Health Promotion Proposal for Indigenous Youth in Australia - Term Paper Example

HEALTH PROMOTION PROPOSAL FOR INDIGENOUS YOUTH IN AUSTRALIA (Name) (Course) (Institution) (Instructor’s name) Date Introduction Health entails the overall wellbeing of a person that encompasses the ability of an individual to function effectively and efficiently emotionally, physically, psychologically, socially and spiritually (D. H. A., 1995). According to AUSINET, (2008), mental health is an aspect of health which comprises of the psychological and the emotional variables and is important in enhancing self-confidence, self-control, self-efficacy and self-esteem that are crucial in development of healthy relationships, making of correct lifestyle choices, effective management of stress. Similar to the Indigenous population in general, the indigenous youth in Australia experience poorer health outcomes compared to non-indigenous youths and they are at greater risks of death, disabilities, imprisonment, substance abuse, juvenile justice supervision, poor housing and nutrition, low rates of access to primary healthcare, injuries, certain chronic illnesses and there are more susceptible to poor mental health (DSF, 2003). This forms the basis of this mental health proposal that seeks to analyze the issue of anxiety among Indigenous youth, as a form of mental condition that impact life and academic success and to develop effective strategies and recommendations on how the mental health of this group can be improved sustainably. Defining Youths There are different terms used to refer to the entire group or the different sub groups within the age bracket of ten years to the early twenties such as adolescents, teenagers, youngsters and youth. According to the Department of Health and Ageing, youth entails persons within the ages of twelve to twenty four (DHA, 1995). Determinants of mental health among indigenous youths in Australia There are numerous factors that impact on one’s mental health. For the Indigenous youths in Australia, the determinants of their mental health include their social economic status, cultural factors, education level, unemployment, social support systems and historical determinants (DSF, 2003). In regards to social support systems, indigenous youths with supportive relations with their families are more likely to feel loved and valued, which as a consequence, has a protective impact on their health (McRae, et al, 2005). In regards to historical determinants, indigenous youths who attend residential schools show improved mental health (AUSINET, 2008). The impact of anxiety as a mental health issue on the educational and life success of indigenous youths This proposal focuses on anxiety as a major mental health issue among indigenous youths, owing to the impact it has on the success of the life and education, which has reverberating effects on social capital and capacity building of the Indigenous community and the wider Australian society as supported by Schwab & Sutherland, (2001). Holistic health which comprises of emotional, physical, social, spiritual and psychological wellbeing greatly influences the ability of youths to flourish academically and in later life (DPC, 2007). The ability of students to attend school irrespective of their academic performance is an indicator of student’s wellbeing and a primary pointer of mental health of the student in the future. In the 1970s, the school retention rates among indigenous youths were less than 10%, which rose significantly to rates of 40% by the year 2004 as reported by McRae et al., (2005). Nevertheless, in the year 2004, 30% of the indigenous youths who attended high school dropped out in year ten and eleven and a mere 39.5% progressing on, in comparison with 10% and more than 75% of non-indigenous youths respectively (MCEETYA, 2006). Disturbingly, retention rates do not mirror the rates of completion that are often lesser than the rates of retention (Schwab, 1999). Although the correlation between the low rates of educational success and health has been recognized in policies, the focus has majorly been on physical health problems (DETYA, 2000). Generally, anxiety disorders is linked to minimized achievement academically, social relationship challenges and social ability impairments as indicated by Ialongo, et al., (1995). Academically, anxiety can lead to students having problems remaining on task, problems relating and interacting with others, difficulties forming reliable social networks and may at worse, lead a student to avoid classes when they associate them with anxiety (Woodward & Ferguson, 2001). According to Woodward & Ferguson, (2001), anxious children more often than not, have problems responding suitably to normal development milestones and they are more likely to underachieve academically. Owing to persistent absenteeism in school and damaged relationships attributed to anxiety, anxious youths are more likely