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de Beer CRM, Nooteboom LA, van Domburgh L, de Vreugd M, Schoones JW, Vermeiren RRJM. A systematic review exploring youth peer support for young people with mental health problems. Eur Child Adolesc Psychiatry 2024; 33:2471-2484. [PMID: 36495354 PMCID: PMC11272732 DOI: 10.1007/s00787-022-02120-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Accepted: 12/05/2022] [Indexed: 12/14/2022]
Abstract
Youth peer support workers (YPSWs) are young adults with lived experience of mental illness during childhood or adolescence who support young people receiving treatment in mental health services. The contributions made by YPSWs are a promising development to facilitate consumer-centered and recovery-oriented care. Although the youth peer support workforce is expanding rapidly, structurally embedding YPSWs in practice is challenging. To overcome these challenges and thereby improve care for young people, insight into YPSW roles, barriers and facilitators for implementing and pursuing youth peer support (YPS) is a necessity. This systematic review examined the published literature to identify existing knowledge on YPSW roles in treatment settings, and the barriers and facilitators for implementing and pursuing YPS in practice. A total of 24 studies from a variety of youth serving contexts were included in this review. Thematic synthesis resulted in six YPSW roles and five themes with barriers and facilitators. The roles included the: engagement role, emotional support role, navigating and planning role, advocacy role, research role and the educational role. The themes explored the needs of YPSWs, experiences of YPSWs, relationships between service users and YPSWs, the collaboration process between YPSWs and non-peer staff, and organizational readiness. This review underlines that YPSWs likely are a valuable addition to numerous youth treatment contexts. Overall, the implementation of YPSWs is a multifaceted operation that requires careful planning. We recommend services to set clear and realistic expectations for YPSWs, to consider potential power imbalances between YPSWs and non-peer staff, to provide adequate resources to pursue YPS, and to approach the implementation of YPSWs with a growth mindset.
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Affiliation(s)
- C R M de Beer
- LUMC Curium, Child and Adolescent Psychiatry, Leiden University Medical Center, Leiden, The Netherlands.
| | - L A Nooteboom
- LUMC Curium, Child and Adolescent Psychiatry, Leiden University Medical Center, Leiden, The Netherlands
| | - L van Domburgh
- Department of Child and Adolescent Psychiatry and Psychosocial Care, Amsterdam University Medical Center, Amsterdam, The Netherlands
- iHUB, Rotterdam, The Netherlands
| | - M de Vreugd
- LUMC Curium, Child and Adolescent Psychiatry, Leiden University Medical Center, Leiden, The Netherlands
| | - J W Schoones
- Directorate of Research Policy (Formerly: Walaeus Library), Leiden University Medical Center, Leiden, The Netherlands
| | - R R J M Vermeiren
- LUMC Curium, Child and Adolescent Psychiatry, Leiden University Medical Center, Leiden, The Netherlands
- Youz, Parnassia Psychiatric Institute, The Hague, The Netherlands
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Owen EC, Knight CJ, Hill DM. A realist evaluation of a multi-component program with disengaged students. EVALUATION AND PROGRAM PLANNING 2024; 103:102417. [PMID: 38430657 DOI: 10.1016/j.evalprogplan.2024.102417] [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: 02/03/2023] [Revised: 05/29/2023] [Accepted: 02/22/2024] [Indexed: 03/05/2024]
Abstract
Periods spent in the absence of education, employment, or training (NEET) are associated with adverse psychological wellbeing, social marginalisation, and premature mortality. Implementing effective programs to re-engage young people who are classified, or are at risk of becoming NEET, is of importance to these individuals, family, and society. We conducted a realist evaluation to understand how, and under which circumstances a multi-component program may impact the engagement, behavioural, and psychosocial outcomes of disengaged students at risk of becoming NEET. During the early project phase, a narrative review of the literature and key stakeholder discussions were conducted to develop our initial program theories regarding how the program was expected to achieve its outcomes. Participant observations, video footage, and forty-two interviews were then conducted with teachers and students to form context-mechanism-outcome configurations and to refine these theories. Overall, refined program theories relating to positions of authority, the power of collective experience, exploration of possible life directions, constructivist pedagogies and active learning, and the endorsement of an ethic of caring and strengths-based orientation were developed. Collectively, our findings provide a detailed understanding of the architecture of programs that may benefit disengaged students and help inform the design of future programs aimed at reducing disaffection.
