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Geierstanger S, Yu J, Saphir M, Soleimanpour S. Youth Mental Health First Aid Training: Impact on the Ability to Recognize and Support Youth Needs. J Behav Health Serv Res 2024:10.1007/s11414-024-09893-4. [PMID: 39090505 DOI: 10.1007/s11414-024-09893-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/18/2024] [Indexed: 08/04/2024]
Abstract
Youth Mental Health First Aid (YMHFA) trains individuals who regularly interact with youth to identify youth experiencing mental health challenges. Several studies demonstrate positive training impacts, but few assess whether the training equally impacts participants of different demographic and professional backgrounds or those who participate in different training modalities. Using a pre-post follow-up design with a comparison group, this study examined changes in participants' confidence in their ability to recognize and support youth mental health needs 1 to 2 months after training. Data were collected over two years (2021-2023) from training participants (n = 480) and comparable non-participants (n = 51). The authors examined whether changes in confidence varied by participant race/ethnicity, professional role in the education or mental health fields, and training modality (online versus hybrid). Training participants' confidence in supporting youth mental health increased significantly compared to non-participants. Although the training was effective for all participants, those with less mental health experience benefited more, consistent with previous research. While both in-person and hybrid training were effective, in-person training participants reported slightly higher confidence scores than virtual at follow-up. Study findings suggest that educational and social service organizations should offer this training to their staff and community members who interact with youth, prioritizing participants with less prior mental health training and delivering training through an in-person training modality when possible. However, additional research is needed to explore how aspects of in-person training, such as trainer characteristics and group dynamics, impact outcomes.
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Affiliation(s)
- Sara Geierstanger
- Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA, USA.
| | - Jessica Yu
- Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA, USA
| | - Melissa Saphir
- Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA, USA
| | - Samira Soleimanpour
- Philip R. Lee Institute for Health Policy Studies and Department of Epidemiology and Biostatistics, University of California, San Francisco, San Francisco, CA, USA
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Chun AS, Keuroghlian AS. The Education Crisis and the Allied Role of School-Based Mental Health Care. J Am Acad Child Adolesc Psychiatry 2024:S0890-8567(24)01272-3. [PMID: 39069257 DOI: 10.1016/j.jaac.2024.07.911] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/05/2024] [Revised: 07/18/2024] [Accepted: 07/19/2024] [Indexed: 07/30/2024]
Abstract
The COVID-19 pandemic has had a profound impact on educational services, leading the World Bank, UNESCO, and UNICEF to jointly declare the "worst educational crisis on record."1 In the United States, standardized testing revealed large declines in reading and mathematics.1 Disadvantaged students have been disproportionately affected as the achievement gap widened for students from historically marginalized and low-income backgrounds.1 Experts predict a culminative exacerbation of these learning losses in the years ahead.1.
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Affiliation(s)
- Andrew S Chun
- Massachusetts General Hospital, Boston, Massachusetts and Harvard Medical School, Boston, Massachusetts
| | - Alex S Keuroghlian
- Massachusetts General Hospital, Boston, Massachusetts and Harvard Medical School, Boston, Massachusetts; Fenway Institute, Fenway Health, Boston, Massachusetts.
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Amsalem D, Haim-Nachum S, Dixon LB, Martin A. Leveraging Instagram to Engage Adolescents With Depression: The Use of Evidence-Based Brief Video Interventions. J Am Acad Child Adolesc Psychiatry 2024:S0890-8567(24)00310-1. [PMID: 38852933 DOI: 10.1016/j.jaac.2024.04.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 04/24/2024] [Accepted: 05/31/2024] [Indexed: 06/11/2024]
Abstract
Recent research underscores the vital role social media can play in enhancing mental health awareness and encouraging help-seeking behaviors among youth. Nevertheless, the inherent risks of social media highlight the need for the careful creation of safe, effective content. This editorial outlines our strategy of using crowdsourcing platforms to develop and refine video interventions before launching a targeted Instagram campaign featuring these evidence-based videos. This process ensures the content is both beneficial and secure prior to public exposure. We emphasize the necessity of such meticulous preparation in leveraging social media to foster a supportive environment for adolescents seeking mental health help. Our approach and ongoing adjustments offer guidance for future initiatives aimed at promoting the well-being of young digital users.
