and the possibilities of expanding the scope of practice for MHSWs.

scholarly journals Exploring Pharmacists’ Roles during the 2019–2020 Australian Black Summer Bushfires

Pharmacy ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 142
Author(s):  
Alexandra Moss ◽  
Toni Green ◽  
Simon Moss ◽  
Janique Waghorn ◽  
Mary-Jessimine Bushell
Keyword(s):  
Mental Health ◽  
Natural Disasters ◽  
Natural Disaster ◽  
Health Care Services ◽  
Local Community ◽  
Community Pharmacists ◽  
Mental Health Support ◽  
Health Support ◽  
Qualitative Data Analysis Software

Background: Australians are no strangers to sudden natural disasters, such as bushfires. The effects of a natural disaster can devastate local communities and health care services. Currently, limited research has explored the role of the pharmacist during a natural disaster. This study explores the role of the Australian pharmacist during the 2019/2020 Black Summer Bushfires. Methods: Semi-structured phone interviews were conducted with ten community pharmacists who worked through the Black Summer Bushfires whose daily tasks and work environment were directly affected by the bushfires. Thematic analysis using NVivo®, a qualitative data analysis software was conducted. Results: Analysis of the transcripts generated six main themes: collaboration; trauma and mental health; power and communication; acute presentations; triaging and emergency prescribing. Pharmacists worked in close collaboration with doctors and members of the local community. They provided triaging services, timely health advice about chronic health problems, and managed acute issues, including wound and burn management and mental health support in traumatic conditions, sometimes without power and communication amenities. The challenges presented to pharmacists during the bushfires warranted creative and flexible approaches at times. Conclusion: This study highlights the need for mental health support and training for pharmacists, provisional prescribing privileges, and a clearer set of contingency regulations and legislation related to emergencies and natural disasters. Further research is warranted to gain greater insight into the roles undertaken by Australian pharmacists during natural disasters and their autonomy in decision making processes during such times.

scholarly journals Mapping the Role of Instructors in Canadian Post-Secondary Student Mental Health Support Systems

2021 ◽  
Author(s):  
Maria Lucia DiPlacito-DeRango
Keyword(s):  
Mental Health ◽  
Support Systems ◽  
Secondary Student ◽  
Student Mental Health ◽  
Post Secondary ◽  
College And University ◽  
University Support ◽  
Mental Health Support ◽  
Health Support

AbstractUsing Recognize, Render, and Redirect (RRR) (Di Placito-De Rango, International Journal of Mental Health and Addiction 16:284–290, 2018) as a framing organizational model, this study engaged in online document analysis to (a) locate the instructor’s position within student mental health support frameworks across Canadian colleges and universities, and (b) understand how their role is exactly defined and described. The role of instructors within student mental health support systems was detailed in 20 Canadian post-secondary institutions. Strategies to recognize, render, and redirect students were observed in most frameworks. For example, 45% of college and university support frameworks featured instructors engaging in compassionate narrative exchanges with students, which included instructors listening to student narratives with concern, no judgement, anti-discriminatory demeanor, and minimal interruption. Post-secondary institutions are urged to continue clearly defining and updating the role of instructors in post-secondary student mental health support frameworks.

scholarly journals Networks, sociabilities and health: the role of mental health support in Brazil

Sociologias ◽  
2020 ◽  
Vol 22 (53) ◽  
pp. 282-286
Author(s):  
Breno Augusto Souto Maior Fontes
Keyword(s):  
Mental Health ◽  
Mental Health Support ◽  
Health Support

scholarly journals The MindLab Project. Local Museums Supporting Community Wellbeing Before and After UK Lockdown

2020 ◽  
Vol 18 (3) ◽  
pp. 314-318
Author(s):  
Jade French ◽  
Nic Lunt ◽  
Martin Pearson
Keyword(s):  
Mental Health ◽  
Social Impact ◽  
First Century ◽  
Community Resources ◽  
Health And Wellbeing ◽  
Community Wellbeing ◽  
Before And After ◽  
Mental Health Support ◽  
Health Support

Catalyst is a science discovery centre and independent museum based in Widnes, United Kingdom. Since 2018, it has collaborated with mental health charity Mind Halton on The MindLab project; a science inspired wellbeing programme for residents local to the museum in an area where access to mental health support is low. As museums in the twenty-first century are being increasingly regarded as community resources capable of producing valuable social impact, this article considers the role of museums in harnessing this potential to enhance community health and wellbeing during the COVID-19 pandemic. It reflects on the challenges encountered during this unprecedented period of lockdown, as well as the emerging opportunities through the perspectives of those delivering The MindLab project.

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