School Nurses’ Perceptions, Learning Needs and Developmental Suggestions for Mental Health Promotion: Focus Group Interviews

School nurses have a key role in promoting the mental health of adolescents at school. However, there is still a lack of comprehensive understanding of the role and experiences of school nurses as they promote mental health at schools. A qualitative research design employing focus group interviews was used. School nurses (n = 21) were purposively sampled from one city in Southern Finland. The data were analyzed using inductive content analysis, resulting in seven categories describing school nurses’ perceptions, needs and suggestions for development of mental health promotion in school health care. School nurses perceived health care at school as a low-threshold service. Mental health problems are often first identified by a school nurse. However, school nurses felt that extra effort is needed to recognise mental health problems, build trusting relationships, and motivate adolescents to attend regular health check-ups. Specific core learning competencies such as communication skills, being present, keeping confidentiality, and the ability to motivate adolescents to regularly visit the school health clinic are needed. However, school nurses often lack basic resources for mental health promotion. The areas of mental health development included cooperation with stakeholders and parents, and development of anonymous, easy-access services. It is important that school nurses have the skills needed and enough resources to fulfil their demanding tasks in school health care services.

Download Full-text

Supporting Students with Neurodevelopment Disorders in School Health Care—School Nurses’ Experiences

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17165752 ◽

2020 ◽

Vol 17 (16) ◽

pp. 5752

Author(s):

Andrea Berglund Melendez ◽

Maria Malmsten ◽

Eva-Lena Einberg ◽

Eva K. Clausson ◽

Pernilla Garmy

Keyword(s):

Health Care ◽

Qualitative Method ◽

School Health ◽

School Nurses ◽

Southern Sweden ◽

Focus Group Interviews ◽

Safe Learning Environment ◽

Group Interviews ◽

Person Centered Approach ◽

Neurodevelopment Disorders

Students with neurodevelopmental disorders (NDDs) are present in every school, and most likely, there are a few students in every class. School health care is responsible for providing support to all students, especially those with special needs. The aim of the study was to describe school nurses’ experiences of supporting students with NDDs. A qualitative method consisting of seven focus group interviews (that included a total of 35 school nurses) in Southern Sweden was conducted. Three themes were identified in the findings: helping students with NDDs to interpret sensations, detecting early signs of distress among students with NDDs, and using an inclusive design for health education. This study highlights the importance of school nurses in identifying the needs of students with NDDs and promotes a person-centered approach to achieve a healthy and safe learning environment for all students.

Download Full-text

Evidence for implementation of interventions to promote mental health in the workplace: a systematic scoping review protocol

Systematic Reviews ◽

10.1186/s13643-020-01570-9 ◽

2021 ◽

Vol 10 (1) ◽

Author(s):

Charlotte Paterson ◽

Caleb Leduc ◽

Margaret Maxwell ◽

Birgit Aust ◽

Benedikt L. Amann ◽

...

Keyword(s):

Mental Health ◽

Health Promotion ◽

Scoping Review ◽

Mental Health Problems ◽

Evaluation Studies ◽

Grey Literature ◽

Mental Health Promotion ◽

Successful Implementation ◽

Health Promotion Interventions ◽

Promote Mental Health

Abstract Background Mental health problems are common in the working population and represent a growing concern internationally, with potential impacts on workers, organisations, workplace health and compensation authorities, labour markets and social policies. Workplace interventions that create workplaces supportive of mental health, promote mental health awareness, destigmatise mental illness and support those with mental disorders are likely to improve health and economical outcomes for employees and organisations. Identifying factors associated with successful implementation of these interventions can improve intervention quality and evaluation, and facilitate the uptake and expansion. Therefore, we aim to review research reporting on the implementation of mental health promotion interventions delivered in workplace settings, in order to increase understanding of factors influencing successful delivery. Methods and analysis A scoping review will be conducted incorporating a stepwise methodology to identify relevant literature reviews, primary research and grey literature. This review is registered with Research Registry (reviewregistry897). One reviewer will conduct the search to identify English language studies in the following electronic databases from 2008 through to July 1, 2020: Scopus, PROSPERO, Health Technology Assessments, PubMed, Campbell Collaboration, Joanna Briggs Library, PsycINFO, Web of Science Core Collection, CINAHL and Institute of Occupational Safety and Health (IOSH). Reference searching, Google Scholar, Grey Matters, IOSH and expert contacts will be used to identify grey literature. Two reviewers will screen title and abstracts, aiming for 95% agreement, and then independently screen full texts for inclusion. Two reviewers will assess methodological quality of included studies using the Mixed Methods Appraisal Tool and extract and synthesize data in line with the RE-AIM framework, Nielson and Randall’s model of organisational-level interventions and Moore’s sustainability criteria, if the data allows. We will recruit and consult with international experts in the field to ensure engagement, reach and relevance of the main findings. Discussion This will be the first systematic scoping review to identify and synthesise evidence of barriers and facilitators to implementing mental health promotion interventions in workplace settings. Our results will inform future evaluation studies and randomised controlled trials and highlight gaps in the evidence base. Systematic review registration Research Registry (reviewregistry897)