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Affiliation(s)
- Doron Amsalem
- New York State Psychiatric Institute, Columbia University Vagelos College of Physicians & Surgeons, New York.
| | - Shilat Haim-Nachum
- New York State Psychiatric Institute, Columbia University Vagelos College of Physicians & Surgeons, New York
| | - Lisa B Dixon
- New York State Psychiatric Institute, Columbia University Vagelos College of Physicians & Surgeons, New York
| | - Andrés Martin
- Child Study Center, Yale School of Medicine, New Haven, Connecticut; Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
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Sibeoni J, Ellul P, Bubola T, Debiche Y, Piot MA. Mental health first aid training among healthcare French students: a qualitative study. Front Med (Lausanne) 2023; 10:1268277. [PMID: 37937137 PMCID: PMC10626461 DOI: 10.3389/fmed.2023.1268277] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Accepted: 09/25/2023] [Indexed: 11/09/2023] Open
Abstract
Background Healthcare students are a population more at risk for mental health issues, especially anxiety, depression, and suicidal thoughts. The health faculty of Université Paris Cité in France, Paris has implemented a Mental Health First Aid (MHFA) course aiming to improve students' mental health literacy, self-care and peer-support and to decrease stigma about mental illness. We conducted a qualitative study exploring the lived experience of this MHFA training course among healthcare students so to better assess its implementation within this specific context and population. Methods This qualitative study used the five-stage inductive process to analyze the structure of lived experience (IPSE) approach. All the healthcare students that had completed the 2-day MHFA training were approached to participate. Data was collected through individual semi-structured interviews and inclusion continued until data saturation was reached. Data analysis was based on an inductive, descriptive, and structuring procedure to determine the structure of lived experience characterized by the central axes of experience. Results Twenty students were included. Data analysis produced a common structure of lived experience based on three central axes of experience, (1) a personal experience, (2) a student experience and (3) a professional experience. The participants all experienced this course intertwined within these 3 axes. Their motivation to take the course was personal -being of feeling concerned by the topic-, was study-oriented - to learn and revise psychiatry- and was professional - so to develop both practical and soft skills. In their personal experience, participants reported a transformative experience and some interventions with friends and family, while both in their student and professional experience, they felt frustrated with both the content and the form of the course. Conclusion The results reported similar outcomes reported in the literature about skills, knowledge, and awareness; but mostly produce original avenues about how to better adapt such course to this specific population so to better address students' expectations and mental health issues. This MHFA course -with an adapted content addressing eating disorders, self-mutilations and sexual and gender-based violence - could be part of the early curriculum of healthcare students. The latter could then benefit from a level 2/advanced MHFA course years later specifically tailored for healthcare professionals.
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Affiliation(s)
- Jordan Sibeoni
- Argenteuil Hospital Centre, Service Universitaire de Psychiatrie de l'Adolescent, Argenteuil, France
- ECSTRRA Team, UMR, Inserm, Université Paris Cité, Paris, France
| | - Pierre Ellul
- Child and Adolescent Psychiatry Department, Robert Debré Hospital, APHP, Université Paris Cité, Paris, France
- Inserm Immunology-Immunopathology-Immunotherapy (i3), UMRS, Sorbonne Université, Paris, France
| | - Théo Bubola
- Health Faculty, Medical School, Université Paris Cité, Paris, France
| | - Yanis Debiche
- Health Faculty, Medical School, Université Paris Cité, Paris, France
| | - Marie-Aude Piot
- Department of Child and Adolescent Psychiatry, Hôpital Necker-Enfants-Malade, AP-HP, Paris, France
- Inserm, Centre d'épidémiologie et de santé des Populations (CESP), UMR, USQV, Villejuif, France
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Crosnoe R, Thorpe J. Twenty-Five Years of National-Level Research on Adolescent and Young Adult Mental Health in the United States. J Adolesc Health 2022; 71:S40-S46. [PMID: 36404018 DOI: 10.1016/j.jadohealth.2022.08.008] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Revised: 08/02/2022] [Accepted: 08/06/2022] [Indexed: 11/18/2022]
Abstract
The longitudinal, population-level, biosocial data in the National Longitudinal Study of Adolescent to Adult Health (Add Health) have elucidated the developmental course of mental health across early stages of the life course. This data set also has been invaluable for documenting and unpacking disparities in these developmental patterns by race, ethnicity, socioeconomic status, gender, immigration, and sexuality. Reflecting the larger focus of this special supplement on Add Health as a tool for connecting adolescence to adulthood, this article reviews Add Health research since 2000 based on a search of key mental health terms, primarily describing patterns of two key markers of psychopathology (depressive symptoms, suicidal ideation) that were consistently measured across waves. It situates these patterns from adolescence into adulthood within the developmental ecology organized by the proximate settings of everyday life, the larger social structures organized by a highly stratified society, and the relations of these ecological and structural forces to biological processes. Major foci are the dynamic nature of mental health across the life course and the ways that ecological and physiological influences on mental health differ by group identity and social position.
