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McCleary JS, Horn TL. Processes for culturally adapting behavioral health interventions for people with refugee backgrounds: A scoping review. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2024; 73:250-266. [PMID: 37853807 DOI: 10.1002/ajcp.12709] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 08/10/2023] [Accepted: 09/04/2023] [Indexed: 10/20/2023]
Abstract
Academic literature supports cultural adaptation (CA) of evidence-informed interventions to increase accessibility and effectiveness of behavioral health treatment to meet the needs of a culturally diverse society. While several meta-analyses have shown positive outcomes of CA mental health interventions, there is a need for more information about how theoretical CA models have been applied in practice to meet the cultural and contextual needs of specific groups. This scoping review was conducted to understand how CA models have been applied to adapt evidence-informed behavioral health interventions for people with refugee backgrounds in resettlement. Eighteen manuscripts were identified and analyzed, resulting in five categories: Reasons for Engaging in CA, Processes of CA, Types of CAs, Resources Needed to Support CA, and Evaluating Adaptation Choices. Only four studies utilized any existing model to guide their adaptation efforts, three of which used CA models. Level of detail regarding CA processes and justification for choices varied considerably among articles. Significant gaps were identified, posing challenges for replication. Although articles reported that adapted interventions were effective, it is unclear which, if any, CA choices contributed to the successful outcomes. Findings indicate a need for emphasis on clear and thorough documentation of CA processes and more rigorous assessment of the impact of adaptation choices.
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Affiliation(s)
| | - Tonya L Horn
- School of Social Work, University of St. Thomas, St Paul, Minnesota, USA
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Richardson R, Dale HE, Robertson L, Meader N, Wellby G, McMillan D, Churchill R. Mental Health First Aid as a tool for improving mental health and well-being. Cochrane Database Syst Rev 2023; 8:CD013127. [PMID: 37606172 PMCID: PMC10444982 DOI: 10.1002/14651858.cd013127.pub2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 08/23/2023]
Abstract
BACKGROUND The prevalence of mental health problems is high, and they have a wide-ranging and deleterious effect on many sectors in society. As well as the impact on individuals and families, mental health problems in the workplace negatively affect productivity. One of the factors that may exacerbate the impact of mental health problems is a lack of 'mental health literacy' in the general population. This has been defined as 'knowledge and beliefs about mental disorders, which aid their recognition, management, or prevention'. Mental Health First Aid (MHFA) is a brief training programme developed in Australia in 2000; its aim is to improve mental health literacy and teach mental health first aid strategies. The course has been adapted for various contexts, but essentially covers the symptoms of various mental health disorders, along with associated mental health crisis situations. The programmes also teach trainees how to provide immediate help to people experiencing mental health difficulties, as well as how to signpost to professional services. It is theorised that improved knowledge will encourage the trainees to provide support, and encourage people to actively seek help, thereby leading to improvements in mental health. This review focuses on the effects of MHFA on the mental health and mental well-being of individuals and communities in which MHFA training has been provided. We also examine the impact on mental health literacy. This information is essential for decision-makers considering the role of MHFA training in their organisations. OBJECTIVES To examine mental health and well-being, mental health service usage, and adverse effects of MHFA training on individuals in the communities in which MHFA training is delivered. SEARCH METHODS We developed a sensitive search strategy to identify randomised controlled trials (RCTs) of MHFA training. This approach used bibliographic databases searching, using a search strategy developed for Ovid MEDLINE (1946 -), and translated across to Ovid Embase (1974 -), Ovid PsycINFO (1967 -), the Cochrane Central Register of Controlled Trials (CENTRAL) and the Cochrane Common Mental Disorders Group's Specialised Register (CCMDCTR). We also searched online clinical trial registries (ClinicalTrials.gov and WHO ICTRP), grey literature and reference lists of included studies, and contacted researchers in the field to identify additional and ongoing studies. Searches are current to 13th June 2023. SELECTION CRITERIA We included RCTs and cluster-RCTs comparing any type of MHFA-trademarked course to no