scholarly journals Youth Mental Health Peer Support Work: A Qualitative Study Exploring the Impacts and Challenges of Operating in a Peer Support Role

Adolescents ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 400-411
Author(s):  
Calvert Tisdale ◽  
Nicole Snowdon ◽  
Julaine Allan ◽  
Leanne Hides ◽  
Philip Williams ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Peer Support ◽  
Personal Growth ◽  
Qualitative Interviews ◽  
Youth Mental Health ◽  
Training Support ◽  
Interpersonal Factors ◽  
Support Work ◽  
Peer Support Work

Youth aged 16–24 years have the highest prevalence of mental illness in Australia, accounting for 26% of all mental illness. Youth mental health peer support work is a promising avenue of support for this population. However, limited research has examined impacts on those who provide youth mental health peer support work. We aimed to identify the benefits and challenges of working in a youth mental health peer support role. Semi-structured qualitative interviews with seven purposefully sampled peer workers from a national youth mental health organisation in Australia were conducted. The interviews were thematically analysed. Six key themes were identified: (1) personal growth, (2) interpersonal factors, (3) organisational factors, (4) boundaries, (5) role acknowledgement, and (6) challenging situations. Key supportive factors included financial reimbursement, training, support, and role-related flexibility. Identified challenges included lack of role acknowledgement, role-related stress, and boundaries. Operating within a youth mental health peer support role is perceived to have positive impacts on personal growth and interpersonal factors, enhanced through financial reimbursement, supervision, and role-related flexibility. Perspectives on the most effective form of role boundaries were diverse however their importance in addressing challenges was emphasised.

scholarly journals Initial Training for Mental Health Peer Support Workers: Systematized Review and International Delphi Consultation (Preprint)

2020 ◽  
Author(s):  
Ashleigh Charles ◽  
Rebecca Nixdorf ◽  
Nashwa Ibrahim ◽  
Lion Gai Meir ◽  
Richard S Mpango ◽  
...  
Keyword(s):  
Mental Health ◽  
Peer Support ◽  
The Internet ◽  
Initial Training ◽  
Web Based ◽  
Face To Face ◽  
Systematized Review ◽  
Strong Consensus ◽  
Support Work ◽  
Peer Support Work

BACKGROUND Initial training is essential for the mental health peer support worker (PSW) role. Training needs to incorporate recent advances in digital peer support and the increase of peer support work roles internationally. There is a lack of evidence on training topics that are important for initial peer support work training and on which training topics can be provided on the internet. OBJECTIVE The objective of this study is to establish consensus levels about the content of initial training for mental health PSWs and the extent to which each identified topic can be delivered over the internet. METHODS A systematized review was conducted to identify a preliminary list of training topics from existing training manuals. Three rounds of Delphi consultation were then conducted to establish the importance and web-based deliverability of each topic. In round 1, participants were asked to rate the training topics for importance, and the topic list was refined. In rounds 2 and 3, participants were asked to rate each topic for importance and the extent to which they could be delivered over the internet. RESULTS The systematized review identified 32 training manuals from 14 countries: Argentina, Australia, Brazil, Canada, Chile, Germany, Ireland, the Netherlands, Norway, Scotland, Sweden, Uganda, the United Kingdom, and the United States. These were synthesized to develop a preliminary list of 18 topics. The Delphi consultation involved 110 participants (49 PSWs, 36 managers, and 25 researchers) from 21 countries (14 high-income, 5 middle-income, and 2 low-income countries). After the Delphi consultation (round 1: n=110; round 2: n=89; and round 3: n=82), 20 training topics (18 universal and 2 context-specific) were identified. There was a strong consensus about the importance of five topics: <i>lived experience as an asset</i>, <i>ethics</i>, <i>PSW well-being</i>, and <i>PSW role focus on recovery</i> and <i>communication</i>, with a moderate consensus for all other topics apart from the <i>knowledge of mental health</i>. There was no clear pattern of differences among PSW, manager, and researcher ratings of importance or between responses from participants in countries with different resource levels. All training topics were identified with a strong consensus as being deliverable through blended web-based and face-to-face training (rating 1) or fully deliverable on the internet with moderation (rating 2), with none identified as only deliverable through face-to-face teaching (rating 0) or deliverable fully on the web as a stand-alone course without moderation (rating 3). CONCLUSIONS The 20 training topics identified can be recommended for inclusion in the curriculum of initial training programs for PSWs. Further research on web-based delivery of initial training is needed to understand the role of web-based moderation and whether web-based training better prepares recipients to deliver web-based peer support. CLINICALTRIAL

scholarly journals Initial Training for Mental Health Peer Support Workers: Systematized Review and International Delphi Consultation

