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Journal articles on the topic 'Mental health education'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 March 2023

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1

KELEMEN, GABRIELA. "ENGAGING STUDENTS IN MENTAL HEALTH EDUCATION." JOURNAL PLUS EDUCATION 31, no. 2/2022 (November 1, 2022): 216–26. http://dx.doi.org/10.24250/jpe/2/2022/gk.

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The issue of education, especially nowadays, raises many questions regarding its role in school, at home, in society as well as the ability of the educational process to keep up with the unprecedented changes in society, in human life in general. The leap of scientific knowledge has caused an unprecedented evolution of technology, which has entered human life with the aim of improving important aspects, but we also see its negative impact in many ways. The values of the past seem to be somehow overtaken by the new social challenges! Time has become a precious gift; modern man no longer has enough time either for himself or for those close to him. Everything happens at a pace that affects human life as a whole, disrupting family and social relationships. All this is reflected in the man's ability to adapt to new challenges, and thus education that equips the individual with those capabilities that make him able to face these unprecedented challenges is necessary. The emotional and somatic impact is mainly reflected in mental health. That is why the school and the educational system have the role of paying more attention to the field of mental health, raising awareness of the dangers that can lead to the installation of mental imbalance, prevention being the prophylactic basis. In our study, we will emphasize the importance of studying the field outside specialized schools, identifying certain deficiencies in education regarding mental health, as well as some important directions to be followed.

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2

Armbruster, Lindsay. "Mental Health Education." Journal of Physical Education, Recreation & Dance 91, no. 9 (November 21, 2020): 51–53. http://dx.doi.org/10.1080/07303084.2020.1811738.

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3

Carmody, Brendan. "Mental Health and Schooling." Journal of Quality in Health Care & Economics 5, no. 6 (2022): 1–2. http://dx.doi.org/10.23880/jqhe-16000305.

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A problem in much of today’s western schooling is that it pays little, if any, attention to personal care [1]. The primary concern tends to be success in examinations as an avenue to higher education or the job market [2]. While few would disagree that schooling needs to prepare people for the world of work. More is needed.

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4

Ward, Martin. "Mental health nursing education." Nursing Standard 13, no. 43 (July 14, 1999): 61. http://dx.doi.org/10.7748/ns.13.43.61.s60.

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5

Loveland, Lynnetta. "Mental Health Nursing Education." Journal of the American Psychiatric Nurses Association 22, no. 5 (July 8, 2016): 409–10. http://dx.doi.org/10.1177/1078390316654969.

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6

Damayanti, Rika, Ishak Abdulhak, Ihat Hatimah, and Jajat S. Ardiwinata. "Community-Based Mental Health Education in Empowering People with Mental Disorders in the Community." International Journal of Psychosocial Rehabilitation, no. 14757192 (February 18, 2020): 1346–54. http://dx.doi.org/10.37200/ijpr/v24i3/pr200884.

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7

Kittleson, Mark J. "Mental Health v. Mental Illness: A Health Education Perspective." American Journal of Health Education 50, no. 4 (June 3, 2019): 210–12. http://dx.doi.org/10.1080/19325037.2019.1616011.

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8

Ravelli, Anneloes, Marianne C. H. Donker, and Karel Geelen. "Health Education in Mental Health Services." Journal of Psychosocial Nursing and Mental Health Services 35, no. 10 (October 1997): 34–40. http://dx.doi.org/10.3928/0279-3695-19971001-16.

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9

Waller, Richard, Steven Hodge, John Holford, Marcella Milana, and Sue Webb. "Adult education, mental health and mental wellbeing." International Journal of Lifelong Education 37, no. 4 (July 4, 2018): 397–400. http://dx.doi.org/10.1080/02601370.2019.1533064.

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10

LOOMIS, MAXINE E. "Psychiatric-Mental Health Nursing Education." Annual Review of Nursing Research 6, no. 1 (September 1988): 153–66. http://dx.doi.org/10.1891/0739-6686.6.1.153.

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11

Xiaobo, Jia. "Mental Health and Quality Education." Chinese Education & Society 30, no. 6 (November 1997): 25–28. http://dx.doi.org/10.2753/ced1061-1932300625.