intervention, active or attention control (such as first aid courses), waiting list control, or alternative mental health literacy interventions. Participants were individuals in the communities in which MHFA training is delivered and MHFA trainees. Primary outcomes included mental health and well-being of individuals, mental health service usage and adverse effects of MHFA training. Secondary outcomes related to individuals, MHFA trainees, and communities or organisations in which MHFA training has been delivered DATA COLLECTION AND ANALYSIS: We used standard Cochrane methods. We analysed categorical outcomes as risk ratios (RRs) and odds ratios (ORs), and continuous outcomes as mean differences (MDs) or standardised mean differences (SMDs), with 95% confidence intervals (CIs). We pooled data using a random-effects model. Two review authors independently assessed the key results using the Risk of Bias 2 tool and applied the GRADE criteria to assess the certainty of evidence MAIN RESULTS: Twenty-one studies involving a total of 22,604 participants were included in the review. Fifteen studies compared MHFA training with no intervention/waiting list, two studies compared MHFA training with an alternative mental health literacy intervention, and four studies compared MHFA training with an active or an attention control intervention. Our primary time point was between six and 12 months. When MHFA training was compared with no intervention, it may have little to no effect on the mental health of individuals at six to 12 months, but the evidence is very uncertain (OR 0.88, 95% CI 0.61 to 1.28; 3 studies; 3939 participants). We judged all the results that contributed to this outcome as being at high risk of bias. No study measured mental health service usage at six to 12 months. We did not find published data on adverse effects. Only one study with usable data compared MHFA training with an alternative mental health literacy intervention. The study did not measure outcomes in individuals in the community. It also did not measure outcomes at our primary time point of six to 12 months. Four studies with usable data compared MHFA training to an active or attention control. None of the studies measured outcomes at our primary time point of six to 12 months. AUTHORS' CONCLUSIONS We cannot draw conclusions about the effects of MHFA training on our primary outcomes due to the lack of good quality evidence. This is the case whether it is compared to no intervention, to an alternative mental health literacy intervention, or to an active control. Studies are at high risk of bias and often not sufficiently large to be able to detect differences.
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Affiliation(s)
| | - Holly Eve Dale
- Berkshire Healthcare NHS Foundation Trust, Bracknell, UK
| | | | | | - George Wellby
- Department of Psychiatry, West London Mental Health NHS Trust, London, UK
| | - Dean McMillan
- Department of Health Sciences, University of York, York, UK
| | - Rachel Churchill
- Centre for Reviews and Dissemination, University of York, York, UK
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Dzemaili S, Pasquier J, Oulevey Bachmann A, Mohler-Kuo M. The Effectiveness of Mental Health First Aid Training among Undergraduate Students in Switzerland: A Randomized Control Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1303. [PMID: 36674060 PMCID: PMC9859566 DOI: 10.3390/ijerph20021303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Accepted: 01/09/2023] [Indexed: 06/17/2023]
Abstract
Half to three-fourths of mental disorders appear during adolescence or young adulthood, and the treatment gap is mainly due to lack of knowledge, lack of perceived need, and the stigmatization of mental illness. The aims of this study were to implement and evaluate a Mental Health First Aid (MHFA) training program among undergraduates. Participants were second-year students from two universities in the French-speaking region of Switzerland (N = 107), who were randomly assigned to an intervention group (n = 53) or control group (n = 54). The intervention group received a 12-h MHFA course. Online questionnaires were completed before the intervention (T0), and both 3 months (T1) and 12 months (T2) after the intervention in order to evaluate the participants' mental health knowledge, recognition of schizophrenia, and attitudes and behaviors towards mental illness. We used Generalized Estimating Equations (GEE) to examine the effects of intervention over time. After the MHFA course, the intervention group showed significantly increased basic knowledge and confidence helping others with mental illness and reduced stigmatization at both T1 and T2 compared to their baseline scores and compared to control groups. This suggests that the MHFA training program is effective and has significant short-term and long-term impacts, in terms of enhancing basic knowledge about mental health and improving attitudes towards mental illness among undergraduate students.
