Health Promotion Program: the Strategy Promoting Mental Health - Essay Example

? Health Promotion Health Promotion Suicidal Behaviors Even though, New Zealand has a fairly high rate of suicide through some global comparisons, the nation has dropped by over 23% since its peak in 1998 (Anderton, 2006). This is motivating since it gives people the indication that the efforts made by the nation’s regime concerning the suicide area have been successful. The country, at the moment, has a well established programme of events in a wide variety of sectors across the nation. There are numerous factors, which persuade the act of ending the life of one’s self, and; therefore, it needs an all-inclusive action, from endorsing resiliency to support and crisis management (Anderton, 2006). Suicide prevention concerns the local government, government agencies, IWI and community groups, health and social service providers, schools, researchers, district health boards, prison, as well as the media. Whereas suicide prevention agitates for a joint, collaborative effort across many sectors, the New Zealand Ministry of Health is the vital government agency accountable for heading and coordinating the implementation of the nation’s strategy and action plan (Hirini & Collings, 2005). The seven goals of the strategy include promoting mental health and people’s well being, along with their mental health issues. The strategy also seeks to improve peoples’ care, especially those who are going through mental disorders related to suicidal behavior. The third goal is to enhance the care of individuals who make non-fatal suicidal endeavors. The fourth goal is to restrict people’s access to the means of committing suicide. The fifth goal is to endorse a safe reporting, as well as a portrayal of suicidal behaviors, in the media. Another goal is to endorse whanau (families) and friends plus others who are affected by the act (Hirini & Collings, 2005). Finally, the seventh goal is to expand the evidence and research concerning the rates and causes, as well as the effective interventions of the act. The action plan, on the other hand, is to address the consequences of suicide on New Zealand households and communities through strengthening support by the same families and communities. Another action plan is to establish the evidence base, particularly on what works for Pasifika and Maori (Hirini & Collings, 2005). The third action plan is to extend present services, particularly dealing with geographical gaps. The fourth and final plan of the New Zealand Suicide Action Plan is to toughen suicide prevention targeted to at risk populaces, who can access these agencies. The New Zealand action plan noted three vital techniques for preventing suicide; direct talk, screening, as well as lethal means reduction. The direct talk tactic is to ease sadness and give assurance that other individuals care about the person who wants to commit suicide. The New Zealand action plan advises that not to say everything will be okay nor make the matter appear trivial, nor provide false assurances concerning serious issues (Anderton, 2006). Nevertheless, some individuals who have discussed suicide have, at some later stage of their life, attempted it, so the talks should be slow and particularly when the individual is contented on talking about his or her feelings. And, finally, with regards to lethal means reduction, this helps in decreasing the likelihood that a suicide attempter will utilize highly lethal means (Hirini & Collings, 2005). It is a vital constituent of suicide prevention. Problem Gambling A majority of New Zealand citizens take pleasure in purchasing lotto tickets or pokies game, but for some of these people, it turns into an addiction and creates havoc for a household’s finance, friendships and work. Studies suggest that from 10,000 to 60,000 New Zealand citizens might have a gambling issue (Ministry of Health, 2013). Every day, the country loses US$ 5.5 million to gambling and every causality affects roughly five others. Problem gambling prevalence rates for individuals who take party regularly and normally participate for over an hour at a time in these greater gambling activities can rise to 30 percent (Ministry of Health, 2013). For instance, roughly 20 percent (a fifth of the New Zealand’s population) of adults in the nation, who play gambling machines often, are most expected to rate as problem gamblers. These machines are the kind of gambling, which are most connected to gambling problems (Curtis, 2012). However, the good news is that a vast majority of adults in this country do not take part in non-casino gaming machines, do not take part in casino gambles, do not bet on dog or horse races and do not gamble on sports activities, all of which are pose greater risks. In addition to the gamblers who rate as problem gamblers on standard surveys in New Zealand, at least some of the gamblers who rate as low or moderate risk will also meet the standards for a problem gambler as dictated in the New Zealand’s Gambling Act of 2003 (Ministry of Health, 2013). Hazards brought about by problem gambling range from family violence, poor parenting and other crimes, as well as suicide. These hazards affect other people rather than the gambler. The New Zealand Ministry of Health is also the body charged with dealing with this prevalent issue. It funds and coordinates the endeavor under the Gambling Act of 2003 and presumed liability for this task in July 1st, 2004. This gambling act agitates for the creation of an integrated problem gambling technique centered on public health (Ministry of Health, 2013). The integrated technique comprises of ways of enhancing public health through minimizing or preventing