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Affiliation(s)
- Emily C Owen
- Department of Sport and Exercise Science, Swansea University, UK; Department of Primary Care and Population Health, University College London, UK.
| | - Camilla J Knight
- Department of Sport and Exercise Science, Swansea University, UK; Department of Physical Education and Sport, University of Agder, Norway
| | - Denise M Hill
- Department of Sport and Exercise Science, Swansea University, UK
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Lorenza L, Pascoe V, Price L, McCartney F, McEwan A, Bloomfield C, Suzuki M, Power D, Stanton L. No Dramas: Using applied theatre to explore youth health issues in regional Central Queensland. Aust J Rural Health 2023; 31:1115-1125. [PMID: 37767748 DOI: 10.1111/ajr.13043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Revised: 09/06/2023] [Accepted: 09/11/2023] [Indexed: 09/29/2023] Open
Abstract
INTRODUCTION Young people in a regional Central Queensland community identified concerns related to their health and health behaviours, but have limited access to health information. OBJECTIVE To explore the youth health perspectives and priorities of young people in regional Queensland and identify how young people prefer to access health information. DESIGN A participatory action research approach, using applied theatre methods and technology. FINDINGS The key challenges to youth health in regional Queensland identified by participants were substance use, in particular vaping, and bullying. Short-form social media videos are an effective channel for communicating youth health information, but to do so must closely align with the predominant formats and trends on social media platforms. DISCUSSION Young people are not likely to read health information in printed form. Effective communication is the key to empowering young people to make decisions regarding their health behaviours. Our research shows that young people tend to share with other young people, and they are less likely to listen to older people and those in positions of authority. Health concerns raised ranged from cyberbullying and peer pressure to vaping, alcohol and chroming. CONCLUSION Young people are more likely to engage with information that reflects their lived experience. The research concludes that we need to reconsider how information is provided for young people. Ways to empower young people and their voices via their preferred genre and format, not only to inform their health behaviours but also other aspects of their lives, is imperative.
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Affiliation(s)
- Linda Lorenza
- CREATE Research Centre, Central Queensland University, Mackay, Queensland, Australia
| | - Vicki Pascoe
- Manna Institute, Central Queensland University, Mackay, Queensland, Australia
| | - Luke Price
- Central Queensland University, Mackay, Queensland, Australia
| | | | | | | | - Masahiro Suzuki
- Central Queensland University, Mackay, Queensland, Australia
| | - Deborah Power
- Central Queensland University, Mackay, Queensland, Australia
| | - Luz Stanton
- CREATE Research Centre, Central Queensland University, Mackay, Queensland, Australia
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Buus N, Moensted M. Collectively learning to talk about personal concerns in a peer-led youth program: A field study of a community of practice. HEALTH & SOCIAL CARE IN THE COMMUNITY 2022; 30:e4425-e4432. [PMID: 35608005 PMCID: PMC10084100 DOI: 10.1111/hsc.13844] [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: 01/07/2022] [Revised: 03/24/2022] [Accepted: 05/05/2022] [Indexed: 06/15/2023]
Abstract
Youth peer-support is an increasingly established approach to youth work. Drawing on Wenger's theory of a 'community of practice', this study explored social learning processes in an Australian community-based and peer-led youth program for young people from disadvantaged backgrounds. Social learning was conceptualised as arising from processes of 'negotiated meaning', which Wenger described as a duality of 'participation' and 'reification'. The study was designed as a qualitative field study drawing on participant observation data from weekend workshops and 16 semi-structured interviews with young program participants. Results indicate that the program was highly conventionalised with repeated practices reifying the meaning negotiated by the participants. However, it was also open for participatory negotiation of meaning through which participants learned to recognise and share their own and others' vulnerabilities, which created a strong sense of belonging to a community of equals. The study's conception of social learning offers a novel explanation of how the youth program created and sustained alternative transformative spaces. This was done through simple, repetitive and highly conventionalised practices, brokered by peers, that allowed participants to recognise and address their own and others' vulnerabilities in new ways.