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Affiliation(s)
- Shota Dzemaili
- La Source, School of Nursing Sciences, HES-SO University of Applied Sciences and Arts of Western Switzerland, 1004 Lausanne, Switzerland
| | - Jérôme Pasquier
- Center for Primary Care and Public Health (Unisanté), University of Lausanne, 1011 Lausanne, Switzerland
| | - Annie Oulevey Bachmann
- La Source, School of Nursing Sciences, HES-SO University of Applied Sciences and Arts of Western Switzerland, 1004 Lausanne, Switzerland
| | - Meichun Mohler-Kuo
- La Source, School of Nursing Sciences, HES-SO University of Applied Sciences and Arts of Western Switzerland, 1004 Lausanne, Switzerland
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, 8032 Zurich, Switzerland
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Forbes J, Noller DT, Henriquez M, Scantamburlo S, Ward I, Lee H. Assessing the Utility of Mental Health First Aid Training for Physician Assistant Students. J Physician Assist Educ 2022; 33:325-330. [PMID: 36409243 DOI: 10.1097/jpa.0000000000000467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Physician assistant (PA) students are at increased risk for anxiety and depression compared with the general population. The demands of studying medicine can contribute to a decline in mental health, which may impede a student's ability to progress in his or her PA program. Mental Health First Aid (MHFA) is one strategy that can be used to increase mental health literacy, promote help-seeking behavior, reduce stigma, and improve confidence in providing help to individuals showing signs of a mental health disorder. The aim of this outcomes assessment was to assess PA students' satisfaction with the MHFA course and their posttraining confidence in using the skills learned. METHODS Participants were PA students (N = 435) across 9 PA programs in their didactic year of training who had completed an MHFA course through the PA Foundation's Mental Health Outreach Fellowship. MHFA postcourse evaluations, completed by the PA students, were analyzed to determine PA students' satisfaction with the course and their posttraining confidence in using the skills learned to help both themselves as well as the general population. RESULTS The mean of the MHFA course evaluation items corresponding to satisfaction with the course was 4.82 (maximum score of 5), and the mean of the items corresponding to posttraining confidence in using the skills learned was 4.74 (maximum score of 5). When asked, "Would you recommend this course to others?" 99.3% of the PA students trained in MHFA answered "yes," indicating a high level of satisfaction with the training they had received. DISCUSSION PA students who received MHFA training from the PA Foundation's Mental Health Outreach fellows showed high levels of satisfaction with the MHFA course and posttraining confidence in using the skills learned.
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Affiliation(s)
- Jennifer Forbes
- Jennifer Forbes, MHS, PA-C, is a clinical assistant professor for the Idaho State University physician assistant program in Meridian, Idaho
- Diana T. Noller, DHSc, MMS, MSPT, PA-C, is an associate professor of medical science and director of the physician assistant program at Austin College in Sherman, Texas
- Madeleine Henriquez, MPAS, PA-C, is a physician assistant at the MD Anderson Cancer Center in Houston, Texas
- Sarah Scantamburlo, MSW, MS, PA-C, is a psychiatric physician assistant at CNS Healthcare in Novi, Michigan
- Ian Ward, DHSc, PA-C, is the academic coordinator and assistant professor of clinical medicine at the Methodist University physician assistant program in Fayetteville, North Carolina
- Hwal Lee, MSPA, PA, is a community health physician assistant at the Whitney M. Young, Jr. Health Center in Albany, New York
| | - Diana T Noller
- Jennifer Forbes, MHS, PA-C, is a clinical assistant professor for the Idaho State University physician assistant program in Meridian, Idaho
- Diana T. Noller, DHSc, MMS, MSPT, PA-C, is an associate professor of medical science and director of the physician assistant program at Austin College in Sherman, Texas
- Madeleine Henriquez, MPAS, PA-C, is a physician assistant at the MD Anderson Cancer Center in Houston, Texas
- Sarah Scantamburlo, MSW, MS, PA-C, is a psychiatric physician assistant at CNS Healthcare in Novi, Michigan
- Ian Ward, DHSc, PA-C, is the academic coordinator and assistant professor of clinical medicine at the Methodist University physician assistant program in Fayetteville, North Carolina
- Hwal Lee, MSPA, PA, is a community health physician assistant at the Whitney M. Young, Jr. Health Center in Albany, New York
| | - Madeleine Henriquez
- Jennifer Forbes, MHS, PA-C, is a clinical assistant professor for the Idaho State University physician assistant program in Meridian, Idaho