the hazards of gambling. The technique also includes services to assist and treat problem gamblers, as well as their families. And finally, the strategy seeks to establish independent empirical studies related to gambling. This will include longitudinal studies on the economic and social effects of gambling, especially the effects of diverse cultural clusters. The New Zealand Gambling Act of 2003 believes that every gambler is exceptional, and; therefore, requires a recovery program specifically tailored to them (Ministry of Health, 2013). One technique, which works for one problem gambler, might not work for another. The most prime step in problem gambling is acknowledging that someone has a problem with gambling. It takes huge courage and strength to accept that one has a gambling problem, particularly if someone has a lot of money and broken relationships in his/her path (Curtis, 2012). Some of the most essential treatment methods are joining support groups and undergoing therapy. The main support group is Gamblers Anonymous, which is a 12-step recovery program that incorporates the same methods used by Alcoholics Anonymous. A vital element of the program is selecting a sponsor (Curtis, 2012). He or she is a former gambler who has the experience and time remaining free from addiction. Health Education In health education, the spotlight is on the well-being of New Zealanders and society to enhancing health-related learning (The New Zealand Curriculum Online, 2013). Four significant, as well as interdependent concepts are the focal points of this learning area: Hauora, attitudes and values, the socio-ecological perspectives and health promotion (Wise & Signal, 2006). Hauora is a Maori belief of well-being, which incorporates the dimensions taha hinengaro, taha wairua, taha whanau, and taha tinana each one supporting and influencing the others. The attitudes and values concept is a positive and responsible concept on the part of people to their own welfare; care, concern and respect for other individuals, as well as the environment (Wise & Signal, 2006). The concept also dictates a sense of social justice. The socio-ecological concept, on the other hand, tries to view and understand the interrelations, which are present between the person, others and the community. Health promotion concept, finally, is a process, which supports the development and maintenance of different types of environments, and that involves people in both personal, as well as collective action (The New Zealand Curriculum Online, 2013). By learning and accepting the challenges related to health contexts, people echo on the nature of well-being, in addition to how to promote it (Wise & Signal, 2006). As these individuals develop resilience, as well as a sense of social and personal responsibility, they are increasingly capable of taking accountability for themselves, in addition to contributing to the well-being of the people around them, of their surroundings (including natural environments) and of their societies. This learning area makes a vital contribution to the welfare of people way beyond the normal class setting, mostly when it is supported by government procedures and policies and by the events of all people in the society (The New Zealand Curriculum Online, 2013). Therefore, learning activities in health education occur from the integration of the four concepts state above (Wise & Signal, 2006). New Zealand health promotion techniques advocates for the following strands in order to achieve the above concepts. Personal health development, whereby people develop the skills, understandings, knowledge and attitudes, which they need so as to maintain and improve their personal well-being. Motor skills and movement concepts, whereby people develop knowledge, motor skills and understandings concerning movement and positive thoughts towards physical events. Constructive relationships with other individuals, whereby people develop skills, understandings and attitudes, which enhance their relationships and interactions with others. Healthy environments and communities, whereby people contribute to healthy environments and communities through taking critical and responsible action. The four essential learning areas when it comes to health education are mental health, food and nutrition, sexuality education and body/physical care (The New Zealand Curriculum Online, 2013). People widen their understanding of the factors, which persuade the health of people, groups, as well as the society: lifestyle, social, economic, political, cultural, and environmental factors. People develop skills for mental wellness, positive sexuality and reproductive health and safety management. They also develop proper understandings of dietetic needs (Wise & Signal, 2006). They build resilience by strengthening their individual identity, along with a sense of self, by managing loss and change and engaging in procedures for liable decision making (The New Zealand Curriculum Online, 2013). They discover how to show empathy and develop skills, which enhance their relationships with others. New Zealanders use these understandings and skills to take vital action to enhance interpersonal, personal, and societal welfare. Alcohol and Other Drugs Preventing excessive alcohol use and drug abuse enhances people’s chances of healthy, as well as productive living (Cheung, Nguyen & Yeung, 2004). Excessive use of alcohol incorporates binge drinking, underage drinking, alcohol impaired driving and drinking while pregnant. Drug abuse, on the other hand, incorporates any application of pharmaceuticals (over-the counter drugs) and use of illicit substance. Alcohol and other drug use can hinder someone’s judgment and cause