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Affiliation(s)
- Niels Buus
- Faculty of Medicine, Nursing and Health SciencesMonash UniversityMelbourneAustralia
- Department of Regional Health ResearchUniversity of Southern DenmarkOdenseDenmark
| | - Maja Moensted
- Sydney School of Health Sciences, Faculty of Medicine and HealthUniversity of SydneyAustralia
- Central Clinical School, Discipline of Addiction Medicine, Faculty of Medicine and HealthUniversity of SydneyAustralia
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Dale R, Jesser A, Pieh C, O’Rourke T, Probst T, Humer E. Mental health burden of high school students, and suggestions for psychosocial support, 1.5 years into the COVID-19 pandemic in Austria. Eur Child Adolesc Psychiatry 2022; 32:1015-1024. [PMID: 35900473 PMCID: PMC9330952 DOI: 10.1007/s00787-022-02032-4] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Accepted: 06/20/2022] [Indexed: 12/30/2022]
Abstract
The COVID-19 pandemic and containment efforts seem to be particularly challenging for adolescents. This study assessed mental health in high school students 1.5 years after the pandemic began in Austria. A cross-sectional survey was carried out from September to November 2021. Well-being (WHO-5), depressive symptoms, anxiety symptoms and sleep quality were assessed. A total of 1505 adolescents participated (78% girls). The cut-offs for clinically relevant symptoms were exceeded by 62% girls and 38.1% boys for depression (PHQ-9 score ≥ 11), 49% girls and 29% boys for anxiety (GAD-7 score ≥ 11) and 28% girls and 17% boys for insomnia (ISI score ≥ 15). The prevalence of suicidal ideation (item 9 of the PHQ-9) within the last 2 weeks was 47% in girls and 32% in boys. These data collected in autumn 2021 (the start of the second semester of reopened schools; t2) were compared to data collected in February 2021 (one semester after remote schooling; t1). A matched pairs analysis according to age, gender, region, school type and migration background resulted in a total sample size of N = 2514 adolescents. Results showed small deteriorations in mental health (i.e., well-being, depression, insomnia, suicidal ideation) in girls at t2 compared to t1, and an increase in suicidal thoughts in boys (all p-values < 0.05). Qualitative data show that young people have a need for more psychological support, both professional and informal, as well as increased mental health literacy. Results suggest that mental health burden in adolescents remains high 1.5 years into the pandemic and highlight the need to implement timely psychological support.
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Affiliation(s)
- Rachel Dale
- Department for Psychosomatic Medicine and Psychotherapy, University for Continuing Education Krems, Krems an der Donau, Austria.
| | - Andrea Jesser
- Department for Psychosomatic Medicine and Psychotherapy, University for Continuing Education Krems, Krems an der Donau, Austria
| | - Christoph Pieh
- Department for Psychosomatic Medicine and Psychotherapy, University for Continuing Education Krems, Krems an der Donau, Austria
| | - Teresa O’Rourke
- Department for Psychosomatic Medicine and Psychotherapy, University for Continuing Education Krems, Krems an der Donau, Austria
| | - Thomas Probst
- Department for Psychosomatic Medicine and Psychotherapy, University for Continuing Education Krems, Krems an der Donau, Austria
| | - Elke Humer
- Department for Psychosomatic Medicine and Psychotherapy, University for Continuing Education Krems, Krems an der Donau, Austria
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Lakeman R, Hurley J. What mental health nurses have to say about themselves: A discourse analysis. Int J Ment Health Nurs 2021; 30:126-135. [PMID: 32808439 DOI: 10.1111/inm.12778] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/14/2020] [Revised: 07/08/2020] [Accepted: 07/22/2020] [Indexed: 12/28/2022]
Abstract
Mental health nursing is largely invisible within public discourse. When mentioned at all in news media, it is usually a signifier of an occupation connoting where a nurse works. There is rarely a presumption of expertise in any sphere or articulation of a unique skill set or defining features which differentiate the mental health nurse from other nurses. This paper sought to examine the professional discourse around mental health nursing as inferred from a review of papers published in the International Journal of Mental Health Nursing in 2019. A discourse analysis of full-text papers (n = 117) was undertaken exploring references to mental health nurses or nursing and what this communicated about the field. The discourse clustered around three themes: The invisible or absent mental health nurse, ambiguous and blended identities, and a group of low attributed value and sophistication. There were few examples of authors presenting mental health nurses in a way which counters stereotypes of the dominant discourse about mental health nurses as a lesser skilled occupational group. Academics, editors, authors, and practitioners are urged to contribute to the construction of discourse around mental health nursing expertise which differentiates it from other branches of nursing and other distinctive disciplines.