- Diana T. Noller, DHSc, MMS, MSPT, PA-C, is an associate professor of medical science and director of the physician assistant program at Austin College in Sherman, Texas
- Madeleine Henriquez, MPAS, PA-C, is a physician assistant at the MD Anderson Cancer Center in Houston, Texas
- Sarah Scantamburlo, MSW, MS, PA-C, is a psychiatric physician assistant at CNS Healthcare in Novi, Michigan
- Ian Ward, DHSc, PA-C, is the academic coordinator and assistant professor of clinical medicine at the Methodist University physician assistant program in Fayetteville, North Carolina
- Hwal Lee, MSPA, PA, is a community health physician assistant at the Whitney M. Young, Jr. Health Center in Albany, New York
| | - Sarah Scantamburlo
- Jennifer Forbes, MHS, PA-C, is a clinical assistant professor for the Idaho State University physician assistant program in Meridian, Idaho
- Diana T. Noller, DHSc, MMS, MSPT, PA-C, is an associate professor of medical science and director of the physician assistant program at Austin College in Sherman, Texas
- Madeleine Henriquez, MPAS, PA-C, is a physician assistant at the MD Anderson Cancer Center in Houston, Texas
- Sarah Scantamburlo, MSW, MS, PA-C, is a psychiatric physician assistant at CNS Healthcare in Novi, Michigan
- Ian Ward, DHSc, PA-C, is the academic coordinator and assistant professor of clinical medicine at the Methodist University physician assistant program in Fayetteville, North Carolina
- Hwal Lee, MSPA, PA, is a community health physician assistant at the Whitney M. Young, Jr. Health Center in Albany, New York
| | - Ian Ward
- Jennifer Forbes, MHS, PA-C, is a clinical assistant professor for the Idaho State University physician assistant program in Meridian, Idaho
- Diana T. Noller, DHSc, MMS, MSPT, PA-C, is an associate professor of medical science and director of the physician assistant program at Austin College in Sherman, Texas
- Madeleine Henriquez, MPAS, PA-C, is a physician assistant at the MD Anderson Cancer Center in Houston, Texas
- Sarah Scantamburlo, MSW, MS, PA-C, is a psychiatric physician assistant at CNS Healthcare in Novi, Michigan
- Ian Ward, DHSc, PA-C, is the academic coordinator and assistant professor of clinical medicine at the Methodist University physician assistant program in Fayetteville, North Carolina
- Hwal Lee, MSPA, PA, is a community health physician assistant at the Whitney M. Young, Jr. Health Center in Albany, New York
| | - Hwal Lee
- Jennifer Forbes, MHS, PA-C, is a clinical assistant professor for the Idaho State University physician assistant program in Meridian, Idaho
- Diana T. Noller, DHSc, MMS, MSPT, PA-C, is an associate professor of medical science and director of the physician assistant program at Austin College in Sherman, Texas
- Madeleine Henriquez, MPAS, PA-C, is a physician assistant at the MD Anderson Cancer Center in Houston, Texas
- Sarah Scantamburlo, MSW, MS, PA-C, is a psychiatric physician assistant at CNS Healthcare in Novi, Michigan
- Ian Ward, DHSc, PA-C, is the academic coordinator and assistant professor of clinical medicine at the Methodist University physician assistant program in Fayetteville, North Carolina
- Hwal Lee, MSPA, PA, is a community health physician assistant at the Whitney M. Young, Jr. Health Center in Albany, New York
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Troxel M, Anthony LG, Robertson HA, Anthony BJ. Mental health first aid USA implementation: Trainee reported quality and impact of training. JOURNAL OF COMMUNITY PSYCHOLOGY 2022; 50:1717-1735. [PMID: 34825375 DOI: 10.1002/jcop.22750] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Revised: 10/31/2021] [Accepted: 11/03/2021] [Indexed: 06/13/2023]
Abstract
This study investigated the association of training implementation factors (Quality, Impact, Usefulness) with Mental Health First Aid (MHFA)-targeted outcomes (e.g., increased knowledge, confidence helping someone). Trainees who completed MHFA USA training in 2016 (N = 1003) were surveyed post training about its influence on their thoughts and behaviors, and about implementation factors. Some trainees completed 3- and 6-month follow-ups (N = 430, N = 276, respectively). Training Quality, Impact and Usefulness were rated highly. Differences in Quality and Impact across demographic groups were found; trainees from racially and ethnically marginalized backgrounds, and trainees with lower education levels, reported greater effect. Quality and Impact predicted positive changes in MHFA-targeted constructs such as self-efficacy, stigma and trainee perceived positive effect of MHFA strategies for those in crisis. Impact predicted positive change in mental health knowledge; this association strengthened over time. Results provide information about acceptability and perceived Impact of MHFA USA training and lead to recommendations for future evaluation and implementation.
