Academic literature on the topic 'Mental Health First Aid (MHFA)'
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Journal articles on the topic "Mental Health First Aid (MHFA)"
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Mei, Cristina, and Patrick D. McGorry. "Mental health first aid: strengthening its impact for aid recipients." Evidence Based Mental Health 23, no. 4 (July 29, 2020): 133–34. http://dx.doi.org/10.1136/ebmental-2020-300154.
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Mental Health First Aid (MHFA) is a potentially valuable first response in mental healthcare. MHFA is formulated as an extension of Psychological First Aid, the latter being a more focal response to crises and disasters. MHFA is a broader strategy which aims to improve the general public’s immediate response to mental ill health and mental health crisis. While its effect on those trained in MHFA has been promising, recent meta-analyses have failed to detect any significant benefit to individuals who receive support from an MHFA trainee. Such outcomes highlight the need to revisit the content and implementation of MHFA to optimise and realise the full potential of the concept. Possible solutions are discussed, including developing new MHFA content using methodologies that foster innovation and creativity, in addition to improving the quality and effectiveness of MHFA training.
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Zeng, Fanli, Dexia Zhong, Xi Chen, Hongmei Li, and Xiaofei Tian. "Impact of Mental Health First Aid Training Courses on Patients’ Mental Health." Computational Intelligence and Neuroscience 2022 (September 12, 2022): 1–6. http://dx.doi.org/10.1155/2022/4623869.
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Background. With the prevalence of mental issues worldwide, more and more people are suffering from psychological torture. Mental Health Gap Action Program (mhGAP) has been introduced to improve the life quality of humans. Objectives. To explore and synthesize evidence of participants’ experience of mental health first aid (MHFA) training course. Method. Peer-reviewed qualitative evidence was systematically reviewed and thematically synthesized. Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medical Literature Analysis and Retrieval System Online (MEDLINE), Psychological Information (PsycINFO), PubMed, Psych ARTICLES, Web of Science, Joanna Briggs Institute (JBI), and National Institute for Health and Care Excellence (NICE) databases were searched for the inception of the present study. The study’s quality was appraised using the Critical Appraisal Checklist for Qualitative Research of Joanna Briggs Institute (JBI) appraisal tool. All the participants who have attended the MHFA training course (excluding instructors) setting were included. Results. Six papers published between 2005 and 2019 were included for thematic synthesis. The review indicated that MHFA had been a positive experience for participants. Conclusions. MHFA courses can provide participants with professional knowledge of mental health counseling and improve their knowledge, practice, and attitudes towards their patients. Professional MHFA training courses should therefore be popularized and promoted among other populations.
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Gorton, H. C., H. Macfarlane, R. Edwards, S. Farid, E. Garner, M. Mahroof, S. Rasul, et al. "Mental health curricula and Mental Health First Aid in the MPharm." International Journal of Pharmacy Practice 29, Supplement_1 (March 26, 2021): i37—i38. http://dx.doi.org/10.1093/ijpp/riab015.045.
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Abstract Introduction Improving mental health care is an international priority, and one that is championed by the Royal Pharmaceutical Society. (1) In the course of their work, pharmacists frequently encounter people with mental health problems. The extent to which mental health is taught on the undergraduate pharmacy degree in the UK and Ireland, and the inclusion of Mental Health First Aid (MHFA) training, has not be described recently. Aim We aimed to determine how mental health teaching is embedded into the MPharm and students’ perception of their own preparedness to help people with their mental health. We explored if and how MHFA training is included, and students’ experience of, or desire to complete this. Methods We conducted an anonymous, online questionnaire of UK and Ireland MPharm students, distributed via networks and social media. Students were asked a series of closed questions about mental health teaching in the MPharm, and exposure to MHFA. We analysed answers using descriptive statistics. We included some open-ended questions to enable students to expand on their answers. We used this qualitative data to contextualize findings. We invited one member of staff from each university to answer a modified staff version of the questionnaire, in order to provide a curriculum overview and staff perspective on MHFA provision. Results 232 students and 13 staff responded, from 22 universities in total. Eighty percent of student participants were female and 70% were in the third or final year of study. Three-quarters of students felt that mental health was not embedded throughout the MPharm. Eighty-percent of students stated that they were taught about neuropharmacology and 44.8% stated that their course included communicating with people about their mental health. One third of students felt that their degree adequately prepared them to help people with their mental health. Twenty-six students (11.6%) had completed MHFA training of which 89% would endorse inclusion of this within the MPharm. Of those who had not completed the training, 81% expressed a desire to do so. Those who completed MHFA training self-reported more preparedness than those who did not, but student numbers were small. Conclusion Mental health teaching remains focused on theoretical aspects, such as pharmacology, with less emphasis on practical skills, such as communication skills that might support interactions about mental health. MHFA was viewed by students as one way to enhance this. Of the small number of students who had completed MHFA, they displayed an increased self-reported preparedness. This could, however, be linked to the environmental culture of the programme rather than the training per se. MPharm programmes need sufficient focus on skills including communication and crisis response that may be required by pharmacists, alongside the fundamental scientific knowledge relating to mental health. References 1. Royal Pharmaceutical Society. No health without mental health: How can pharmacy support people with mental health problems? London: RPS; 2018.