harmful risk-taking actions (Foliaki & Faleafa, 2008). Therefore, preventing excessive use of alcohol and drug use enhances one’s quality of life, workplace productivity, academic performance and military preparedness. Preventing excessive use of alcohol and drug use also reduces crime, as well as criminal justice expenses. It eases the rates of motor vehicle accidents and casualties and lowers the health care cost for chronic and acute conditions (Foliaki & Faleafa, 2008). In New Zealand, alcohol and drug abuse has been formally categorized using the criteria in the APA’s Diagnostic and Statistical Manual of Mental Disorder (Foliaki & Faleafa, 2008). This system diagnoses substance abuse and excessive alcohol consumption as mild, moderate and severe (Foliaki & Faleafa, 2008). The vital elements of the abuse pattern are a maladaptive syndrome of substance use bringing about clinical impairment or distress of occupational or social functioning. In comprises of high daily usage and regular heavy weekend alcohol consumption. Another vital element of alcohol and substance abuse syndrome is a recurrent substance use in a year’s period, not being able to fulfill crucial tasks, openness to physical harms and legal problems. People also tend to form dependence syndromes when it comes to substance abuse (Cheung, Nguyen & Yeung, 2004). This is a maladaptive pattern of excessive alcohol that cause clinical significant impairment as manifested by withdrawal, unsuccessful attempts to control or cut down substance use, a great deal of time consumed to get a hold of the substance and recurrent psychological or physical problems caused by the substance. The New Zealand government supports state, local, tribal, territorial execution and enforcement of alcohol regulation policies (Foliaki & Faleafa, 2008). It endeavors to develop environments, which persuade people not to drink alcohol excessively or use other drugs. The nation’s regime tries to identify alcohol and other drug abuse problems at their premature stage in order to offer brief intervention and treatment (Cheung, Nguyen & Yeung, 2004). Finally, the regime endeavors to reduce inapt access to prescription drugs along with their use. Conclusion This paper has discussed some themes that are related to health promotion with a strong emphasis on New Zealand. The themes discussed in this paper include suicidal behaviors, problem gambling, health education, alcohol and other drugs. This article has brought the available information and facts about Pacific/New Zealand peoples’ mental health together, and without Te Rau Hinengaro, the facts would have been extremely sparse. This stresses a vital concern on the need to gather and report ethnic-related information regarding incidence, prevalence and service delivery. Therefore, vital institutions should consider implementing the findings discussed in this paper since they are a summarized version of what the government of New Zealand advocates for. The World Health Organization has done a lot about mental health. It defined mental health in simple and understandable terms. The World Health Organization has also come up with a number of programmes for mental health. One of its core programmes includes the WHO MIND, which stands for World Health Organization-Mental health improvements for Nations Development. The WHO MIND concentrates on five key points of action that are all aimed at bringing change to the daily lives of people. These areas include: 1. The quality rights project which is aimed at empowering and uniting people to uphold human rights and advance the quality of care in social care homes and mental health institutions. 2. Mental health as a key element of human development 3. Mental health legislations and human rights 4. Mental health service, planning and policy development 5. Support and actions in countries to advance mental health, for example, the WHO PIMHnet- Pacific Island Mental Health Network The World Health Organization also has another programme named Mental Health Gap Action Programme (mhGAP). This programme acts as an action plan meant to promote services in mental health, particularly in countries with lower middle and low income. The programme reiterates the commitments of stakeholders, international organizations and governments in the promotion of mental health. It also drums up partnerships and support for collective action in mental health promotion. The New Zealand Trust for the Foundations of Mental Health has been very active in the promotion of mental health foundations and organizations in the country. References Anderton, J. (2006). New Zealand suicide prevention strategy. Wellington: Ministry of Health. Cheung, V. Y., Nguyen, J., & Yeung, P. H. (2004). Alcohol and drugs in New Zealand: An Asian perspective: A background paper. Wellington: Alcohol Advisory Council of New Zealand. Curtis, B. (2012). Gambling in New Zealand. Wellington: Dunmore Press. Foliaki, S. A., & Faleafa, M. (2008). Pacific peoples and mental health: A paper for the Pacific health and disability action plan review. Wellington: Ministry of Health. Hirini, P., & Collings, S. (2005). Whakamomori: He whakaaro, he korero noa: A collection of contemporary views on Ma-ori and suicide. Wellington: Ministry of Health. Ministry of Health. (2013). Problem gambling. Retrieved from http://www.health.govt.nz/our-work/mental-health-and-addictions/problem-gambling The New Zealand Curriculum Online. (2013). Health and physical education. Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Learning-areas/Health-and-physical-education Wise, M., & Signal, L. (2006). Health promotion development in Australia and New Zealand. Health Promotion International, 15(3), 237-248. Read More