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12

Chandran, Suhas, SN Prakrithi, and M. Kishor. "Gamifying education and mental health." Archives of Medicine and Health Sciences 6, no. 2 (2018): 284. http://dx.doi.org/10.4103/amhs.amhs_92_18.

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13

Aggarwal, Veena, Rachel Patel, Charlie D. Zhou, and Keith Hawton. "Education and global mental health." Lancet Psychiatry 2, no. 6 (June 2015): 489. http://dx.doi.org/10.1016/s2215-0366(15)00153-4.

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14

Cornaglia, Francesca, Elena Crivellaro, and Sandra McNally. "Mental health and education decisions." Labour Economics 33 (April 2015): 1–12. http://dx.doi.org/10.1016/j.labeco.2015.01.005.

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15

Clinton, Michael, and Mike Hazelton. "Scoping mental health nursing education." Australian and New Zealand Journal of Mental Health Nursing 9, no. 1 (March 2000): 2–10. http://dx.doi.org/10.1046/j.1440-0979.2000.00155.x.

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16

East, Marlene Lynette, and Byron C. Havard. "Mental Health Mobile Apps: From Infusion to Diffusion in the Mental Health Social System." JMIR Mental Health 2, no. 1 (March 31, 2015): e10. http://dx.doi.org/10.2196/mental.3954.

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The roles of mental health educators and professionals in the diffusion of mental health mobile apps are addressed in this viewpoint article. Mental health mobile apps are emerging technologies that fit under the broad heading of mobile health (mHealth). mHealth, encompassed within electronic health (eHealth), reflects the use of mobile devices for the practice of public health. Well-designed mental health mobile apps that present content in interactive, engaging, and stimulating ways can promote cognitive learning, personal growth, and mental health enhancement. As key influencers in the mental health social system, counselor educators and professional associations may either help or hinder diffusion of beneficial mHealth technologies. As mental health mobile apps move towards ubiquity, research will continue to be conducted. The studies published thus far, combined with the potential of mental health mobile apps for learning and personal growth, offer enough evidence to compel mental health professionals to infuse these technologies into education and practice. Counselor educators and professional associations must use their influential leadership roles to train students and practitioners in how to research, evaluate, and integrate mental health mobile apps into practice. The objectives of this article are to (1) increase awareness of mHealth and mental health mobile apps, (2) demonstrate the potential for continued growth in mental health mobile apps based on technology use and acceptance theory, mHealth organizational initiatives, and evidence about how humans learn, (3) discuss evidence-based benefits of mental health mobile apps, (4) examine the current state of mHealth diffusion in the mental health profession, and (5) offer solutions for impelling innovation diffusion by infusing mental health mobile apps into education, training, and clinical settings. This discussion has implications for counselor educators, mental health practitioners, associations, continuing education providers, and app developers.

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17

Hollander, D., S. Checkley, and L. Appleby. "Mental health education for primary health care." Psychiatric Bulletin 13, no. 2 (February 1989): 73–76. http://dx.doi.org/10.1192/pb.13.2.73.

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The Alma Ata Primary Health Care Conference in 1978 marked a watershed in global health care policy and specifically a fundamental milestone for mental health. Not only was mental health defined as a right and an integral part of health generally, but also its promotion was a major recommendation of the conference.

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18

Park, Jung-Min, and Wonil Jeong. "Health Education Needs and Mental Health Education of College Student." Journal of the Korea Contents Association 13, no. 10 (October 28, 2013): 385–93. http://dx.doi.org/10.5392/jkca.2013.13.10.385.

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19

Bracke, Piet, Vera Van De Straat, and Sarah Missinne. "Education, Mental Health, and Education-Labor Market Misfit." Journal of Health and Social Behavior 55, no. 4 (November 19, 2014): 442–59. http://dx.doi.org/10.1177/0022146514557332.

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20

Fowler, John. "Mental health and mental illness." Nurse Education Today 9, no. 3 (June 1989): 215. http://dx.doi.org/10.1016/0260-6917(89)90051-8.

