'Tackling the Blues': Enhancing Mental Health Literacy with Generation Z through looking and making (original) (raw)
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Journal of Research in Nursing, 2016
Background The ramifications of mental ill health are enduring and potentially disabling. This research study focuses on using art to explore children’s understanding and awareness of mental health issues. Aims To explore the medium of ‘drawing’ as a method of communication by young people for expressing feelings and thoughts about what keeps their minds strong and what makes them happy as children. Method Arts-based research was used as a primary mode of inquiry to collect data and conduct analysis. Sample A total of 16 schools participated, with 10 from the primary school sector (children aged 5–11 years) and six from the post-primary sector (11 + to 18 years). A total of 358 posters were submitted. Findings Emergent themes suggested the existence of the awareness of stigma, which accompanied mental health issues and social isolation. In addition, perceptions of what makes children happy were also apparent, for example, family and friends. Similarities existed in the relationship ...
2018
Aimed at those who have a responsibility for policy and practice in relation to education, health improvement and community, this position paper explores how the corporatization of the modern university has arguably shifted how students see themselves – and how academics see students and how students see academics. Increasingly, education is being economized in an age of neo-liberalist ideology. Universities spend considerable resources on recruiting students, promoting why students should attend university but arguably spend far less on how they enable students to be effective learners. The author argues that it is time to pay attention to two key responsibilities in higher education: well-doing and well-being. However, it is argued in this paper that universities are far too focused on behavioural well-doing agendas and not sufficiently focused on experiential wellbeing of staff and students. This paper concludes that there is an urgent case for realigning higher education through...
2019
This study explored the impact of the Circles for Learning (CfL) Project. This included staff training, parent-baby observations sessions in the classroom and follow-up teaching and learning sessions, within a variety of secondary school environments over three terms. Qualitative and quantitative data were collected to look at the impact of the project on the five areas identified to form the foundations of Mental Health and Wellbeing (MHWB): Relationships, Emotional Literacy, Sense of self, Skills for Learning and Neuroscience and Learning. The project worked with 4 secondary schools from the UK including two mainstream schools, a SEMH school, a special school for ASC, and a special school for children and young people with severe and complex learning needs. This involved 40 children from across the schools from KS3, KS4 and KS5. Staff were all trained to both introduce and deliver the project within their school environment using the CfL resources with the age range of their choice. All Lead Practitioners were trained teachers. Assessments undertaken to measure the impact of the project on Children and Young People (CYP) included Emotional Literacy, Effective Lifelong Learning and Butler Self-image profile. Evidence from staff included semi-structured interviews which were then analysed using IPA, Staff feedback forms after training, Staff teaching logs and questionnaires pre and post project. The findings strongly suggest that CfL developed self-esteem, emotional literacy and strengthened social skills with CYP. It also showed an impact on staff-student relationships and a classroom environment supportive of MHWB.
Nurse Education in Practice, 2017
Approximately three quarters of all major mental disorders begin in adolescence. Finding ways to buffer against stress, access social support and connection and flexibly draw upon a range of coping mechanisms are vital strategies that young people can use to promote mental health and wellbeing and to navigate this turbulent life transition successfully. Within Australia, like other parts of the world such as the UK and the USA, it is a sad reality that when young people do become distressed they are not selfcaring or supporting others effectively, and not seeking or receiving appropriate help. In order to respond proactively to this issue, a nurse-initiated mental health promotion program was developed. It is termed, iCARE, which stands for Creating Awareness, Resilience and Enhanced Mental Health. The aim of this paper is to discuss the underpinning educational theory that assists in developing in young people a sense of belonging, empathy, self-care and resilience, and why the strategies chosen to engage young people are likely to be effective.
Journal of Applied Arts & Health, 2019
This study gathered the experiences and perceptions of participants of a university-based programme of free arts education for people who use mental health services, known as Converge. A total of 70 per cent of the authors have lived experience of mental health difficulties and attend Converge courses. A Participatory Action Research (PAR) approach was taken, using Photo Elicitation to facilitate interviews with relatively new Converge participants. An inductive thematic analysis of the data identified four themes: establishing community; purpose; student not patient; and accessing valued, inclusive spaces. These reflected findings in the existing literature about the mental health benefits of the arts and factors important to the process of recovery. A major finding was the clear indication that locating courses in socially valued and inclusive venues is of very high importance to participants, and that this seems to amplify benefits they experience from attending. This suggests th...
Simple, Mental Health, Initiative in Learning and Education Education for Health
2011
Context: SMILE is a Simple, Mental health, Initiative in Learning and Education. SMILE was a pilot project introduced into an undergraduate clinical nursing program, Southern Cross University, Australia 2010. The program aimed to improve the knowledge and skills of third-year nursing students participating in their first clinical placement in mental healthcare. Methods: Complementary to the clinical nursing program and the university curriculum, SMILE provided further training and support for student learning in mental healthcare. The SMILE project was a structured 15-day education program that covered the following topics: suicide prevention; psychosis; drugs and alcohol education; mental state exam; families and carers in mental health; and the Mental Health Act. The education sessions were one hour in duration. The educational material and resources were created from current research, literature and health service policy. A problem-based learning approach was used to support this education project. The dynamic factor related to SMILE was that it was based 'in the field.' SMILE enabled the students to bridge a theory-practice gap and expand upon their current knowledge base as well as participate in ward activity. Twenty students attending their first clinical placement in mental healthcare participated in SMILE and were asked to complete a pre-and post-evaluation questionnaire before starting and upon completion of the 15-day project. Results: The students participating in SMILE reported a greater understanding of mental healthcare issues and expressed a developing knowledge base and improved practical skill level. Conclusion: SMILE was a positive initiative that provided valuable feedback and opportunity to improve on clinical education in mental healthcare.
Exploring and Promoting Mental Health Literacy and Outcomes: Introduction to the Special Issue
Exceptionality education international, 2016
The fields of mental health and education, both research and practice-focused, are increasingly intersecting and overlapping. On one hand there are frequently cited statistics summarizing the alarming rates of mental health disorders among Canadian children and youth (14-25% according to the School-Based Mental Health and Substance Abuse Consortium, 2013). On the other hand there is a strong emphasis in provincial policy on student health and well-being (e.g., Government of Saskatchewan, 2016) and many classroom and board-level examples of universal approaches to strengthening social and emotional skills among students and staff (e.g., Rocky View Schools, 2016). Recognition of the inseparable nature of the domains of health, learning, and school success is slowly growing across the various levels of government.