Download Full-text

Teacher Mental Health Literacy: Results from a State-wide Survey in Schools

European Journal of Public Health ◽

10.1093/eurpub/ckaa165.275 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

U Bauer ◽

O Okan ◽

F Faulbaum

Keyword(s):

Mental Health ◽

Health Promotion ◽

Health Literacy ◽

Mental Health Literacy ◽

Mental Health Problems ◽

School Mental Health ◽

Health Problems ◽

Mental Health Promotion ◽

Parental Mental Health ◽

Whole School

Abstract Background Teachers have an important role to play in context of mental health literacy (MHL) promotion of school-aged children. Their MHL is seen as the counterpart of student`s health literacy. Especially vulnerable schoolchildren such as those affected by adverse life events (e.g. parental mental health problems) can benefit from programs. In addition, the whole school environment has impact on school mental health promotion. Yet, only little evidence is available on teachers MHL in Europe. The aim is to provide evidence from a state-wide survey on the state of MHL of teachers in Germany. Methods Based on semi-structured interviews with school teachers from all school types in one federal state, including primary and secondary schools, a MHL online questionnaire was developed. The survey was conducted in in 2017 in N = 2500 teachers in Germany. Descriptive and regression analyse have been performed. Results Teachers feel considerable uncertainties when working with children affected by adversities related to parental mental health problems. Dealing with the social family background seems hard. Teachers state that they don`t feel comfortable when aiming at mental health promotion of affected children or children in general. Data also show that they may tend to make misjudgements, and that they are not sufficiently trained to address mental health issues in the classrooms. Regression models show that the degree and quality of teaching mental health is affected by differences across school forms, satisfaction with and engagement of school principals in mental health action, learned strategies to respond to parents, and experienced stress, burden and exposure during their work. Conclusions Increasing teacher MHL and the environmental capacities and responsiveness towards school mental health promotion should be an important capacity building strategy. Policy support for school mental health promotion is a critical means to sustain effective whole-school approaches.

Download Full-text

The National Mental Health Strategy: Redefining Promotion and Prevention in Mental Health?

Australian Journal of Primary Health ◽

10.1071/py07041 ◽

2007 ◽

Vol 13 (3) ◽

pp. 77 ◽

Cited By ~ 2

Author(s):

Julie Henderson

Keyword(s):

Mental Health ◽

Health Care ◽

Health Promotion ◽

Primary Health Care ◽

Mental Health Promotion ◽

Health Prevention ◽

Policy Documents ◽

Primary Health ◽

Health Strategy ◽

National Mental Health

This paper explores policy documents published as part of the National Mental Health Strategy for ideas about mental health promotion and prevention, to determine the extent to which these documents adopt a primary health care approach. Discourse analysis was undertaken of key policy documents to discover the manner in which they discuss mental health promotion and prevention. Three points of departure are identified. The first of these is a focus on social and biological risk factors that manifest at an individual rather than at a social level, effectively drawing attention away from social inequalities. These documents also primarily target a population that is viewed as being "at risk" due to exposure to risk factors, shifting attention from strategies aimed at improving the health of the population as a whole. A final difference is found in the understanding of primary health care. Recent policy documents equate primary health care with the first level of service delivery in the community, primarily by general practitioners, shifting the focus of care from mental health promotion with the community to early intervention with those experiencing mental health problems. This is supported by the incorporation of a biomedical understanding into mental health prevention. While recent mental health policy documents re-assert the need for early intervention and health prevention, the form of mental health prevention espoused in these documents differs from that which informed the Declaration of Alma Alta, Ottawa Charter for Health Promotion and World Health Organization's Health for All strategy.