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21

Flores, P., R. Izquierdo, E. Leahy, C. Masferrer, and P. Ryan. "Promoting mental health minimising mental illness and integrating through education (PROMISE)." European Psychiatry 26, S2 (March 2011): 533. http://dx.doi.org/10.1016/s0924-9338(11)72240-4.

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With the implementation of the European Green Paper on Mental Health, and the development of the Mental Health Pact, the strategic importance of Mental Health promotion and illness reduction as keystones of a European mental health policy and practice has never been greater.The PROMISE project is a EU project and is financed by the European Commission, Directorate General for Health and Consumers, DG Sanco. It aims to develop and disseminate guidelines for generic training and education with respect to Mental Health Promotion and Illness Reduction. The best practice guidelines will specifically focus on the prevention of suicide, depression, and alcohol and drug abuse, and the promotion of healthy living.A specific innovation is the involvement of mental health service users as non-traditional actors by developing multi-disciplinary training guidelines and training programs with a special emphasis on positive mental health, healthy living, diet and exercise project.Project partners are all ‘multiplier’ organizations from 8 different European countries and have extensive previous expertise in their designated roles.The role of Parc de Salut Mar, Barcelona PROMISE is: Identify best practice media guidelines for engaging press and media with the mental health promotion agenda through the use of positive role models. Monitor the implementation of the best practice guidelines through the design and development of local case studies in 7 sites across Europe.Outcomes are an integrated and comprehensive set of training guidelines and model training programs accessed through an interactive website, endorsed by European level professional body and university networks.

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22

Ning, Sun. "Analysis of the Network Mental Health Education." Journal of Education, Teaching and Social Studies 2, no. 1 (February 26, 2020): p24. http://dx.doi.org/10.22158/jetss.v2n1p24.

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This paper focuses on the overview of network mental health education, we specifically write the components of network mental health education, further to write the relationship between the main body of network mental health education, and focus on the content of network mental health education, network mental health education methods. With the advancement of market economy, social competition is increasingly fierce, which brings certain psychological pressure to people, especially teenagers. Strengthening the construction of network mental health education is a necessary element to promote harmonious campus and harmonious society. Carryings out network mental health education activities can resolve various psychological problems through emotional communication, emotional guidance and other activities. This is not only for the formation of a healthy psychological and sound personality, to achieve comprehensive and harmonious development is of great significance, but also for the promotion of school and social harmony and stability, the construction of a modern harmonious campus and harmonious society, also has very important practical significance. On the one hand, carrying out network mental health education is the need of carrying out quality education. And can make people better play their potential, easily and naturally adapt to the changes of the external environment; On the other hand, mental health education is also an important part of quality education. Network mental health education is not only the need of comprehensive development and sustainable development, but also an important part of moral education reform. Mental health education not only expands the scope of traditional moral education, because mental health education mainly focuses on prevention and guidance, builds equal communication and exchanges on the basis of respect, trust and understanding, and creates a free spiritual space.

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23

Cavanaugh, Sue. "Emphasizing Mental Health in Nursing Education." Journal of Mental Health and Addiction Nursing 2, no. 1 (February 6, 2018): 27–28. http://dx.doi.org/10.22374/jmhan.v2i1.25.

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24

Iammarino, Cassandra (Sammy), Jessie Johnson, Monica Zolezzi, and Zohra Samnani Hasnani. "Simulation in mental health interprofessional education." Journal of Nursing Education and Practice 10, no. 10 (July 1, 2020): 46. http://dx.doi.org/10.5430/jnep.v10n10p46.

