mental_health shyni.ppt
- 1. Promotion of Mental Health :Concepts and intervention Shyni k B I year Mphil Clinical psychology
- 2. ā¢ Definition ā¢ Mental health promotion ā¢ Need for mental health promotion ā¢ Mental Health promotion:Implementation ā¢ Settings and strategies ā¢ PROVEN AND PROMISING INTERVENTIONS ā¢ Specific ways to promote mental health ā¢ Resilience ā¢ Triple P
- 3. Definition ā¢ Mental health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (WHO, 2001b, p.1). ā¢ mental health is an integral part of health, ā¢ mental health is more than the absence of mental illness ā¢ mental health is intimately connected with physical health and behaviour
- 4. ā¢ ā¦ a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community
- 5. Mental Health Promotion ā¢ Mental health promotion focuses on enabling and achieving positive mental health at the population level. It seeks to build competencies, resources and strengths and to address the broader determinants of mental health. Mental health promotion is not about the prevention of mental illness, which aims to reduce the incidence, prevalence or seriousness of specific disorders and problems. It is a desirable activity in itself that contributes to promoting personal and social development (Barry, 2001; Orley & Birrell- Weisen, 1998).
- 6. Need for Mental health promotion ā¢ prevention of mental disorders and the treatment and rehabilitation of people with mental illnesses and disabilities involves actions that allow people to adopt and maintain healthy lifestyles and create living conditions and environments that support health
- 7. ā¢ A growing body of international evidence points to the interplay between mental and physical health and improved health and social outcomes, such as higher educational achievement, greater productivity at work, improved interpersonal relationships, reduction in crime rates and decreased harms associated with substance use. ā¢ can lead to safer and healthier families, workplaces and communities, as well as lower rates of certain mental disorders and improved physical health (WHO, 2005a).
- 8. Mental Health promotion:Implementation ā¢ General Principles ā¢ Sound theoretical and research base ā¢ Clarifying key goals and objectives ā¢ Comprehensive professional development Training and support) ā¢ Infrastructure and management support ā¢ Systematic rigorous evaluation and monitoring ā¢ Program fidelity ā¢ Transferability across countries and cultures
- 9. ā¢ The personal, social and environmental factors that determine mental health and mental illness may be clustered conceptually around three themes (HEA, 1997; Lahtinen et al., 19 99; Lehtinen,Riikonen & Lahtinen, 1997): ā¢ The development and maintenance of healthy communities ā¢ Each person's ability to deal with the social world through skills like participating, tolerating diversity and mutual responsibility ā¢ Each person's ability to deal with thoughts and feelings, the management of life and emotional resilience
- 11. Strategies ā¢ Build healthy public and private policy ā¢ Create supportive environments for positive mental health ā¢ Strengthen community action ā¢ Develop personal skills and coping capacities ā¢ Re-orient health and social services
- 12. PROVEN AND PROMISING INTERVENTIONS ā¢ Life Stage Interventions ā¢ Effective mental health promotion influences developmental pathways across the life course by addressing social and structural determinants, reducing individual risk factors and increasing protective factors. ā¢ pregnancy and postpartum, early childhood and the transition to school, adolescence and the transition to high school, young adulthood and the transition to independence (e.g., workforce entry or post-secondary education) and later adulthood with transitions related to family and occupation (e.g., changes in family structure and retirement).
- 13. Structural Interventions ā¢ One of the key tasks of mental health promotion is to engage in policy-related advocacy to increase the value of positive mental health at the societal level and to create social and economic environments that support mental health. Policies that relate to the public good are understood to have an indirect effect on enhancing mental health, including policies to address education, employment, income, housing and other socio- economic factors. However, given the challenges associated with evaluating structural interventions, there is little available evidence of the effectiveness of these interventions in promoting positive mental health
- 14. Community level interventions ā¢ Community-level determinants focus attention on social participation, social inclusion, civic engagement and the impact of the local environment. Interventions that address community determinants include improving peopleās sense of social belonging, strengthening community networks, building social capital, improving neighbourhood environments and community safety, promoting self-help networks and community services which support mental health.
- 15. Specific ways to promote mental health include: ā¢ Early childhood interventions (e.g. home visits for pregnant women, pre-school psycho-social activities, combined nutritional and psycho-social help for disadvantaged populations) ā¢ support to children (e.g. skills building programmes, child and youth development programmes) ā¢ socio-economic empowerment of women (e.g. improving access to education and microcredit schemes) ā¢ social support for elderly populations (e.g. befriending initiatives, community and day centres for the aged); ā¢ programmes targeted at vulnerable groups, including minorities, indigenous people, migrants and people affected by conflicts and disasters (e.g. psycho-social interventions after disasters)
- 16. ā¢ mental health promotional activities in schools (e.g. programmes supporting ecological changes in schools and child-friendly schools) ā¢ mental health interventions at work (e.g. stress prevention programmes) ā¢ housing policies (e.g. housing improvement) ā¢ violence prevention programmes (e.g. community policing initiatives) ā¢ community development programmes (e.g. 'Communities That Care' initiatives, integrated rural development)
- 17. Resilience ā¢ Resilience has been defined as the "ability to persevere and adapt when things go awry". ā¢ Masten and Coatsworth define resilience globally as "manifested competence in the context of significant challenges to adaptation or development". ā¢ changing how we think about challenges and adversities ā¢ Families today are exposed to high levels of daily stress and the incidence of childhood depression is increasing.Introducing children to resiliency skills that promote accurate and flexible thinking can help ā¢ Resilience is important to success and satisfaction in life; it allows us to overcome life's stresses and adversities, steer through troubled waters and bounce back from tough times.