Download Full-text

Teacher Stress Related to Student Mental Health Promotion: the Match Between Perceived Demands and Competence to Help Students with Mental Health Problems

Scandinavian Journal of Educational Research ◽

10.1080/00313831.2016.1147068 ◽

2016 ◽

Vol 61 (3) ◽

pp. 333-353 ◽

Cited By ~ 6

Author(s):

Stine Ekornes

Keyword(s):

Mental Health ◽

Health Promotion ◽

Mental Health Problems ◽

Teacher Stress ◽

Health Problems ◽

Mental Health Promotion ◽

Student Mental Health

Download Full-text

Pupils’ Use of Social Media and Its Relation to Mental Health from a School Personnel Perspective: A Preliminary Qualitative Study

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18179163 ◽

2021 ◽

Vol 18 (17) ◽

pp. 9163

Author(s):

Gunnhild Johnsen Hjetland ◽

Viktor Schønning ◽

Bodil Elisabeth Valstad Aasan ◽

Randi Træland Hella ◽

Jens Christoffer Skogen

Keyword(s):

Mental Health ◽

Social Media ◽

Mental Health Problems ◽

School Personnel ◽

Health Issues ◽

Focus Group Interviews ◽

Total N ◽

Group Interviews ◽

Use Of Social Media

The extent of mental health problems among adolescents seems to be on the rise, and this observed trend has often been linked to a coinciding increase in social media use. The goal of the current preliminary study was to investigate how senior high school personnel experience the role of social media in relation to the mental health of their pupils. Two focus group interviews (total n = 11) were completed and analyzed using reflexive thematic analysis, resulting in 4 themes and 11 subthemes. The results illustrate that school personnel experience social media as a tool for communication, but also as a potential cause of mental health issues and reduced academic performance among pupils. The participants called for schools to become better equipped to meet the opportunities and challenges of social media.

Download Full-text

Challenges to Mental Health Promotion Among Working Women in Canada

Canadian Journal of Community Mental Health ◽

10.7870/cjcmh-1993-0011 ◽

1993 ◽

Vol 12 (1) ◽

pp. 201-210

Author(s):

Susan A. McDaniel

Keyword(s):

Mental Health ◽

Health Promotion ◽

Women Workers ◽

Mental Health Problems ◽

Current Knowledge ◽

Working Women ◽

Premature Death ◽

Well Being ◽

Mental Health Promotion ◽

Psychological Benefits

Health promotion efforts have concentrated on promoting physical well-being with psychological benefits perhaps most often among men. With greater proportions of women now working, the workplace provides excellent opportunities for health promotion and education for women. Given increasing recognition that stress, multiple roles, and inadequate job rewards result in loss of productivity, absenteeism, illness, addiction, and premature death, it seems time to explore workplace programs of mental health promotion aimed specifically toward women workers. In this paper, current knowledge about the mental health problems experienced by working women is outlined. Some principles on which mental health promotion programs for women in the workplace might build are specified.

Download Full-text

Role of School Health Officers in Mental Health Care for Secondary School Students in Can Tho City, Vietnam

School Mental Health ◽

10.1007/s12310-020-09386-7 ◽

2020 ◽

Vol 12 (4) ◽

pp. 801-811

Author(s):

Dat Tan Nguyen ◽

E. Pamela Wright ◽

Tam Thi Pham ◽

Joske Bunders

Keyword(s):

Mental Health ◽

Health Care ◽

Secondary School ◽

Mental Health Care ◽

Secondary School Students ◽

School Health ◽

Mental Health Problems ◽

Health Problems ◽

School Students ◽

Can Tho City

Abstract The objectives of the study were to explore the experiences of school health officers in identifying and managing mental health problems of secondary school students and to gather recommendations from the school officers for improving the effectiveness of mental health care in secondary schools in Can Tho City, Vietnam. We conducted a qualitative study based on in-depth interviews using a semi-structured guideline with 15 school health officers at 15 secondary schools in Can Tho City, Vietnam. Data were analyzed using content-driven analysis to identify recurring themes. The school health officers reported that stress, depression, suicidal ideation, and sexual orientation issues were the most commonly encountered mental health problems among their students. The officers worked with a limited range of interventions for helping these students, such as giving non-narcotic analgesics or advising students to take a short break at school or to go home. Most of them felt that their training was insufficient to deal with mental health problems in an optimal way. They recommended further training to improve their knowledge and skills in recognizing and managing mental health problems in students. They also considered a university-sponsored mental health website a good source of information on mental health care for students. School health officers reported that they did not feel well equipped to manage mental health problems because of insufficient training, lack confidence, and absence of an appropriate network for advice and referral. Updated policies and programs are needed for initial training and refresher courses, which will strengthen the role of school health officers as first line support for secondary school students with mental health problems.

Download Full-text

What mental health promotion do university students need?

Polish Journal of Applied Psychology ◽

10.1515/pjap-2015-0062 ◽

2016 ◽

Vol 14 (3) ◽

pp. 53-72 ◽

Cited By ~ 2

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.

Download Full-text