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Purpose: Mental health care involves multiple professionals from diverse backgrounds providing interdependent and complex services. Accordingly, care needs to be planned skillfully in partnership with health and social care providers and mental health service users. Working from an interprofessional lens enables professionals to work collaboratively to affect care that is safe and improves health outcomes. Yet, in practice there is often a disconnect between mental health care professionals that hinders collaborative practice and impacts the quality of care. Furthermore, stigmatization of mental illness continues to pervade health care professionals’ attitudes which serves to further compromise health outcomes. Interprofessional education (IPE) using simulation is proposed as an effective teaching and learning method to improve collaborative practice and decrease stigma amongst mental health care professionals in undergraduate education. Approach: Undergraduate nursing and pharmacy students from two universities participated in a one-day IPE event. During the event, students collaboratively interviewed standardized patients portraying mental health service users and developed an interprofessional plan of care. Faculty perspectives of the event were gathered to identify challenges and recommendations for ongoing implementation. Findings: Current literature and faculty facilitator feedback supports IPE using simulation as an effective teaching and learning strategy to develop therapeutic communication skills, address stigma amongst students prior to practice, clarify professional roles, and improve interprofessional collaboration. Faculty facilitator recommendations to improve the implementation of IPE with healthcare professionals during undergraduate education include early introduction of IPE, adequate preparation for students, realistic case scenarios, facilitator and standardized patient training, and funding to support events. Conclusion: The use of standardized patients in the context of interprofessional mental health education is a strategy with the potential to improve collaborative practice and address mental illness stigma amongst health care professionals. Further research with students is needed to evaluate the effectiveness of simulation in mental health IPE.

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25

Shilko, R., S. Egorov, and Y. Zinchenko. "Digitalization of education and mental health." European Psychiatry 64, S1 (April 2021): S349—S350. http://dx.doi.org/10.1192/j.eurpsy.2021.937.

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IntroductionVarious social problems, financial difficulties and academic factors contribute to the fact that more and more students around the world experience mental health problems (Chen et al., 2013; Gotlib et al., 2019). On the other hand, all the sides of students’ lives – from education to family relationships – are mediated by information communication technologies, that may have broad and ambiguous influence on students mental health. What is undoubtedly that youth mental health can no longer be considered without touching on the digitalization, including in education.ObjectivesThe current study aims to point up positive and negative examples of intersection of education digitalization and mental health of modern youth.MethodsTheoretical analysis of research publications and conceptualization of practical applications in education mediated by digital technologies.ResultsA striking example of the negative impact of total digitalization of education was the sharp deterioration in mental health in the context of the transition to fully distant learning in conditions of the spread of coronavirus infection. Positive education as teaching form for both traditional skills and positive functioning and happiness provides a broad opportunities to combine the concepts of positive psychology with cutting-edge high-tech education approaches.ConclusionsDigitalization of modern education can be accompanied by both mental health risks and new opportunities. Mental health support can be based on finding information about good functioning, learning and participating in community activities that are provided through websites and mobile applications. The reported study was funded by the Russian Foundation for Basic Research, project number 18-29-22049.

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26

Couchman, Wendy. "Joint education for mental health teams." Nursing Standard 10, no. 7 (November 8, 1995): 32–34. http://dx.doi.org/10.7748/ns.10.7.32.s36.

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27

Stone, Gerald. "Mental Health Policy in Higher Education." Counseling Psychologist 36, no. 3 (January 14, 2008): 490–99. http://dx.doi.org/10.1177/0011000007311561.

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28

Feuchtwang, Anna. "Preventing mental health problems: Character education." British Journal of School Nursing 12, no. 8 (October 2, 2017): 400–402. http://dx.doi.org/10.12968/bjsn.2017.12.8.400.

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29

Lambert, Matthew E., James L. Hedlund, and Bruce W. Vieweg. "Computer Simulations in Mental Health Education." Computers in Human Services 7, no. 3-4 (September 14, 1990): 211–29. http://dx.doi.org/10.1300/j407v07n03_04.

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30

Lambert, Matthew E., James L. Hedlund, and Bruce W. Vieweg. "Computer Simulations in Mental Health Education." Computers in Human Services 7, no. 3-4 (September 14, 1990): 231–45. http://dx.doi.org/10.1300/j407v07n03_05.

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31

Eaton, Colette. "Promoting mental health in further education." A Life in the Day 12, no. 1 (February 2008): 17–20. http://dx.doi.org/10.1108/13666282200800005.

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32

Skuse, David. "Training and education in mental health." International Psychiatry 11, no. 2 (May 2014): 30–31. http://dx.doi.org/10.1192/s1749367600004318.

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33

Wheeler, Beverly G. "MENTAL HEALTH EDUCATION IN GERIATRIC FELLOWSHIPS." Educational Gerontology 15, no. 4 (January 1989): 405–14. http://dx.doi.org/10.1080/0380127890150408.