- 18. ā¢ Research has shown that how we think about adversity and opportunity affects our success in school and work, our health and longevity, and our risk for depression ā¢ resilient people are healthier, live longer, are more successful in school and jobs, are happier in relationships and are less prone to depression. ā¢ Resilience helps people deal with stress and adversity, overcome childhood disadvantage and reach out to new opportunities
- 19. ā¢ Stress and adversity are an inevitable part of life-therefore it makes good sense to introduce resiliency-building strategies to children at an early age. ā¢ Resiliency promotion programs for children have focused primarily on building self- esteem, increasing school readiness and supporting the parent-child relationship
- 20. Promoting resilience through new thinking skills ā¢ Recognizing that our beliefs about adversity affect how we feel, and consequently what we do (the ABC model) ā¢ Challenging our beliefs about why things happen - uncovering our thinking style ā¢ Developing an awareness of common thinking traps or errors ā¢ understanding that our core beliefs about the world may be preventing us from taking opportunities ā¢ Gathering evidence to dispute/support beliefs - generating other alternatives ā¢ Putting stresses/adversities into perspective ā¢ Calming and focusing
- 21. ā¢ The Penn Resilience Program (PRP) for school-age children and adolescents is a 12- session protocol comprised of cognitive behavioural and social problem-solving components.One important piece of the PRP skills training helps participants become more aware of their habitual way of explaining "why" things happen to them - their explanatory style.
- 22. Triple P ā Positive parenting programme ā¢ family risk factors such as poor parenting, family conflict,and marital breakdown are powerful early predictors for the development and maintenance of behavioural and emotional problems in children and adolescents ā¢ lack of a warm, positive relationship with parents; insecure attachment; harsh, inflexible, rigid, or inconsistent discipline practices; inadequate supervision of and involvement with children; marital conflict and breakdown; and parental psychopathology (particularly maternal depression and high levels of parenting stress), increase the risk that children develop major behavioural and emotional problems, including conduct problems, substance abuse, antisocial behaviour, and participation in delinquent activities
- 23. ā¢ The program aims to prevent severe behavioural, emotional and developmental problems in children by enhancing the knowledge, skills, confidence and teamwork of parents. The program has five levels of intervention on a tiered continuum of increasing strength for parents of children from birth to age 16.
- 24. The Triple P System of Parenting and Family Support
- 25. Theoretical basis of Triple P ā¢ A form of behavioural family intervention based on social learning principles ā¢ Triple P aims to enhance family protective factors and to reduce risk factors associated with severe behavioural and emotional problems in preadolescent children.
- 26. ā¢ aims to : 1) Enhance the knowledge, skills, confidence, self sufficiency and resourcefulness of parents of preadolescent children 2) promote nurturing, safe, engaging, non-violent, and low conflict environments for children 3) Promote childrenās social, emotional, language, intellectual, and behavioural competencies through positive parenting practices
- 27. The program content draws on: 1) Social learning models of parent-child interaction 2)Research in child and family behaviour therapy and applied behaviour analysis 3) Developmental research on parenting in everyday contexts. 4) Social information processing models 5) Research from the field of developmental psychopathology 6) A population health perspective to family intervention
- 28. Self regulation and parental competence ā¢ capacity for self-regulation as a central skill. ā¢ Karoly (1993) defined self regulation as follows:'Self- regulation refers to those processes, internal and transactional, that enable an individual to guide his/her goal directed activities over time and across changing circumstances (contexts) ā¢ Self sufficiency ā¢ Parental self efficacy ā¢ Self management ā¢ Personal agency
- 29. Principles of positive parenting
- 31. Core features of Triple P ā¢ Targets meaningful social contexts for parents(Media,PHS,school,work) ā¢ Developmentally-sensitive information(based on the developmental needs). ā¢ Principle of program sufficiency(Minimally sufficient level of support). ā¢ Flexible tailoring(programmes of varying intensity). ā¢ Varied delivery modalities.
- 32. Characteristics of successful mental health promotion programmes ā¢ programme development based on underpinning theory, research principles of efficacy and needs assessment of the target population and setting ā¢ a focused and targeted approach to programme planning, implementation and evaluation ,adoption of a competence enhancement approach and an implementation process that is empowering,collaborative and participatory, carried out in partnerships with key stakeholders
- 33. ā¢ addressing a range of protective and risk factors ā¢ employing a combination of intervention methods operating at different levels ā¢ comprehensive approaches that intervene at a number of different time periods rather than once-off ā¢ including provision of training and support mechanisms that will ensure high-quality implementation and sustainability.
- 34. References ā¢ Margaret M. Barry(2009). Addressing the Determinants of Positive Mental Health: Concepts, Evidence and Practice. International Journal of Mental Health Promotion VOLUME 11 ISSUE 3 ā¢ Evidence review:mental health promotion, Population Health and Wellness BC Ministry of Health ,May 2007 ā¢ Matthew R. Sanders, Triple P - Positive Parenting Program: A population approach to promoting ā¢ competent parenting, Australian Network for Promotion, Prevention and Early Intervention for Mental Health (Auseinet)
- 35. ā¢ Thank You