The Issue of Mental Health Promotion - Literature review Example

Total Number of Words 945 Identifying needs for core function Identifying needs for core function is necessary in generating useful information on how to effectively promote the mental health of children. Needs and priority assessment Core Functions Objectives Action Skill needed Gathering information To be able to gather the most up-to-date information regarding the mental health of children. Access school library and online databases (i.e. NCBI / Pubmed, Google Scholar, etc.) Identify and apply the concept of inclusion and exclusion criteria. Research Skills; & Analytical Skills. Managing care To deliver holistic care to people with mental health problems (Kotechki, 2011, p. 210). Gain better understanding on how the body and mind works hand-in-hand (Mennuti, Christner and Freeman, 2012, p. 5). i.e. What is the impact of malnutrition and lack of exercise on person’s affection and cognitive abilities, etc.? Research Skills; & Analytical Skills. Getting understand To create public awareness about the long-term consequences of mental health problems and barriers to effective child development (Yamaguchi, Mino and Uddin, 2011). Effectively communicate with parents, school personnel, and the rest of the community members regarding ways to prevent mental health problems. Mental health promotion in schools (Weare and Nind, 2011). Encourage educational interventions (i.e. contact condition, video-based contact condition, and educational condition) (Yamaguchi, Mino and Uddin, 2011). Integrate mental health promotion in the school curriculum (Weare and Nind, 2011) Listening Skills; Communication Skills; Leadership Skills; & Team-building Skills. Bradshaw’s Taxonomy Needs (1972) Types of Need Meaning Example Comparative Need People with the same mental health characteristics as compared to those receiving mental health interventions. Comparing personal experiences of people who need mental health intervention with those who are receiving mental health intervention. Expressed Need Seeking healthcare intervention for mental health needs. Going to a psychiatrist for treatment. Felt Need Mental health needs felt by a person. Experiencing severe anxiety, depression, and/or trauma. Normative Need Mental health needs identified by the experts. Receiving psychiatric therapy as suggested by healthcare professionals. Skills needed for Effective communication and engagement Interpersonal Skills; Communication Skills (i.e. verbal and non-verbal communication); Listening Skills; Leadership Skills; Reflecting Skills; Probing Skills; Negotiation Skills. Observation and Judgement Skills; & Team-building Skills. Source: Every Child Matters (2010) Techniques needed for Effective communication and engagement Understand barriers to effective communication and engagement; Proficiency in the use of communication tools (i.e. social networking sties, media, etc.) (Neiger et al., 2012); Ability to summarize and paraphrase in writing; Sensible questioning; Respect and connect with other people; Establish “trust” or “rapport” with children; Encourage people to share their personal experiences or feelings and allow them to participate in care planning; Listen to verbal and non-verbal cues; & Use simply and easy to understand language. Source: Every Child Matters (2010) Health promotion: Safeguarding and promoting the welfare of children and young people In relation to the mental health of an abused and neglected child, health promotion can be defined as the act of positively enhancing the health and mental wellness through the use of health educational intervention. Mental health promotion is all about creating public awareness in terms of preventing mental health problems. Workshop presentation Overview Statistics: World Mental health illnesses as 5 out of 10 major causes of disability all over the world (World Health Organization, 2013). UK In UK, 1 in 4 people tend to experience mental health problem each year (Mental Health Foundation, 2014). The prevalence rate of depression in UK is 1 in 5 older people (Mental Health Foundation, 2014). The prevalence rate of dementia in UK among individuals between the ages of 65 up to 80 years of age is 1 in 14 (Quince, 2013). The prevalence rate of dementia among individuals more than 80 years of age is 1 in 6 (Quince, 2013).  Why is it a problem? Mental health problems like anxiety, depression, and trauma can adversely affect a person’s physical, cognitive, and mental well-being. Mental health problems can make people unable to function well within the society. Aim and objectives Aim This workshop aims to explore the importance of mental health promotion. Objectives To be able to identify, discuss, and apply various theories and models in mental health promotion practices; & To be able to discuss effective mental health promotion strategies using the SMART approach. Measuring mental health in children and young people Types of Model Positive Health (Promoting ) Health Problems (Preventing) Health Belief Model √ √ Health Promotion Model √ √ Precede and Proceed Model √ √ Health Belief Model is useful in health promotion because it is designed for health promotion and disease prevention (Carpenter, 2010). This model is also useful in enabling healthcare professionals understand actions and behaviours of people who try to prevent certain illness or a disease (Allender, Rector and Warner, 2014, p. 370). Health Promotion Model is a modified version of the Health Belief Model. Aside from incorporating the concept of interpersonal