10.2196/25528 ◽  
2021 ◽  
Vol 8 (5) ◽  
pp. e25528
Author(s):  
Ashleigh Charles ◽  
Rebecca Nixdorf ◽  
Nashwa Ibrahim ◽  
Lion Gai Meir ◽  
Richard S Mpango ◽  
...  
Keyword(s):  
Mental Health ◽  
Peer Support ◽  
The Internet ◽  
Initial Training ◽  
Web Based ◽  
Face To Face ◽  
Systematized Review ◽  
Strong Consensus ◽  
Support Work ◽  
Peer Support Work

Background Initial training is essential for the mental health peer support worker (PSW) role. Training needs to incorporate recent advances in digital peer support and the increase of peer support work roles internationally. There is a lack of evidence on training topics that are important for initial peer support work training and on which training topics can be provided on the internet. Objective The objective of this study is to establish consensus levels about the content of initial training for mental health PSWs and the extent to which each identified topic can be delivered over the internet. Methods A systematized review was conducted to identify a preliminary list of training topics from existing training manuals. Three rounds of Delphi consultation were then conducted to establish the importance and web-based deliverability of each topic. In round 1, participants were asked to rate the training topics for importance, and the topic list was refined. In rounds 2 and 3, participants were asked to rate each topic for importance and the extent to which they could be delivered over the internet. Results The systematized review identified 32 training manuals from 14 countries: Argentina, Australia, Brazil, Canada, Chile, Germany, Ireland, the Netherlands, Norway, Scotland, Sweden, Uganda, the United Kingdom, and the United States. These were synthesized to develop a preliminary list of 18 topics. The Delphi consultation involved 110 participants (49 PSWs, 36 managers, and 25 researchers) from 21 countries (14 high-income, 5 middle-income, and 2 low-income countries). After the Delphi consultation (round 1: n=110; round 2: n=89; and round 3: n=82), 20 training topics (18 universal and 2 context-specific) were identified. There was a strong consensus about the importance of five topics: lived experience as an asset, ethics, PSW well-being, and PSW role focus on recovery and communication, with a moderate consensus for all other topics apart from the knowledge of mental health. There was no clear pattern of differences among PSW, manager, and researcher ratings of importance or between responses from participants in countries with different resource levels. All training topics were identified with a strong consensus as being deliverable through blended web-based and face-to-face training (rating 1) or fully deliverable on the internet with moderation (rating 2), with none identified as only deliverable through face-to-face teaching (rating 0) or deliverable fully on the web as a stand-alone course without moderation (rating 3). Conclusions The 20 training topics identified can be recommended for inclusion in the curriculum of initial training programs for PSWs. Further research on web-based delivery of initial training is needed to understand the role of web-based moderation and whether web-based training better prepares recipients to deliver web-based peer support.

scholarly journals A systematic review of influences on implementation of peer support work for adults with mental health problems

2019 ◽  
Vol 55 (3) ◽  
pp. 285-293 ◽  
Author(s):  
Nashwa Ibrahim ◽  
Dean Thompson ◽  
Rebecca Nixdorf ◽  
Jasmine Kalha ◽  
Richard Mpango ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Peer Support ◽  
Mental Health Problems ◽  
Health Problems ◽  
Support Work ◽  
Peer Support Work

scholarly journals Typology of modifications to peer support work for adults with mental health problems: systematic review

2020 ◽  
Vol 216 (6) ◽  
pp. 301-307 ◽  
Author(s):  
Ashleigh Charles ◽  
Dean Thompson ◽  
Rebecca Nixdorf ◽  
Grace Ryan ◽  
Donat Shamba ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Peer Support ◽  
Systematic Reviews ◽  
Mental Health Problems ◽  
Health Problems ◽  
Mental Health Systems ◽  
Resource Setting ◽  
Support Work ◽  
Peer Support Work

BackgroundPeer support work roles are being implemented internationally, and increasingly in lower-resource settings. However, there is no framework to inform what types of modifications are needed to address local contextual and cultural aspects.AimsTo conduct a systematic review identifying a typology of modifications to peer support work for adults with mental health problems.MethodWe systematically reviewed the peer support literature following PRISMA guidelines for systematic reviews (registered on PROSPERO (International Prospective Register of Systematic Reviews) on 24 July 2018: CRD42018094832). All study designs were eligible and studies were selected according to the stated eligibility criteria and analysed with standardised critical appraisal tools. A narrative synthesis was conducted to identify types of, and rationales for modifications.ResultsA total of 15 300 unique studies were identified, from which 39 studies were included with only one from a low-resource setting. Six types of modifications were identified: role expectations; initial training; type of contact; role extension; workplace support for peer support workers; and recruitment. Five rationales for modifications were identified: to provide best possible peer support; to best meet service user needs; to meet organisational needs, to maximise role clarity; and to address socioeconomic issues.ConclusionsPeer support work is modified in both pre-planned and unplanned ways when implemented. Considering each identified modification as a candidate change will lead to a more systematic consideration of whether and how to modify peer support in different settings. Future evaluative research of modifiable versus non-modifiable components of peer support work is needed to understand the modifications needed for implementation among different mental health systems and cultural settings.