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34

Goozee, Rhianna. "Supporting mental health in higher education." Lancet Psychiatry 3, no. 4 (April 2016): 324–25. http://dx.doi.org/10.1016/s2215-0366(16)00091-2.

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35

Sironi, Maria. "Education and Mental Health in Europe." International Journal of Mental Health 41, no. 3 (October 2012): 79–105. http://dx.doi.org/10.2753/imh0020-7411410306.

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36

Priebe, Stefan, and Sally Worthing-Davies. "Primary Care Mental Health & Education." Progress in Neurology and Psychiatry 11, no. 3 (2007): 34–38. http://dx.doi.org/10.1002/pnp.15.

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37

White, Corinna, Steve Smith, Lucy Wheen, Claire Maguire, and Kevin Mullarkey. "Primary Care Mental Health & Education." Progress in Neurology and Psychiatry 11, no. 2 (2007): 38–46. http://dx.doi.org/10.1002/pnp.9.

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38

Orr, Michael. "TOLERANCE AND MENTAL HEALTH." Higher Education in Europe 21, no. 1 (January 1996): 50–56. http://dx.doi.org/10.1080/0379772960210106.

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39

Richmond, Georgia, Conor Kenny, Jabed Ahmed, Lucy Stephenson, jamie lindsay, Patrick Earls, Donncha Mullin, and Howard Ryland. "Health Education and Activity – Lessening The Inequalities in mental health (HEA – LTI mental health)." BMJ Quality Improvement Reports 6, no. 1 (February 2017): u205156.w3484. http://dx.doi.org/10.1136/bmjquality.u205156.w3484.

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40

Finley, Brooke A. "Psychiatric Mental Health Nurse Practitioners Meeting Rural Mental Health Challenges." Journal of the American Psychiatric Nurses Association 26, no. 1 (November 15, 2019): 97–101. http://dx.doi.org/10.1177/1078390319886357.

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OBJECTIVE: To describe the current rural mental health system crisis in the United States and how psychiatric mental health nurse practitioners (PMHNPs) can holistically mitigate this systemic issue. METHOD: Respective to the objective, relevant literature is reviewed. RESULTS: PMHNPs have successfully increased access to care in underserved rural communities by practicing at the fullest extent of their scope without mandated supervision, utilizing telepsychiatry practice, while expanding PMHNP rural mental health education and research to meet and absolve pressing rural mental health challenges. CONCLUSIONS: Current evidence supports that rural mental health care improves when PMHNPs have full scope of practice, utilize telepsychiatry, engage in related scholarly activity, and have formalized education and training for rural health care delivery, which collectively answer the professional and moral call serving the underserved rural population with mental illness.

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41

Macrina, David M., and Laura Tubbs. "Limitations of Health Education Strategies in Mental Health Promotion." Health Education 18, no. 1 (March 1987): 40–43. http://dx.doi.org/10.1080/00970050.1987.10615996.

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42

Attoe, Chris, Chris Kowalski, Asanga Fernando, and Sean Cross. "Integrating mental health simulation into routine health-care education." Lancet Psychiatry 3, no. 8 (August 2016): 702–3. http://dx.doi.org/10.1016/s2215-0366(16)30100-6.

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43

Probst, Michel. "Physiotherapy and Mental Health." Revista Colombiana de Rehabilitación 18, no. 2 (June 5, 2019): 208–14. http://dx.doi.org/10.30788/revcolreh.v18.n2.2019.396.

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Physiotherapy in mental health care and psychiatry is recognized by the World Confederation for Physical Therapy (WCPT) as a specialty within physiotherapy. Physiotherapy in mental health offers a wide range of interventions in regard of body functions, physical activity, exercises, sensory, body and movement awareness, stress and tense regulation and pain management, based on clinical and scientific evidence-based literature. Additionally, the promotion of a healthy lifestyle and “physio-education” (i.e. the process of providing education and information regarding specific physiotherapy related topics to patients and their family members) should be a responsibility of the physiotherapist. This paper gives a short overview of the interventions in the field of mental health to offer appropriate care to a specific vulnerable but growing group in our society.