variables, Health Promotion Model can be use to predict people’s behaviour concerning health promotion which increases the healthcare workers’ ability to deal with people with mental health problems (Allender, Rector and Warner, 2014, p. 370). Precede and Proceed Model makes it easier for healthcare workers to “plan, implement, and evaluate the effectiveness of health promotion programmes (p. 370). Under the precede model include social issues, epidemiology of certain illness, education, policies, and implementation whereas the proceed model include process, impact, and outcome evaluation (Allender, Rector and Warner, 2014, p. 370). SMART Approach SMART Goals Affective Behaviour Cognitive Specific By June 1, 2014, patient with severe depression will undergo CBT programme for a period of six (6) months. By June 1, 2014, patient with conduct disorder will attend a functional family therapy programme for a period of six (6) months. By June 1, 2014, patient with dementia will undergo diet and exercise programme for a period of six (6) months. Measure Intervention will be measured by implementing the specified healthcare intervention between June 1, 2014 up to November 1, 2014. Achievable The study of Safren et al. (2012) shows that CBT for adherence and depression is effective for patients with HIV, severe depression and addiction to substance use. The study of Gomez-Pinilla (2011) shows that the use of family therapy programmes is effective in improving adolescents’ callous-unemotional traits. The study of Gomez-Pinilla (2011) shows that exercise when combined with diet modification is effective in terms of solving cognitive and neurological disorders. Realistic CBT is effective in terms of treating patients with severe depression. Functional family therapy is effective in treating patients with conduct disorder. Modified diet and exercise programme is effective in slowing down the progress of dementia. Timely The established completion date for these interventions will be on the 1st of November 2014. Benefits of SMART approach Increase chances wherein healthcare professionals can effectively design and implement realistic and objective strategies for mental health promotion. Ethical considerations Confidentiality Respect of Autonomy Beneficence Non-maleficence Justice Prevalence rate (-data as of 2013) Roughly 50,500 children are at risks of being abused in UK (NSPCC, 2013). The prevalence rate of childhood abuse and neglect in UK is 1 out of 4 young adults (NSPCC, 2013). Health promotion approach for childhood abuse and neglect (empathy and engagement) Educational intervention (Weare and Nind, 2011); Empowerment; Encouraging and motivating parents and the rest of the community members to participate in mental health education programmes (Tew et al., 2012; Weare and Nind, 2011); Integrate and link mental health promotion topics in the entire school curriculum and students’ academic learning (Weare and Nind, 2011); Improve teachers’ teaching skills (Weare and Nind, 2011); Enhance the schools’ ethos (Weare and Nind, 2011); Create a strong relationship with the students’ parents (Weare and Nind, 2011); Offer parents’ education programme on child’s mental health (Weare and Nind, 2011); & Encourage the students to become actively involved in their community. SWOT analysis Strengths Weakness Opportunity Threats Educational intervention and empowerment is an effective way of teaching children about their human rights and right to be protected from physical, mental, and psychological abuse; Encouraging and motivating parents and the rest of community members to participate in mental health educational programmes increases the chances of protecting each child from harm; Lack of interpersonal skill; Ineffective leadership and communication skills. Integrating and linking mental health promotion topics in the entire school curriculum and students’ academic learning enable healthcare professionals widen their target audiences. Improving teachers’ teaching skills and creating strong relationship with parents and students will improve the learning experience of each child and parents. Lack of support from school administrators. Source: Tew et al. (2012); Weare and Nind (2011) Adverse effect of abuse and neglect on the mental health of a child or young person Health consequence (i.e. implications of anxiety and severe depression, etc.) Socio economic consequence (i.e. costs of healthcare intervention) Psychological impact (i.e. brain damage caused by inflicted head injury) (Child Welfare Information Gateway, 2013, pp. 2 – 3). Theories: Maslow’s hierarchy of need: Belongingness and love needs Esteem needs Cognitive needs Affiliation Competence Knowledge and understanding Acceptance Approval Affection Recognition Barriers to preventing child and young person from being abused and neglected Source: Biglan et al. (2012); Fazel et al. (2012); Funk, Drew and Knapp (2012); Walker et al. (2011); Lee et al. (2011) ); Thoits (2010). Multi-agency: Supportive organisations how they can help and their logos BASPCAN protects children from suffering from harm by educating the public about the effects of abuse and neglect in children. Action for Children educates young and disabled people about child neglect and abuse, offer family support services, adoption and fostering services, etc. ISPCAN is an international organization that aims to prevent child abuse and neglect. Professional development and learning Reflection MODEL FOR REFLECTION: John’s (1994) Phenomenon: Completing the report on mental health promotion made me