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Affiliation(s)
- Mary Troxel
- Department of Psychiatry, University of Colorado Anschutz School of Medicine, Aurora, Colorado, USA
- Pediatric Mental Health Institute, Children's Hospital of Colorado, Aurora, Colorado, USA
| | - Laura G Anthony
- Department of Psychiatry, University of Colorado Anschutz School of Medicine, Aurora, Colorado, USA
- Pediatric Mental Health Institute, Children's Hospital of Colorado, Aurora, Colorado, USA
| | - Hillary A Robertson
- Georgetown Center for Child and Human Development, Georgetown University, Washington, District of Columbia, USA
| | - Bruno J Anthony
- Department of Psychiatry, University of Colorado Anschutz School of Medicine, Aurora, Colorado, USA
- Pediatric Mental Health Institute, Children's Hospital of Colorado, Aurora, Colorado, USA
- Georgetown Center for Child and Human Development, Georgetown University, Washington, District of Columbia, USA
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Green JG, Oblath R, Holt M. Teacher and School Characteristics Associated with the Identification and Referral of Adolescent Depression and Oppositional Defiant Disorders by U.S. Teachers. SCHOOL MENTAL HEALTH 2022; 14:498-513. [PMID: 35043064 PMCID: PMC8758226 DOI: 10.1007/s12310-021-09491-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/26/2021] [Indexed: 11/28/2022]
Abstract
Teachers contribute to the process of identifying and referring students for mental health services, however, relatively little is known about how they make those decisions and how decision-making differs across school contexts. This study used a vignette-based method to investigate individual and school contextual factors associated with the likelihood that teachers identify and refer students for mental health services. Teachers were recruited from public middle and high schools across the U.S. using a stratified random sampling strategy. Teachers (N = 462) responded to vignettes by indicating their concern for students, as well as their likelihood of providing mental health referrals. Vignettes varied by problem type (depression, oppositional defiant disorder), problem severity (moderate, severe), and student gender (male, female). Data on school characteristics were extracted from the U.S. Department of Education database. Regression models indicated several significant associations of teacher demographic characteristics and school characteristics with vignette ratings. For example, female teachers were more likely than males to rate vignettes as concerning, and middle school teachers were more likely than high school teachers to indicate they would refer students for mental health services. Teachers in schools with a higher proportion of Black students rated depression vignettes as less serious and indicated they were less likely to refer students for mental health services than teachers in majority white schools. Results suggest school characteristics may contribute to established disparities in mental health service access. Findings have implications for targeting mental health supports in schools.
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Affiliation(s)
- Jennifer Greif Green
- Wheelock College of Education and Human Development, Boston University, 2 Silber Way, Boston, MA 02115 USA
| | - Rachel Oblath
- Department of Psychiatry, Boston Medical Center, Boston, MA USA
| | - Melissa Holt
- Wheelock College of Education and Human Development, Boston University, 2 Silber Way, Boston, MA 02115 USA
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Roher SIG, Yu Z, Martin DH, Benoit AC. How is Etuaptmumk/Two-Eyed Seeing characterized in Indigenous health research? A scoping review. PLoS One 2021; 16:e0254612. [PMID: 34283831 PMCID: PMC8291645 DOI: 10.1371/journal.pone.0254612] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Accepted: 06/30/2021] [Indexed: 11/18/2022] Open
Abstract
Our scoping review sought to consider how Etuaptmumk or Two-Eyed Seeing is described in Indigenous health research and to compare descriptions of Two-Eyed Seeing between original authors (Elders Albert and Murdena Marshall, and Dr. Cheryl Bartlett) and new authors. Using the JBI scoping review methodology and qualitative thematic coding, we identified seven categories describing the meaning of Two-Eyed Seeing from 80 articles: guide for life, responsibility for the greater good and future generations, co-learning journey, multiple or diverse perspectives, spirit, decolonization and self-determination, and humans being part of ecosystems. We discuss inconsistencies between the original and new authors, important observations across the thematic categories, and our reflections from the review process. We intend to contribute to a wider dialogue about how Two-Eyed Seeing is understood in Indigenous health research and to encourage thoughtful and rich descriptions of the guiding principle.