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44

Panchal, Dr Sandeep, Dr Shikta Singh, Dr Archana Chaudhari, Edwin Ramirez-Asis, Eva Delfina Zarzosa-Marquez, and Jorge Castillo-Picon. "The Impact of Psychological Changes in Mental Health on Employees Performance." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1089–98. http://dx.doi.org/10.9756/int-jecse/v14i1.221123.

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The goal of this research was to explore the Impact of psychological changes in mental health on workers' productivity inside financial organizations. A descriptive research approach was chosen in performing this study and addressed the research topics presented above. The research population comprised 800 individuals at the top, middle and operational level from Cooperative Banks, Bank of Africa and National Bank of Kenya; however, out of a total sample of 384, only 300 people replied, resulting in a 78 percent response rate. The study employed SPSS for data analysis, and the descriptive research design was assessed using frequencies and percentages. At the same time, inferential statistics were also done to discover the link between dependent and independent using correlation and regression analysis. The dependent variable comprised the awards and the workers' performance, while the independent variable was the consequences on employee psychological changes in mental health. The research found a substantial negative significant link between absenteeism and employee performance. The survey stated that workers were set unreasonable expectations with their employers and were expected to reach their targets, the human resource management needed to ensure there was a work-life balance.

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45

Lecroy, Craig Winston, and Linda Galdieri Ryan. "Children’s Mental Health." Journal of Social Work Education 29, no. 3 (October 1993): 318–27. http://dx.doi.org/10.1080/10437797.1993.10778828.

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46

Happell, Brenda, Rhonda Wilson, and Paul McNamara. "Undergraduate mental health nursing education in Australia: More than Mental Health First Aid." Collegian 22, no. 4 (December 2015): 433–38. http://dx.doi.org/10.1016/j.colegn.2014.07.003.

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47

Weist, Mark D., Jennifer Axelrod Lowie, Lois T. Flaherty, and David Pruitt. "Collaboration Among the Education, Mental Health, and Public Health Systems to Promote Youth Mental Health." Psychiatric Services 52, no. 10 (October 2001): 1348–51. http://dx.doi.org/10.1176/appi.ps.52.10.1348.

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48

Osterweil, Zahava, and Ronit Plotnik. "Mental Health Consultation." School Psychology International 10, no. 4 (November 1989): 293–99. http://dx.doi.org/10.1177/0143034389104007.

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49

Forbes-Mewett, Helen, and Anne-Maree Sawyer. "International Students and Mental Health." Journal of International Students 6, no. 3 (July 1, 2016): 661–77. http://dx.doi.org/10.32674/jis.v6i3.348.

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Since the early 2000s, reports of increased rates of mental ill health among young people worldwide have received much attention. Several studies indicate a greater incidence of mental health problems among tertiary students, compared with the general population, and higher levels of anxiety, in particular, among international students compared with domestic students. Australia is host to many thousands of international students of an age when mental illnesses are most likely to surface. However, this issue has received little attention from Australian researchers. This article reports on in-depth interviews with 16 professionals working with international students at an internationalized university.

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50

Paton, Joy, Debbie Horsfall, and Amie Carrington. "Sensitive Inquiry in Mental Health." International Journal of Qualitative Methods 17, no. 1 (March 15, 2018): 160940691876142. http://dx.doi.org/10.1177/1609406918761422.

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This article presents an innovative tripartite approach for conducting safe and ethical ‘sensitive inquiry’ in the field of mental health recovery. The tripartite approach brings together the principles of recovery with trauma-informed practice and collective impact strategies. Together, these provide a framework for embedding and embodying recovery principles in research design and practice that empowers participants and ‘takes care’ of participants and researchers. The approach was effectively deployed in a 1-year qualitative arts–based study conducted with people living with severe and persistent mental illness. Its success was evident in the high retention rate of participants, despite their ongoing vulnerabilities, and in the elicitation of findings that expand current understandings of mental health recovery from the point of view of people with lived experience. In this article, we discuss the tripartite approach, how this was applied in the study, and what the design achieved in research outcomes and participant experience.

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