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Thornicroft G, Sunkel C, Alikhon Aliev A, Baker S, Brohan E, El Chammay R, Davies K, Demissie M, Duncan J, Fekadu W, Gronholm PC, Guerrero Z, Gurung D, Habtamu K, Hanlon C, Heim E, Henderson C, Hijazi Z, Hoffman C, Hosny N, Huang FX, Kline S, Kohrt BA, Lempp H, Li J, London E, Ma N, Mak WWS, Makhmud A, Maulik PK, Milenova M, Morales Cano G, Ouali U, Parry S, Rangaswamy T, Rüsch N, Sabri T, Sartorius N, Schulze M, Stuart H, Taylor Salisbury T, Vera San Juan N, Votruba N, Winkler P. The Lancet Commission on ending stigma and discrimination in mental health. Lancet 2022; 400:1438-1480. [PMID: 36223799 DOI: 10.1016/s0140-6736(22)01470-2] [Citation(s) in RCA: 122] [Impact Index Per Article: 61.0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Revised: 07/19/2022] [Accepted: 07/28/2022] [Indexed: 02/07/2023]
Affiliation(s)
- Graham Thornicroft
- Centre for Global Mental Health, Health Service and Population Research Department, King's College London, London UK; Centre for Implementation Science, King's College London, London UK.
| | | | - Akmal Alikhon Aliev
- National Institute of Mental Health (Czechia), WHO Collaborating Centre for Public Mental Health Research and Service Development, Klecany, Czechia
| | - Sue Baker
- Mind international, London, UK; Changing Minds Globally, London, UK
| | - Elaine Brohan
- Centre for Global Mental Health, Health Service and Population Research Department, King's College London, London UK
| | | | - Kelly Davies
- Centre for Implementation Science, King's College London, London UK
| | - Mekdes Demissie
- College of Health Sciences and Medicine, School of Nursing and Midwifery, Haramaya University, Ethiopia; Centre for Innovative Drug Development and Therapeutic Studies for Africa (CDT-Africa), College of Health Sciences, Addis Ababa University, Ethiopia
| | | | - Wubalem Fekadu
- Department of Psychiatry, College of Medicine and Health Science, Bahir Dar University, Bahir Dar, Ethiopia
| | - Petra C Gronholm
- Centre for Global Mental Health, Health Service and Population Research Department, King's College London, London UK; Centre for Implementation Science, King's College London, London UK
| | - Zoe Guerrero
- National Institute of Mental Health (Czechia), WHO Collaborating Centre for Public Mental Health Research and Service Development, Klecany, Czechia
| | - Dristy Gurung
- Centre for Implementation Science, King's College London, London UK; Transcultural Psychosocial Organization (TPO), Kathmandu Nepal
| | - Kassahun Habtamu
- Addis Ababa University, School of Psychology, Addis Ababa, Ethiopia
| | - Charlotte Hanlon
- Centre for Global Mental Health, Health Service and Population Research Department, King's College London, London UK; WHO Collaborating Centre for Mental Health Research and Training, King's College London, London UK; Department of Psychiatry, School of Medicine, College of Health Sciences Addis Ababa University, Addis Ababa, Ethiopia
| | - Eva Heim
- Institut de Psychologie, University of Lausanne, Lausanne, Switzerland
| | - Claire Henderson
- Centre for Global Mental Health, Health Service and Population Research Department, King's College London, London UK
| | | | | | - Nadine Hosny
- Institut de Psychologie, University of Lausanne, Lausanne, Switzerland
| | | | | | - Brandon A Kohrt
- Division of Global Mental Health, George Washington University, Washington DC, USA
| | - Heidi Lempp
- Institute of Psychiatry, Psychology and Neuroscience, and Academic Department of Rheumatology, King's College London, London UK
| | - Jie Li
- Affiliated Brain Hospital of Guangzhou Medical University, Guangzhou, China
| | | | - Ning Ma
- Institute of Mental Health, Peking University, Beijing, China
| | - Winnie W S Mak
- Department of Psychology, Chinese University of Hong Kong, Hong Kong Special Administrative Region, China
| | - Akerke Makhmud
