Turn 2 Us: Outcomes of an Urban Elementary School-based Mental Health Promotion and Prevention Program Serving Ethnic Minority Youths

2015 ◽  
Vol 37 (2) ◽  
pp. 100-107 ◽  
Author(s):  
E. Montanez ◽  
E. Berger-Jenkins ◽  
J. Rodriguez ◽  
M. McCord ◽  
D. Meyer
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Elementary School ◽  
Ethnic Minority ◽  
Prevention Program ◽  
Mental Health Promotion ◽  
School Based ◽  
Urban Elementary School

scholarly journals Efficacy of mentoring skills in Indian Air Force suicide prevention training: Challenges and opportunities

2020 ◽  
Vol 63 ◽  
pp. 71-76
Author(s):  
B Thomas ◽  
S Chaturvedula
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Qualitative Analysis ◽  
Ab Initio ◽  
Suicide Prevention ◽  
Air Force ◽  
Prevention Program ◽  
Mental Health Promotion ◽  
Prevention Training ◽  
Suicide Prevention Training

Introduction: Mental health promotion and suicide prevention are important initiatives of Indian Air Force (IAF) for its personnel. Institute of Aerospace Medicine (IAM), Bengaluru, has been conducting suicide prevention training programs for the IAF personnel since 1997. More than a 100 programs have been completed. In-time identification of the vulnerable, empowerment of instructors, provision of information about suicide prevention and improvement of approach toward the ab initio who are at risk are the focus of the suicide prevention program (SPP). This paper aims at assessing the efficacy of the mentoring skills imparted during the suicide prevention training in successfully identifying and providing support to the vulnerable ab initio cadets in the training establishments of IAF. Material and Methods: Mentors (n = 34) who are instructors in the training establishments in IAF and who have completed SPP conducted by IAM participated in the study. A feedback tool which was to assess the usefulness of the SPP in terms of the extended use of mentoring skills in their work, problems faced in the identification of the vulnerable persons, challenges faced in their mentoring activities were administered. Qualitative analysis was carried out and compiled. Results: Qualitative analysis brought out certain important issues regarding the challenges faced by the mentors and their competency in effectively dealing with the challenges. The results provide support in improving the existing SPPs and the role of mentors in mental health promotion in IAF. Conclusion: Suicide prevention program being conducted at IAM (IAF) was found to be beneficial to the mentors. It also addressed some of the professional and personal challenges faced by them. The findings of the study has brought out important take home messages for refining the program in the future.

scholarly journals Towards dynamic and interdisciplinary frameworks for school-based mental health promotion

2017 ◽  
Vol 117 (5) ◽  
pp. 452-468 ◽  
Author(s):  
Catriona O’Toole
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Critical Pedagogy ◽  
Psychosocial Interventions ◽  
Mental Health Promotion ◽  
Content Type ◽  
School Based ◽  
Critical Pedagogies ◽  
Children's Development ◽  
Children’S Development

Purpose The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible synergies between them. Design/methodology/approach The paper examines current conceptualisations of child and youth mental health and explores how these inform school-based prevention and intervention approaches. The dominance of discrete, “expert-driven” psychosocial programmes as well as the potential of critical pedagogy is explored using frameworks provided by contemporary dynamic systems theories. These theories call for a situated and holistic understanding of children’s development; and they look beyond static characteristics within individuals, to view well-being in relation to the dynamic social and historical contexts in which children develop. Findings Psychosocial interventions and critical pedagogies have strengths but also a number of limitations. Traditional psychosocial interventions teach important skill sets, but they take little account of children’s dynamic socio-cultural contexts, nor acknowledge the broader inequalities that are frequently a root cause of children’s distress. Critical pedagogies, in turn, are committed to social justice goals, but these goals can be elusive or seem unworkable in practice. By bringing these seemingly disparate approaches into conversation, it may be possible to harness their respective strengths, in ways that are faithful to the complex, emergent nature of children’s development, as well as committed to correcting inequalities. Originality/value The current paper is unique in bringing together contemporary psychological theory with critical pedagogy perspectives to explore the future of school-based mental health promotion.

scholarly journals Improving awareness and help seeking for Obsessive Compulsive Disorder in ethnic minority youth

2020 ◽  
Author(s):  
Gazal Jones ◽  
Amita Jassi ◽  
Kike Thomas-Smith
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Ethnic Minority ◽  
Help Seeking ◽  
Mental Health Promotion ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Health Promotion Interventions

Abstract Background: Inequalities in access, and use of, mental health services by ethnic minorities have been consistently reported for Obsessive Compulsive Disorder (OCD). Mental health promotion may improve knowledge and help seeking. The present study trialled two methods of mental health promotion interventions for ethnic minority youth with OCD.Methods: Community organisations within an ethnically diverse area of London UK, were contacted; information stalls and teaching events on OCD were delivered as interventions. Participants completed questionnaires before and after the information stalls and teaching events. The questionnaires assessed knowledge of OCD, knowledge of identifying OCD in ethnic minorities and perceived help seeking. Participant questionnaire data collected through information stalls (N = 240) consisted predominantly of youth aged 18 years and under (51.2%) and of Black (39.0%) ethnicity. Participant questionnaire data collected at teaching events (N = 350) consisted predominantly of school staff (51.1%) where student ethnicity representation within the schools was 29.9% White, 34% Black, 13.5% South East Asian or Asian and 16.6% Mixed.Results: There were significant increases in knowledge of OCD, perceived help seeking or knowing how to seek help ratings pre to post information stalls and teaching events. Participants also rated their knowledge of identifying OCD in ethnic minority youth as higher after teaching events.Conclusions: Information stalls and teaching events may be useful in mental health promotion interventions in ethnic minority youth with OCD. Further research is needed to determine whether increase in knowledge and perceived help seeking led to increased referrals to mental health services.

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