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Witry, Matthew J., Olajide Fadare, and Anthony Pudlo. "Pharmacy professionals’ preparedness to use Mental Health First Aid (MHFA) behaviors." Pharmacy Practice 18, no. 4 (November 14, 2020): 2102. http://dx.doi.org/10.18549/pharmpract.2020.4.2102.
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Background: There is a need to train healthcare professionals to provide first aid to people experiencing a mental health crisis. Research testing the association between Mental Health First Aid (MHFA) training and the use of MHFA behaviors could provide evidence of program effectiveness in the pharmacy setting.
Objectives: The objectives of this study were to measure the preparedness of pharmacy professionals to function in a MHFA role, and compare preparedness and the use of MHFA behaviors based on demographic characteristics.
Methods: Pharmacists and student pharmacists attended MHFA training under a multi-state pharmacy initiative in 2018. An anonymous electronic survey was administered to 227 participants using 4 contacts in May to June, 2019. The survey evaluated if participants had recommended MHFA to others, their preparedness to engage in MHFA behaviors (13 items), and their frequency of performing a set of MHFA behaviors (7 items). Descriptive statistics, bivariate analysis, and ANOVA were used to describe the sample and compare these variables across groups.
Results: The analysis was based on 96 responses (42.3%). Almost all respondents (96%) had recommended MHFA training to others. Respondents reported that the training program prepared them to provide a range of MHFA behaviors for multiple mental health conditions, particularly for depression and anxiety. Participants most often reported asking about a distressed mood and listening non-judgmentally. Almost half of participants had asked someone if they were considering suicide and a similar percent had referred someone considering suicide to resources. Those reporting the highest levels of preparedness engaged in significantly more MHFA behaviors than those with lower levels of preparedness (p=0.017). Preparedness and use of MHFA behaviors were not significantly associated with respondent demographic characteristics.
Conclusion: These data suggest that pharmacy professionals who had MHFA training felt prepared to engage in MHFA and many used behaviors like asking about suicide and making referrals since being trained in MHFA. Research is warranted to better understand what makes someone feel maximally prepared to use MHFA behaviors compared to lower feelings of preparedness.
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Maslowski, Amy K., Rick A. LaCaille, Lara J. LaCaille, Catherine M. Reich, and Jill Klingner. "Effectiveness of Mental Health First Aid: a meta-analysis." Mental Health Review Journal 24, no. 4 (November 28, 2019): 245–61. http://dx.doi.org/10.1108/mhrj-05-2019-0016.
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Purpose The purpose of this paper, a meta-analysis and systematic review of Mental Health First Aid (MHFA), is to focus on studies that reported trainees’ mental health literacy, attitudes and helping-related behaviors, as well as the impact of the program for the people who came into contact with trainees (i.e. recipients). Design/methodology/approach A systematic search included several online databases of published studies, dissertations or theses, and journals commonly publishing research in this area. Studies were randomized or non-randomized control trials using an intervention based upon the adult or youth MHFA curriculum. Findings Of the 8,257 initial articles, 16 met inclusion criteria. Small-to-moderate effect sizes (Hedges’ g=0.18–0.53) were found for the primary outcomes for the trainees with effects appearing to be maintained at follow-up. Study quality was inversely associated with effect size. No evidence of investigator allegiance was detected. Few studies examined the effects for those who received aid from a MHFA trainee. Preliminary quantitative evidence appeared lacking (Hedges’ g=−0.04 to 0.12); furthermore, a qualitative review found limited positive effects. Research limitations/implications MHFA trainees appear to benefit from MHFA; however, objective behavioral changes are in need of greater emphasis. Additionally, considerably greater attention and effort in testing effects on distressed recipients is needed with future empirical investigations. Originality/value This is the first known review that includes preliminary findings on the effects of MHFA on the distressed recipients of the aid. It is anticipated that this will prompt further investigation into the impact of MHFA.
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DeFehr, Jan Nadine. "Inventing Mental Health First Aid: The Problem of Psychocentrism." Studies in Social Justice 10, no. 1 (August 11, 2016): 18–35. http://dx.doi.org/10.26522/ssj.v10i1.1326.