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Affiliation(s)
- Sophie I. G. Roher
- Social and Behavioural Health Sciences Division, Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
- Institute for Circumpolar Health Research, Yellowknife, Northwest Territories, Canada
| | - Ziwa Yu
- Aligning Health Needs and Evidence for Transformative Change (AH-NET-C): A JBI Centre of Excellence, School of Nursing, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Debbie H. Martin
- Health Promotion Division, Faculty of Health, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Anita C. Benoit
- Department of Health and Society, University of Toronto Scarborough, Toronto, Ontario, Canada
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
- Women’s College Research Institute-Women’s College Hospital, University of Toronto, Toronto, Ontario, Canada
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Movsisyan A, Arnold L, Copeland L, Evans R, Littlecott H, Moore G, O’Cathain A, Pfadenhauer L, Segrott J, Rehfuess E. Adapting evidence-informed population health interventions for new contexts: a scoping review of current practice. Health Res Policy Syst 2021; 19:13. [PMID: 33546707 PMCID: PMC7863549 DOI: 10.1186/s12961-020-00668-9] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Accepted: 12/06/2020] [Indexed: 12/22/2022] Open
Abstract
BACKGROUND Implementing evidence-informed population health interventions in new contexts often requires adaptations. While the need to adapt interventions to better fit new contexts is recognised, uncertainties remain regarding why and when to adapt (or not), and how to assess the benefits (or not) of adaptation. The ADAPT Study aims to develop comprehensive guidance on adaptation. This scoping review informs guidance development by mapping and exploring how adaptation has been undertaken in practice, in public health and health services research. METHODS We searched seven databases from January 2000 and October 2018 to identify eligible studies for this scoping review and a related systematic review of adaptation guidance. We mapped the studies of adaptation by coding data from all eligible studies describing the methods, contexts, and interventions considered for adaptation. From this map, we selected a sample of studies for in-depth examination. Two reviewers extracted data independently into seven categories: description, key concepts, types, rationale, processes, evaluation methods, evaluation justification, and accounts of failures and successes. RESULTS We retrieved 6694 unique records. From 429 records screened at full text, we identified 298 eligible studies for mapping and selected 28 studies for in-depth examination. The majority of studies in our map focused on micro- (i.e., individual-) level interventions (84%), related to transferring an intervention to a new population group within the same country (62%) and did not report using guidance (73%). Studies covered a range of topic areas, including health behaviour (24%), mental health (19%), sexual health (16%), and parenting and family-centred interventions (15%). Our in-depth analysis showed that adaptation is seen to save costs and time relative to developing a new intervention, and to enhance contextual relevance and cultural compatibility. It commonly follows a structured process and involves stakeholders to help with decisions on what to adapt, when, and how. CONCLUSIONS Adaptation has been undertaken on a range of health topics and largely in line with existing guidance. Significant gaps relate to adaptation of macro- (e.g., national-) level interventions, consideration of programme theories, mechanisms and contexts (i.e., a functional view of interventions), nuances around stakeholder involvement, and evaluation of the adapted interventions. Registration Open Science Framework, 2019, osf.io/udzma.