- Centre for Global Mental Health, Health Service and Population Research Department, King's College London, London UK; Centre for Implementation Science, King's College London, London UK
| | - Pallab K Maulik
- George Institute for Global Health, New Delhi, India; University of New South Wales, Sydney, NSW, Australia
| | - Maria Milenova
- Centre for Global Mental Health, Health Service and Population Research Department, King's College London, London UK; Centre for Implementation Science, King's College London, London UK
| | | | - Uta Ouali
- Razi Hospital and El Manar Medical School, University of Tunis, La Manouba, Tunisia
| | - Sarah Parry
- South London and the Maudsley NHS Foundation Trust, London, UK
| | | | - Nicolas Rüsch
- Department of Psychiatry II, Ulm University and BKH Günzburg, Ulm, Germany; Klinik für Psychiatrie, Psychotherapie und Psychosomatik, Bezirkskrankenhaus Günzburg, Günzburg, Germany
| | - Taha Sabri
- Taskeen Health Initiative, Karachi, Pakistan
| | - Norman Sartorius
- Association for the Improvement of Mental health Programs, Geneva, Switzerland
| | | | | | - Tatiana Taylor Salisbury
- Centre for Global Mental Health, Health Service and Population Research Department, King's College London, London UK
| | - Norha Vera San Juan
- Health Service and Population Research Department, King's College London, London UK
| | - Nicole Votruba
- and Nuffield Department of Women's and Reproductive Health, University of Oxford, Oxford, UK
| | - Petr Winkler
- National Institute of Mental Health (Czechia), WHO Collaborating Centre for Public Mental Health Research and Service Development, Klecany, Czechia
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McKoin Owens M, Zickafoose A, Wingenbach G, Haddad S, Freeny J, Engels J. Selected Texan K-12 Educators' Perceptions of Youth Suicide Prevention Training. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12625. [PMID: 36231925 PMCID: PMC9566514 DOI: 10.3390/ijerph191912625] [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: 09/20/2022] [Accepted: 09/23/2022] [Indexed: 06/16/2023]
Abstract
K-12 school personnel may be frontline responders for youth contemplating suicide or other harmful behaviors. Therefore, the purpose of this preliminary study was to determine selected K-12 educators' perceptions of youth suicide prevention (YSP) training. A longitudinal trend survey with repeated measures and proportionally stratified random samples of K-12 personnel from nine Texas independent school districts provided data. Participants' perceived knowledge of the YSP content showed significant appreciative gains between pre- and follow-up post-tests. Likewise, their confidence levels for helping students at risk of suicide and approaching other adults to talk about students at risk of suicide rose significantly between pretests and follow-up post-tests. This preliminary study reinforces the value of training educators to acquire content knowledge and confidence boosting opportunities for engagement in difficult dialogue about suicidality. YSP training helped improve educators' confidence to engage with others about students' mental health concerns, calling attention to the importance of identifying early warning signs that may aid in early support and prevention of youth mental health concerns.
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Affiliation(s)
- Melanie McKoin Owens
- Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
| | - Alexis Zickafoose
- Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
| | - Gary Wingenbach
- Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
| | - Sana Haddad
- Mental Health America of Greater Houston, Houston, TX 77098, USA
| | - Jamie Freeny
- Mental Health America of Greater Houston, Houston, TX 77098, USA
| | - Josephine Engels
- Mental Health America of Greater Houston, Houston, TX 77098, USA
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