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This article provides a sociopolitical critique of contemporary Mental Health First Aid (MHFA) discourses. The concept of psychocentrism, adopted as an analytical tool, critiques the problematic nature of MHFA premises and practices that automate, expedite, enforce, and normalize the global movement to psychiatrize human distress. Contesting MHFA’s international image as a benevolent, individual crisis intervention model, this essay discusses MHFA as a technique of neoliberal governance, moral surveillance, and social control, responsible for reinvigorating the psychiatric profession while dividing and demoting the populace.
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Banh, My K., Jeremy Chaikind, Hillary A. Robertson, Mary Troxel, Justine Achille, Caroline Egan, and Bruno J. Anthony. "Evaluation of Mental Health First Aid USA Using the Mental Health Beliefs and Literacy Scale." American Journal of Health Promotion 33, no. 2 (July 9, 2018): 237–47. http://dx.doi.org/10.1177/0890117118784234.
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Purpose: This study assessed the impact of Mental Health First Aid (MHFA) in the United States with a theoretically based and psychometrically sound measure, the Mental Health Beliefs and Literacy Scale (MBLS). Design: Online MBLS surveys were administered pre-MHFA training, 3-weeks post-training, and 6-months posttraining. Setting: Mental Health First Aid trainings carried out across the United States. Participants: Six hundred sixty-two trainees were contacted, and 273 (41%) completed the presurvey. Of those, 63% filled out the postsurvey and 35% completed the 6-month survey. Seventy-six individuals completed all 3 surveys. Intervention: Mental Health First Aid is an 8-hour education program to help the general public identify, understand, and respond to signs of mental illness and substance abuse; to date, almost 1 million people have been trained. Measure: The MLBS, based on the Unified Theory of Behavior Change framework, consists of attitudinal, social-, and skill-based constructs affecting the intention to perform and achievement of MHFA actions and reports of their actual completion. Analysis: Change across time points was assessed using multivariate repeated measures analysis of variance. Results: Significant short- and longer term changes were found in internally consistent constructs tapping positive beliefs about MHFA actions, the confidence and intention to perform them as well as mental health literacy. Conclusion: The MBLS documented strong positive effects of MHFA training that were greater in individuals without prior mental health training, the intended targets of MHFA efforts.
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Song, Jessica M., Kimberly R. Laurene, and Deric R. Kenne. "Referrals to Mental Health Services in Ohio: An Exploration of Time to First Referral After Completion of Mental Health First Aid Gatekeeper Training." Ohio Journal of Public Health 5, no. 1 (August 24, 2022): 41–47. http://dx.doi.org/10.18061/ojph.v5i1.8478.
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Background: The college population is particularly vulnerable to mental health challenges. In 2020 only 46.2% of people with a mental illness received mental health services. Mental Health First Aid (MHFA) is a training course designed to teach people how to connect individuals in need of professional services to the appropriate resources. Methods: Mental Health First Aid (MHFA) trainings were offered to students, faculty, and staff at Kent State University. Data from 343 individuals, who completed the MHFA gatekeeper training, were analyzed to explore the impact of time and participant characteristics on the likelihood of first referral to mental health services after completion of the MHFA. Participants completed a pretraining and posttraining paper questionnaire on the day of MHFA training and received a monthly online follow-up survey to assess self-reported referrals over time. Results: After completing MHFA, the average time until first referral was approximately 3 months. Several participant characteristics were significantly associated with referral to mental health services. African American and Black participants who completed the training were more likely to make a referral as compared to White participants. Extraversion was associated with increased likelihood of making a referral, while emotional stability was associated with a decreased likelihood of making a referral. Conclusion: Participants were 5.7% less likely to first report referring with each passing month following the MHFA training, suggesting that there may be cause for an MHFA or similar gatekeeper “booster” course to highlight the importance of making referrals.
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Abou Sherif, Sara, and Sachin Patel. "Evaluation of a mental health first aid workshop for healthcare professionals." BJPsych Open 7, S1 (June 2021): S1. http://dx.doi.org/10.1192/bjo.2021.67.