to end up having poor vocational adjustment challenges, poor self-perceptions and psychological disorders which persists into adulthood (Kendall & Ollendick, 2004). In addition, youths susceptible to severe anxiety are more likely to indulge in substances; they are more prone to depression, suicide tendencies. In regards to the relationship between anxiety disorder and suicide tendencies, this is more critical for indigenous young people, who have demonstrated higher rates of suicide compared to young people from non-indigenous backgrounds as supported by Woodward & Ferguson, (2001). Prevalence rates of anxiety disorders among Indigenous youths in Australia It is fundamental to differentiate between what is severe anxiety and a common anxiety. Severe anxiety is different from a common anxiety owing to its persistence over a long duration of time and the seriousness of the anxiety relative to the circumstance (Ialongo, et al., 1995). There is basis for concern when youths are not able to engage effectively in their daily activities owing to continued anxiety. Although there has been significant amount of research on anxiety among young children in the last decade, little has been researched on anxiety among indigenous youths in Australia. Based on findings from the West Australian Aboriginal Child Health Survey as highlighted by Zubrick et al., (2005), there are high prevalence rates of mental health issues among indigenous youths compared to their counterparts, the non-indigenous youths. According to the survey, more than 25% of children aged between four to eleven years, from indigenous origin are susceptible to increased risks of having mental health problems. More gravely, more than 20% of youths between the ages of 12 and 17 years are prone to mental health challenges in comparison with 13% of their counterpart non-indigenous young people. As noted by Ginsburg, (2004), more than 18% of youths in Australia are dealing with one or multiple anxiety issues, which indicates that indigenous youths may have equal or more anxiety compared to non-indigenous youths particularly when taking into account the numerous issues and situations in the lives of indigenous youths that provokes stress and anxiety. Issues requiring change According to Anderson, (1997), health as described by the Indigenous health strategy is the wellbeing of a person and the general community physically, socially, emotionally, culturally and spiritually. Due to the social disadvantages, economic disadvantages and emotional problems that face majority of the indigenous population, there are concerns that this broader understanding of health has not merited more focus and emphasis (AUSINET, 2008). Be it as it may, the government of Australia has acknowledged that the academic success of youth is reliant on their overall health and there are increased possibility that low attendance rates in school is as a result of mental health issues such as severe anxiety (DPC, 2007). There is insufficient empirical data on the prevalence rates of ill mental health among the indigenous people. However, there is sufficient data showing that the rampant mental health issues among the Indigenous youths is closely attributed to certain issues that require changing such as the separation of young children from their families and community and the ongoing socio-economic disadvantages (McRae, et al, 2005). In addition, the mental health care and services seldom resolve the underlying psychological and emotional issues experienced by Indigenous youths. Mental health experts have minimal understanding of the Indigenous culture, which often leads to misdiagnosis and provision of culturally-inappropriate treatments (AUSINET, 2008). The inability of the indigenous youths to access information and resources on how to improve and enhance their overall wellbeing and their inaccessibility to sufficient mental health care services are among the major reasons for their poor mental health outcome as highlighted by Woodward & Ferguson, (2001). Despite the recognition of the strong correlation between anxiety disorder and the low rates of achievement academically among indigenous youths within education and health policies, the intervention measures and strategies have emphasized more on the physical aspect of the problems, failing to deal with the underlying emotional and psychological aspects (DETYA, 2000). To ensure policies are effective in alleviating anxiety among indigenous youths and to ensure positive academic and health outcomes among this group, policies need to take into account all the aspects of wellbeing, that is, the spiritual, physical, cultural, social, emotional and mental aspects as echoed by DETYA. (2000). Conclusively, although there are varied reasons for the poor school participation and attendance rates by the indigenous students, there are solid links between social and emotional challenges specifically anxiety and the