Mental Health Education and Literacy in Schools

2021 ◽  
pp. 589-608
Author(s):  
Matthew Dale
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Health Literacy ◽  
Health Education ◽  
Young People ◽  
Mental Health Literacy ◽  
Youth Mental Health ◽  
Education Programs ◽  
Mental Health Education ◽  
Health Promotion And Education

This chapter will look at the current situation concerning youth mental health in Australia and provide information about youth mental health literacy, which was first coined by Jorm in 1997. A literature review of current Australian mental health promotion and education programs being offered in schools will be conducted as well as examples of some of the better-known ones that have been implemented internationally. The evolution of mental health education in Australian schools will be examined so as to provide a perspective of how some of the current programs came into being or existence. The main aim of this chapter will be to highlight the high prevalence of mental illness that exists amongst young people in Australia and how implementing mental health education in schools can be beneficial and helpful in improving their mental health and wellbeing. Mental health education in schools can help in breaking down the stigma surrounding mental illness. Another benefit is that young people will be able to identify mental health problems earlier amongst their peers and in themselves, which can lead to early help seeking, especially due to young people gaining a higher level of mental health literacy through mental health education programs.

scholarly journals Loss and change: The challenges of mothering an adult child with schizophrenia

2017 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Sandra E. Wiens ◽  
J. C. Daniluk
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Personal Growth ◽  
Research Method ◽  
Narrative Research ◽  
Adult Child ◽  
Health Practice ◽  
Mental Health Practice ◽  
Growth And Change ◽  
Relational Change

A qualitative narrative and cross-narrative research method was used to explore how six mothers of adult children with schizophrenia or schizoaffective disorder experienced personal growth and change. Twenty-four largely unstructured interviews were conducted over the course of two years. The following eight common themes emerged across the narratives: Enduring sadness and loss, Distress and struggle, Fluctuations in hope, Feelings of guilt and regret, Concern about their child’s future, Impact of their child’s mental illness on their other children, Commitment to helping/action, and Personal and relational change. The changes reported by these mothers were set against the backdrop of the nonfinite losses that characterized the realities and uncertainties of their lives since the onset of their child’s mental illness. Implications for mental health practice are addressed based on these findings.

Peer Support Shows Promise in Helping Persons Living with Mental Illness Address Their Physical Health Needs

2008 ◽  
Vol 27 (2) ◽  
pp. 21-36 ◽  
Author(s):  
Ann Bates ◽  
Vivien Kemp ◽  
Mohan Isaac
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Physical Health ◽  
Peer Support ◽  
Western Australia ◽  
Public Mental Health ◽  
Support Service ◽  
Mental Illnesses ◽  
Health Needs ◽  
People With Mental Illness

The physical health of individuals with long-term mental illnesses has long been of concern. In Western Australia, the overall mortality rate from preventable causes of people living with mental illness was reported to be 2.5 times greater than that of the general population. A trial peer support service was initiated to assist people with mental illness to attend to their physical health needs. This paper presents the planning, implementation, and results of this collaborative initiative involving nongovernment agencies, the public mental health service, consumers of mental health services, and the University of Western Australia.

Allyship and solidarity, not therapy, in child and youth mental health: Lessons from a participatory action research project with psychiatrized youth

2020 ◽  
Vol 10 (1) ◽  
pp. 78-89 ◽  
Author(s):  
Maria Liegghio
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Action Research ◽  
Young People ◽  
Participatory Action Research ◽  
Youth Mental Health ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project ◽  
The Social

While globally advances have been made to recognize children as social actors in their own right, for psychiatrized young people their experiences of distress are often seen as a limitation and thus used as a justification for denying their meaningful participation in matters of concern to their lives. However, what would it mean if ‘mental illness’ was not seen as a ‘limitation’, but rather as an ‘epistemological position’ from which the social world is experienced, understood and acted upon? What would it mean if our theories about ‘distress’ and ‘helping’ were premised on the subjugated knowledges of psychiatrized children and youth? The consumer/survivor-led research movement has made significant gains in answering these questions for the adult, but not necessarily for the child and youth mental health field. The purpose of this article is to critically examine the significance of psychiatrized young people setting and executing their own research and, ultimately, practice agendas. Presented are the outcomes of an evaluation of a participatory action research project examining the stigma of mental illness conducted with seven psychiatrized youth, 14 to 17 years old. The outcomes suggest our roles as practitioners and researchers need to shift from being ‘agents’ working on behalf of to ‘allies’ working in solidarity with young people to change the social conditions of their marginalization. The article concludes with the limits of consumer/survivor-led research for addressing adultism and, instead, ends with a call for decolonizing children’s mental health.

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