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Affiliation(s)
- A. Movsisyan
- Institute for Medical Information Processing, Biometry and Epidemiology, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377 Munich, Germany
- Pettenkofer School of Public Health, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377 Munich, Germany
| | - L. Arnold
- Institute for Medical Information Processing, Biometry and Epidemiology, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377 Munich, Germany
- Pettenkofer School of Public Health, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377 Munich, Germany
| | - L. Copeland
- Centre for Development, Evaluation, Complexity and Implementation in Public Health Improvement (DECIPHer), School of Social Sciences, Cardiff University, 1-3 Museum Place, Cardiff, CF10 3BD Wales UK
| | - R. Evans
- Centre for Development, Evaluation, Complexity and Implementation in Public Health Improvement (DECIPHer), School of Social Sciences, Cardiff University, 1-3 Museum Place, Cardiff, CF10 3BD Wales UK
| | - H. Littlecott
- Centre for Development, Evaluation, Complexity and Implementation in Public Health Improvement (DECIPHer), School of Social Sciences, Cardiff University, 1-3 Museum Place, Cardiff, CF10 3BD Wales UK
| | - G. Moore
- Centre for Development, Evaluation, Complexity and Implementation in Public Health Improvement (DECIPHer), School of Social Sciences, Cardiff University, 1-3 Museum Place, Cardiff, CF10 3BD Wales UK
| | - A. O’Cathain
- School of Health and Related Research (ScHARR), University of Sheffield, Regent Court, 30 Regent Street, Sheffield, S1 4DA UK
| | - L. Pfadenhauer
- Institute for Medical Information Processing, Biometry and Epidemiology, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377 Munich, Germany
- Pettenkofer School of Public Health, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377 Munich, Germany
| | - J. Segrott
- Centre for Development, Evaluation, Complexity and Implementation in Public Health Improvement (DECIPHer), School of Social Sciences, Cardiff University, 1-3 Museum Place, Cardiff, CF10 3BD Wales UK
- Centre for Trials Research, Cardiff University, 4th floor Neuadd Meirionnydd, Heath Park, Cardiff, CF14 4YS Wales UK
| | - E. Rehfuess
- Institute for Medical Information Processing, Biometry and Epidemiology, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377 Munich, Germany
- Pettenkofer School of Public Health, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377 Munich, Germany
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Day A, Casey S, Baird M, Geia L, Wanganeen R. Evaluation of the Aboriginal and Torres Strait Islander Mental Health First Aid Program. Aust N Z J Public Health 2021; 45:46-52. [PMID: 33460196 DOI: 10.1111/1753-6405.13064] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 10/01/2020] [Accepted: 11/01/2020] [Indexed: 12/23/2022] Open
Abstract
OBJECTIVE This study reports findings from an uncontrolled evaluation of a course designed to educate participants in how to recognise and respond to mental health problems until professional help is received. METHODS Utilising a mixed methods design, participants in 21 different courses, delivered across two Australian states, were invited to complete pre-, post-, and follow-up surveys and provide qualitative feedback on their training experiences. RESULTS Participants reported feeling more confident in their capacity to respond appropriately to a person presenting with a mental health need and believed they would be more likely to provide assistance. Satisfaction was attributed to the skills and sensitivities of instructors who had lived experience of mental health concerns in Aboriginal and Torres Strait Islander communities. CONCLUSION This course holds promise in improving mental health literacy in relation to Aboriginal and Torres Strait Islander mental health. Implications for public health: Few courses are available that address issues relating to the social and emotional wellbeing of Aboriginal and Torres Strait Islander People. This study illustrates how community engagement with primary health and specialist mental health services might be strengthened.
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Affiliation(s)
- Andrew Day
- School of Political Sciences, Faculty of Arts, University of Melbourne, Victoria.,Indigenous Education and Research Centre; College of Healthcare Sciences; College of Arts, Society and Education, James Cook University, Queensland
| | - Sharon Casey
- Centre for Investigative Interviewing, Criminology and Criminal Justice, Griffith University, Queensland
| | - Mercy Baird
- School of Political Sciences, Faculty of Arts, University of Melbourne, Victoria.,Indigenous Education and Research Centre; College of Healthcare Sciences; College of Arts, Society and Education, James Cook University, Queensland
| | - Lynore Geia
- School of Political Sciences, Faculty of Arts, University of Melbourne, Victoria.,Indigenous Education and Research Centre; College of Healthcare Sciences; College of Arts, Society and Education, James Cook University, Queensland
| | - Rosemary Wanganeen
- School of Social Sciences, Faculty of Arts, University of Adelaide, South Australia
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10
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Evaluating the effectiveness of the PA Foundation's Mental Health Outreach fellowship. JAAPA 2020; 33:44-47. [DOI: 10.1097/01.jaa.0000697256.65328.ef] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Costello J, Hays K, Gamez AM. Using mental health first aid to promote mental health in churches. JOURNAL OF SPIRITUALITY IN MENTAL HEALTH 2020. [DOI: 10.1080/19349637.2020.1771234] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Jennifer Costello