rates of school retention and rates of absenteeism among indigenous students (Ialongo, et al., 1995). It is impractical to expect majority of indigenous young people while they are coping with the numerous life stressors, they can effectively participate academically in learning environments, which are culturally unsuitable and therefore stressful. Learning setups and environments must change to accommodate the cultural needs of indigenous young people. The current mental health Promotion strategies and framework Although there are no specific strategies and framework put into place to address anxiety disorders experienced by indigenous youths, there are strategies and frameworks developed and implemented to improve the overall mental health of indigenous communities, which directly or indirectly generates positive mental health outcomes among indigenous youths in Australia. There is the NSW AMHWP, which refers to the NSW Aboriginal Mental Health and Wellbeing Policy that outlines plans and actions for making improvements to the social and mental wellbeing of indigenous people, building on the abilities and resilience of the Indigenous population (DHA, 1995). The NSW Aboriginal Mental Health and Wellbeing Policy has been focused on improving engagements among the key stakeholders, ensuring mental health services are accessible and they are able to address the mental health needs of the indigenous population and enhancing the mental health of every indigenous person across all age brackets ranging from children, teenagers, youths and families (DHA, 1995). The focus has been crucial in the reinforcing the indigenous mental health labor-force and improving expertise and awareness via data and analysis. Objectives for the health promotion project The mental health promotion project is meant to Establish the main causes of anxiety as a mental health issue among indigenous youths in Australia Identify effective strategies for dealing with anxiety as a determinant of life and academic success To develop sustainable solutions to the mental health issues especially anxiety-related issues facing indigenous youths in Australia Ensuring the indigenous youths have equal opportunity in achieving academically and succeeding in their adult life Identifying intervention measures that can effectively and efficiently ensure improved mental health for the Indigenous population Establishing mental health service initiatives which responds to the needs of indigenous youths and ensuring they are culturally appropriate and meaningful Identifying mental health strategies that are sustainable, affordable and aligned to the holistic approach to health. Strategic plan for implementation of the project (action plan) 1. Creating greater engagement and collaboration among key stakeholders To effectively and efficiently address the anxiety disorders affecting indigenous youths and to ensure they have improved mental health outcomes, it will be crucial to consult and engage all the relevant stakeholders in order to ensure ownership and commitment to the implementation of the strategic plan as supported by DSF, (2003). Among key stakeholders to be actively engaged in designing mental health care programs and initiatives for indigenous youths in Australia includes the health sector, the education sector, the Indigenous community, families especially parents of indigenous youths, government agencies and more importantly, the indigenous young people in Australia (D. H. A., 1995). 2. Adopting a holistic approach to health in dealing with anxiety disorders As earlier noted, it is important to deal with mental health issues not only from a physical perspective but also, identifying the underlying social, emotional, spiritual, cultural and psychological factors. According to AUSINET, (2008), this entails understanding the individual, community and structural degree of influence on the indigenous youths’ social and emotional health. This is important in recognizing the holistic paradigms of indigenous health, which is more likely to generate better mental health outcomes for this particular group (McRae, et al, 2005). Educational setups such as schools are fundamental in improving the individual level of indigenous youth by fostering resilience, self-confidence, self -efficacy, emotional and intellectual growth of indigenous young people (DSF, 2003). By so doing, these will generate preventive rather than reactive intervention, which is crucial for safeguarding against anxiety as noted by Ginsburg, (2004). At a community level, selective prevention intervention can be developed to respond to specific groups within the indigenous community that are prone to anxiety disorders, which in this case are indigenous young people (Woodward & Ferguson, 2001). To safeguard against the anxiety disorders, indicated interventions can be designed to support and respond to groups that show initial signs of being susceptible to anxiety disorder such as students transiting to secondary school (AUSINET, 2008). 