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Affiliation(s)
- Richard Lakeman
- School of Health and Human Sciences, Bilinga, Queensland, Australia
| | - John Hurley
- School of Health and Human Sciences, Coffs Harbour, New South Wales, Australia
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Gyamfi N, Bhullar N, Islam MS, Usher K. Knowledge and attitudes of mental health professionals and students regarding recovery: A systematic review. Int J Ment Health Nurs 2020; 29:322-347. [PMID: 32162835 DOI: 10.1111/inm.12712] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/28/2019] [Revised: 02/11/2020] [Accepted: 02/16/2020] [Indexed: 02/06/2023]
Abstract
This review was conducted to synthesize and critically appraise the literature on knowledge, attitudes, understanding, perceptions, and expectations of mental health professionals (MHPs) and mental health professional (MHP) students' regarding recovery. A systematic search in Scopus, CINAHL, PsycINFO, Web of Science, Medline, and Embase as well as Google scholar and web-based repositories was conducted. The searches were conducted using a combination of key terms: "mental health professionals", "students", 'knowledge', "understanding", "perception" "attitude", "expectation", "recovery". After screening and quality assessment, the review included 29 studies (18 quantitative, 8 qualitative, and 3 mixed-method studies) published in English, from January 2006 to June 2019, and was analysed systematically using a mixed-method synthesis. The findings revealed that there is increasing evidence (especially among MHPs) of knowledge, attitudes, understanding, perceptions, and expectations regarding recovery. However, there are disparities in how MHPs perceive and understand recovery. While some understood it to mean a personal process, others explained it as a clinical process. In addition, there was limited knowledge among the MHPs and MHP students regarding the nonlinearity nature of the recovery process and expectations regarding recovery. The implications from these findings are the need for more in-service training for MHPs, and examination of the curriculum used to educate MHP students. In particular, they should be sufficiently informed about the nonlinearity nature of the recovery process and how to develop hopeful and realistic expectations for consumers throughout the recovery process. The review was preregistered with PROSPERO (Registration No: CRD42019136543).
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Affiliation(s)
- Naomi Gyamfi
- School of Health, Faculty of Medicine and Health, University of New England, Armidale, NSW, Australia
| | - Navjot Bhullar
- School of Psychology, Faculty of Medicine and Health, University of New England, Armidale, NSW, Australia
| | - Md Shahidul Islam
- School of Health, Faculty of Medicine and Health, University of New England, Armidale, NSW, Australia
| | - Kim Usher
- School of Health, Faculty of Medicine and Health, University of New England, Armidale, NSW, Australia
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Douglas L, Jackson D, Woods C, Usher K. Innovations in research dissemination: research participants sharing stories at a conference. Nurse Res 2019; 27:e1685. [PMID: 31769257 DOI: 10.7748/nr.2019.e1685] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/03/2019] [Indexed: 11/09/2022]
Abstract
BACKGROUND The dissemination of findings is a crucial part of research. There are many forms of dissemination and audiences differ depending on the focus of the dissemination. AIM To present using a recent experience as an example an overview of the benefits to vulnerable research participants of participating in the dissemination of research, as well as potential issues that may occur. DISCUSSION There are many benefits to involving research participants in conference presentations. However, it is crucial to provide appropriate support and debriefing, and to put plans in place to ensure they are safe. CONCLUSION Multifaceted dissemination strategies are needed to meet the various audiences for research. Involving research participants can provide unique perspectives. However, careful planning is required to produce the best possible outcomes. IMPLICATIONS FOR PRACTICE Researchers preparing to disseminate research findings with research participants in a conference setting can use this article to assist with the recognition of benefits and challenges that may arise.
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Affiliation(s)
- Lesley Douglas
- School of Health, University of New England, Armidale NSW, Australia
| | - Debra Jackson
- University of Technology Sydney, Ultimo, NSW, Australia
| | - Cindy Woods
- University of New England, Armidale, NSW, Australia
| | - Kim Usher
- University of New England, Armidale, NSW, Australia
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