- College of Behavioral & Social Sciences, California Baptist University, Riverside, California, USA
| | - Krystal Hays
- College of Behavioral & Social Sciences, California Baptist University, Riverside, California, USA
| | - Ana M. Gamez
- College of Behavioral & Social Sciences, California Baptist University, Riverside, California, USA
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12
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Auger M, Crooks CV, Lapp A, Tsuruda S, Caron C, Rogers BJ, van der Woerd K. The essential role of cultural safety in developing culturally-relevant prevention programming in First Nations communities: Lessons learned from a national evaluation of Mental Health First Aid First Nations. EVALUATION AND PROGRAM PLANNING 2019; 72:188-196. [PMID: 30391824 DOI: 10.1016/j.evalprogplan.2018.10.016] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2017] [Revised: 10/05/2018] [Accepted: 10/18/2018] [Indexed: 06/08/2023]
Abstract
Mental Health First Aid is a population health approach that educates people to recognize and respond to mental health challenges. Since 2012, the Mental Health Commission of Canada has worked with six First Nations communities to develop a culturally-relevant version of the program called Mental Health First Aid First Nations (MHFAFN). This paper presents mixed methods, multi-informant data from a national evaluation to assess the extent to which the course was experienced as culturally safe by Indigenous participants, factors that contributed to these experiences, and ways in which cultural relevancy of MHFAFN can be improved. Our evaluation team conducted participant interviews and surveys, as well as facilitator interviews. Nearly all Indigenous participants (94.6%) experienced the course as safe. Participants and facilitators identified a range of factors that promoted cultural safety, including the knowledge and skills of the facilitators and the cultural components of the course. Participants that did not experience safety identified trauma-related factors and facilitation style. The findings suggest that MHFAFN may be situated in a way where shared cultural backgrounds are imperative to the success of the course. Further evaluation of the MHFAFN curriculum, with the goal of continual improvement, may help to further enhance participants' experiences in taking the course.
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Abstract
PURPOSE OF REVIEW This review summarizes digital health solutions being used for Indigenous mental well-being, with emphasis on available evidence and examples reported in the literature. We also describe our own local experience with a rural telemental health service for Indigenous youth and discuss the unique opportunities and challenges. RECENT FINDINGS Digital health solutions can be grouped into three main categories: (1) remote access to specialists, (2) building and supporting local capacity, and (3) patient-directed interventions. Limited evidence exists for the majority of digital solutions specifically in Indigenous contexts, although examples and pilot projects have been described. Telemental health has the strongest evidence, along with a growing evidence for web-based applications, largely led by Australia. Other digital approaches remain areas of promise requiring additional study. Co-design and service integration and respect for Indigenous history and ideologies are essential for success. While the use of digital health solutions for Indigenous mental well-being holds promise, there is a limited evidence base for most of them. Future efforts to expand the use of digital solutions in this population should adhere to best practices for the delivery of Indigenous health services.
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Affiliation(s)
- Jennifer M. Hensel
- Department of Psychiatry, University of Manitoba, 771 Bannatyne Ave, Winnipeg, MB Canada
| | - Katherine Ellard
- Department of Psychiatry, University of Manitoba, 771 Bannatyne Ave, Winnipeg, MB Canada
| | - Mark Koltek
- Department of Psychiatry, University of Manitoba, 771 Bannatyne Ave, Winnipeg, MB Canada
| | - Gabrielle Wilson
- Department of Psychiatry, University of Manitoba, 771 Bannatyne Ave, Winnipeg, MB Canada
| | - Jitender Sareen
- Department of Psychiatry, University of Manitoba, 771 Bannatyne Ave, Winnipeg, MB Canada
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Richardson R, Dale HE, Wellby G, McMillan D, Churchill R. Mental Health First Aid as a tool for improving mental health and well-being. Hippokratia 2018. [DOI: 10.1002/14651858.cd013127] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Rachel Richardson
- University of York; Cochrane Common Mental Disorders Group, Centre for Reviews and Dissemination; Heslington York UK YO10 5DD
| | - Holly Eve Dale
- University of York; Cochrane Common Mental Disorders Group, Centre for Reviews and Dissemination; Heslington York UK YO10 5DD
| | - George Wellby
- Warrington and Halton Hospitals NHS Foundation Trust; Care of the Elderly Medicine; Lovely Lane Warrington UK WA5 1QG
| | - Dean McMillan
- University of York; Mental Health and Addiction Research Group, Department of Health Sciences; Heslington York - None - UK Y010 5DD
| | - Rachel Churchill
- University of York; Cochrane Common Mental Disorders Group, Centre for Reviews and Dissemination; Heslington York UK YO10 5DD
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