3. Reaching out to the indigenous youth that do not access mental health services Failure to reach out to indigenous youth who fail to access mental health services while developing intervention measures to support and improve their mental health has the potential to lead to increased rates of youths suffering anxiety disorders which as a result affect their performance academically and their outcomes health wise (McRae, et al, 2005). Among ways to reach out to these youths is by offering youth-specific mental health care services, formulating, establishing and assessing community based mental health enhancement measures with emphasis on indigenous youth and availing mental health services in their neighborhoods using mobile clinics and outreach health clinics (DSF, 2003). Majority of indigenous youth fail to arrive at primary care centers to receive mental health services for fear of being isolated from their families and communities. Therefore, it is important that admissions to the health facilities and transfers are made by taking into account the best interests of the indigenous youth (AUSINET, 2008). Among other ways of reaching out to indigenous youth who in the past have stayed away from accessing mental health services, is by developing a diverse range of mental health initiatives which gives greater emphasis to wellness, self- progression, self -esteem and development of healthy social relationships (D. H. A., 1995). In addition, increase in the receptiveness and approachability of mainstream mental health care to the needs and expectations of indigenous young people. 4. Training medical personnel on the cultural needs and expectations of indigenous youth As noted earlier in regards to the mental health issues among indigenous youth that requires change, mental health experts have minimal understanding of the Indigenous culture, which often leads to misdiagnosis and provision of culturally-inappropriate treatments. The inability of the indigenous youths to access information and resources on how to improve and enhance their overall wellbeing and their inaccessibility to sufficient mental health care services are among the major reasons for their poor mental health outcomes (DETYA, 2000). Therefore, it is important to train mental health professionals on effective and efficient ways of handling indigenous youth when dealing with their mental health issues. This entails enhancing the awareness of the medical personnel on the obstacles which are prevalent for indigenous youth in Australia in regards to accessing mental health care and services and the varied ways of countering the said obstacles adequately (D. H. A., 1995). 5. Developing mental health interventions specifically targeted for anxiety disorders among indigenous youths in Australia As indicated earlier, there isn’t sufficient attention given specifically to anxiety disorders especially in relation to indigenous youth. Owing to the substantial impact anxiety plays in the success of the life and education of indigenous and in influencing overall mental health outcomes, it is crucial to develop mental health interventions specifically targeted for anxiety disorders among youths as noted by Kendall & Ollendick, (2004). These interventions must be developed and implemented based on evidence in order to enhance increased awareness and understanding of mental health issues, specifically anxiety and deal with it accordingly (Woodward & Ferguson, 2001). It is important that engagement among the relevant stakeholders is maintained in order to ensure early detection of anxiety among indigenous youth (Ialongo, et al., 1995). In addition, establishment of a youth anxiety prevention strategy that is aligned to best practice guidelines for mental health in identifying and managing indigenous youth at a greater risk of anxiety. Conclusively, these intervention measures and strategies specifically focused on anxiety must be continuously financed, publicized and made available to indigenous youth in Australia in order to ensure their sustainability. To effectively safeguard against ill mental health and their effects among the indigenous youth, it is important to enhance the capacity of people who engage with indigenous youths such as teachers, counselors, parents and mental health specialists in order to effectively and accurately identify behaviors linked with anxiety and respond efficiently and appropriately (AUSINET, 2008). Conclusion The indigenous youths in Australia are greatly disadvantaged socially and economically which more often than not, impact on their overall wellbeing. The indigenous youths are at greater risks of poor mental health in comparison to their counterpart the non-indigenous youths. As discussed in the proposal, addressing anxiety, as a mental health issue among indigenous youths is important owing to the significant effect