able to develop some strategies that are effective in treating patients with cognitive, behavioural and affective problems based on the SMART criteria. Casual Part of the report objective is to be able to apply some health promotion theories / model into practice. Context The focus of this report is about childhood abuse and neglect. Therefore, issues related to childhood abuse and neglect was considered in the application of health promotion theories / model. Reflection I felt good and more confident when dealing with issues related to mental health promotion. Alternative Actions I could have spent more time trying to apply various models in the case of childhood abuse and neglect. Because of time constraints, my learning experience may have not been maximized to the fullest. Learning I consider the learning experience to be fruitful since I was able to gain better understanding on how to approach other people better regarding mental health promotion. Action Plan 1. By the end of July 2014, the administrator of a couple of nearby schools will be approached for permission to conduct mental health teachings to the students’ parents. After communicating with the school teachers, a schedule will be set whereby the students’ parents will be invited to attend child development programme within the school vicinity. 2. By end of September 2014, social networking site like Facebook will be used to communicate with parents who are interested in learning more about strategic ways on how to prevent the long-term consequences of childhood abuse and neglect. References Allender, J., Rector, C. andWarner, K. (2014). Community & Public Health Nursing: Promoting the Public’s Health. 8th Eidtion. Philadelphia, PA: Wolters Kluwer Health. Biglan, A., Flay, B., Embry, D. and Sandler, I. (2012). The critical role of nurturing environments for promoting human well-being. American Psychologist, 67(4), pp. 257-271. Carpenter, C. (2010). A Meta-Analysis of the Effectiveness of Health Belief Model Variables in Predicting Behavior. Health Communication, 25(8), pp. 661-669. Child Welfare Information Gateway. (2013, July). Long-term Consequences of Child Abuse and Neglect. [Online] Available at: https://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cfm [Accessed April 13, 2014]. Every Child Matters. (2010, September 6). Effective communication with children, young people and families.[Online] Available at: http://webarchive.nationalarchives.gov.uk/20100610091050/dcsf.gov.uk/everychildmatters/strategy/deliveringservices1/commoncore/effectivecommunicationengagement/communication/ [Accessed April 13, 2014]. Funk, M., Drew, N. and Knapp, M. (2012). Mental health, poverty and development. Journal of Public Mental Health, 11(4), pp. 166-185. Gomez-Pinilla, F. (2011). The combined effects of exercise and foods in preventing neurological and cognitive disorders. Preventive Medicine , 1, pp. S75-S80. Kotecki, J. (2011). Physical Activity & Health: An Interactive Approach: An Interactive Approach. London: Jones & Bartlett Learning International. Lee, S., Guo, W., Tsang, A., He, Y., Huang, Y., Zhang, M.Y., Liu, Z.R., Shen, Y.C. and Kessler, R.C. (2011). The prevalence of family childhood adversities and their association with first onset of DSM-IV disorders in metropolitan China. Psychological Medicne, 41(1), pp. 85-96. Mental Health Foundation. (2014). Mental Health Statistics. [Online] Available at: http://www.mentalhealth.org.uk/help-information/mental-health-statistics/ [Accessed April 13, 2014]. Mennuti, R., Christner, R. and Freeman, A. (2012). Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice. 2nd Edition. East Sussex: Routledge. NSPCC. (2013, July). Incidence and prevalence of child abuse and neglect. [Online] Available at: http://www.nspcc.org.uk/Inform/research/statistics/prevalence_and_incidence_of_child_abuse_and_neglect_wda48740.html [Accessed April 13, 2014]. Quince, C. (2013, July). Demography. Alzheimers Society. [Online] Available at: http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=412 [Accessed April 13, 2014]. Safren, S., OCleirigh, C., Bullis, J., Otto, M., Stein, M. and Pollack, M. (2012). Cognitive behavioral therapy for adherence and depression (CBT-AD) in HIV-infected injection drug users: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 80(3), pp. 404-415. Tew, J., Ramon, S., Slade, M., Bird, V., Melton, J. and Boutillier, C.L. (2012). Social Factors and Recovery from Mental Health Difficulties: A Review of the Evidence. The British Journal of Social Work , 42(3), pp. 443-460. Thoits, P. (2010). Stress and Health. Journal of Health and Social Behavior, 51(1), pp. S41-S53. Walker, S., Wachs, T., Grantham-McGregor, S., Black, M., Nelson, C., Huffman, S.L., Baker-Henningham, H., Chang, S.M., Hamadani, J.D., Lozoff, B., Gardner, J.M.M., Powel, C.A., Rahman, A. And Richter, L. (2011). Inequality in early childhood: risk and protective factors for early child development. The Lancet, 378(9799), pp. 1325-1338. Weare, K. and Nind, M. (2011). Mental health promotion and problem prevention in schools: what does the evidence say? Health Promotion International, 26(1), pp. i29-i69. World Health Organization. (2013). Draft comprehensive mental health action plan 2013–2020. EB132/8. World Health Organization. Yamaguchi, S., Mino, Y. and Uddin, S. (2011). Strategies and future attempts to reduce stigmatization and increase awareness of mental health problems among young people: A narrative review of educational interventions. Psychiatry and Clinical Neurosciences, 65(5), pp. 405-415. Read More