it has on their learning outcomes and influencing their post school choices. Addressing the mental health challenges affecting the indigenous youths in Australia encompasses addressing not only the physical aspects of the mental health problem, but also dealing with the social, emotional, psychological, cultural and spiritual aspects in order to facilitate holistic approach to health. It is crucial that policies developed, implemented and evaluated acknowledge the important role social, psychological and emotional wellbeing play in achieving academically. This means that all relevant stakeholders such as schools, parents, government agencies, the health sector, the education sector, the indigenous community and the indigenous young people themselves have a mutual and increasing responsibility to establish and maintain a holistic approach to health where all the aspects of wellbeing, that is, the emotional, social, cultural, spiritual, cultural, physical and psychological aspects are effectively and efficiently developed. To fully address anxiety among indigenous youths, the proposal recommends five strategies namely creating greater engagement and collaboration among key stakeholders, adopting a holistic approach to health in dealing with anxiety disorders, reaching out to the indigenous youth that do not access mental health services, training medical personnel on the cultural needs and expectations of indigenous youth and developing mental health interventions specifically targeted for anxiety disorders among indigenous youths in Australia. References Anderson, I. (1997). The ethics of the allocation of health resources. In G. Cowlishaw & B. Morris (Eds.), Race matters (pp. 191-208). Canberra: Aboriginal Studies Press. AUSINET. (2008). Mental Health Promotion and Illness prevention: Aboriginal and Torres Strait Islander People. Ausinetter, 30 (1), 22-27. D. H. A. (1995). Ways forward: national Aboriginal and Torres Strait Islander mental health policy: Mental health problems of Aboriginal children, young people and families. Canberra: Department of Health and Ageing. Accessed on 3rd Oct 2012 from http://www.health.gov.au/internet/publications/publishing.nsf/Content/mental-pubs-w-wayforw-toc~mental-pubs-w-wayforw-lit~mental-pubs-w-wayforw-lit-chi D. P. C. (2007). Supporting young people’s success: Forging the links: Learning from the School Retention Action Plan. Adelaide: Department of the Premier and Cabinet. D. S. F. (2003). How young people are faring: Key indicators 2003. Dusseldorp Skills Forum. Retrieved 3rd Oct 2012 from http://www.dsf.org.au/papers/108.htm DETYA. (2000). School Attendance of Indigenous Student: Quantitative analyses. Melbourne: Department of Education Training and Youth Affairs. Ginsburg, G. S. (2004). Anxiety prevention programs for youth: practical and theoretical considerations. Clinical Psychology: Science and Practice, 11, 430–434. Ialongo, N., Edlesohn, G., Werthamer-Larsson, I., Crockett, I. & Kellam, S. (1995). The significance of self-reported anxious symptoms in first grade children: prediction to anxious symptoms and adaptive functioning in fifth grade. Journal of Child Psychology and Psychiatry, 36, 427–437. Kendall, P. C. & Ollendick, T. H. (2004). Setting the research and practice agenda for anxiety in children and adolescence: a topic comes of age. Cognitive and Behavioral Practice, 11, 65–74. MCEETYA. (1997). National report on schooling in Australia 1997. Melbourne: Curriculum Corporation. McRae, D., Ainsworth, G., Hughes, P., Price, K., Rowland, M., Warhurst, J., Woods, D., & Zbar, V. (2005). What works: The work program: Improving outcome for Indigenous students: The guidebook (2nd ed.). Canberra: National Curriculum Services and the Australian Curriculum Studies Association. Schwab, R.G. (1999). Why only one in three? The complex reasons for low Indigenous school retention. CAEPR Research Monograph No.16. Canberra: Centre for Aboriginal Economic Policy Research, ANU. Schwab, R.G., & Sutherland, D. (2001). Building Indigenous learning communities. CAEPR Discussion Paper No. 225. Canberra: Centre for Aboriginal Economic Policy Research, ANU. Woodward, L. J., & Ferguson, D. M. (2001). Life course outcomes of young people with anxiety disorders in adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 1086-1093. Zubrick, S., Silburn, S., Lawrence, D., Mitrou, F., Dalby, R., Blair, E., Griffin, J., Milroy, H., de Maio, J., Cox, A., & Li, J. (2005). The Western Australian Aboriginal child health survey: The social and emotional wellbeing of Aboriginal children and young people. Telethon Institute for Child Health Research. Zubrick, S.R., Silburn, S.R., de Maio, J.A. Shepherd, C. Griffin, J.A. et al. (2006). The Western Australian Aboriginal child health survey: Improving the educational experiences of Aboriginal children and young people. Perth, WA: Curtin University of Technology, Telethon Institute for Child Health Research. Read More