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AimsAnnually, 1 in 4 people in the UK will experience a mental health problem. Alongside the approach of increasing awareness of the issue amongst the general population, there is a drive to deliver training and education on the recognition and management of mental health crises. Limited resources exist to aid healthcare professionals in delivering mental health first aid (MHFA), with the vast majority focussing on lengthy training courses. Small group problem-based learning (PBL) is utilised widely in medical education and this modality offers advantages in deliverability, audience participation and experiential learning. Our aim was to deliver and explore the effectiveness of a PBL MHFA workshop to various healthcare professionals.MethodAs part of an Emergency Medicine Mental Health Education day, we delivered four 30-minute PBL MHFA workshops. These involved an introduction to MHFA, followed by an interactive discussion of 4 mental health simulated cases, whereby participants anonymously answered a range of questions using the web-based platform Mentimeter. We devised a simple MHFA A,B,C,D,E acronym to bring structure to problem solving. Pre- and post-workshop questionnaires were used to assess outcomes using Likert scales to measure various aspects of MHFA (1 = strongly disagree and 5 = strongly agree). Statistical significance was calculated using T-Test with P < 0.05 defining statistical significance.ResultA total of 28 professionals attended the workshops, 20 (72%) completed both the pre and post workshop questionnaire. 19 (76%) were nurses (5 Registered Mental Health Nurses and 14 Registered General Nurses), 3 (12%) were doctors, 2 (8%) were HCA's and 1 was a policeman. 15 (75%) of the participants reported historically having had the need to deliver MHFA but only 3 (15%) had previously received training. After the workshop, participants reported significantly increased understanding [3.0 to 4.3 (p < 0.05)] and confidence in delivering MHFA [3.05 to 4.30 (p < 0.05)]. There was significantly improved confidence in assessing risk [3.03 to 4.05], calling for appropriate help [3.45 to 4.35] and de-escalation techniques [3.05 to 4.15].ConclusionTo our knowledge this is the first mini PBL-based MHFA workshop. We have demonstrated that the PBL workshop setup is an effective means to deliver training on MHFA. We recognise the importance of MHFA training reaching a larger audience and its potential value if incorporated into national healthcare training programmes and made available to the general public.
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Ploper, Viviana, Rise Jones, Dana J. Kraus, Annie Schmidt, and Patrick Corrigan. "Feedback from American participants of a Mental Health First Aid training course." Journal of Public Mental Health 14, no. 2 (June 15, 2015): 118–21. http://dx.doi.org/10.1108/jpmh-04-2014-0016.
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Purpose – Mental Health First Aid (MHFA) is a course meant to train participants in how to identify and respond to signs of mental disorders and crises. The purpose of this paper is to conduct a qualitative study of MHFA participants to get a sense of some values and challenges associated with the training. Design/methodology/approach – Results from an online survey of 143 participants yielded 24 discrete themes. Survey responses were gathered into a single data set and coded by two independent raters. Findings – Themes were sorted into four categories: MHFA benefits, training limitations, challenges to MHFA, and resources that facilitate MHFA. Several benefits emerged, consistent with findings from Australian studies. Research limitations/implications – Findings represent a sample of people who completed the program in Chicago; research needs to determine how perceived benefits and limitations vary by geographic area. Originality/value – Findings echoed many of the benefits found in studies conducted outside the USA and can be used to further improve MHFA training as it expands in the US market.
Dissertations / Theses on the topic "Mental Health First Aid (MHFA)"
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Schweers, Aimee. "Perceptions of Mental Health First Aid Training Deputies Received in a Jail Setting." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1546427525796788.
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Chaffee, KC. "Mental Health First Aid training program for San Luis Obispo County schools employees| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523273.
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The purpose of this project was to develop a grant to obtain funding to train two San Luis Obispo County Behavioral Health Department staff as certified instructors for the Mental Health First Aid program. These instructors will train staff in the San Luis Obispo County school districts with the goal of increasing the staffs knowledge, thus enabling them to respond better to the mental health needs of their students. This mental health training program covers: risk factors, symptoms, and the role of stigma in mental health issues, as well as resources and action plans. A literature review was completed on the prevalence of youth mental health issues, the effects of mental illness on youth, current youth mental health treatment, a school settings' role in dealing with these issues, early intervention services, and stigma. Actual submission and funding of the grant was not required for the successful completion of this project.
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Mendes, Márcia Cristina Schwarz [UNESP]. "Repercussões da recepção-escuta no atendimento da porta dos serviços de saúde mental coletiva e em seus projetos terapêuticos." Universidade Estadual Paulista (UNESP), 2004. http://hdl.handle.net/11449/97669.
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mendes_mcs_me_assis.pdf: 327150 bytes, checksum: b3bced17d6835388baaef5254ea50ebf (MD5)Esta pesquisa teve como objetivo estudar a escuta no atendimento da recepção dos usuários num serviço de Saúde Mental Coletiva e sua repercussão nos projetos terapêuticos da instituição. Partiu-se da hipótese de que a forma como ocorre a escuta nesses primeiros contatos pode privilegiar ações assistenciais na perspectiva da Atenção Psicossocial, que visa a constituição de um paradigma substitutivo ao modelo psiquiátrico, ou ações que reforçam o paradigma psiquiátrico dominante. O estudo foi desenvolvido num programa de Saúde Mental que funciona no Centro de Saúde de um município do Estado de São Paulo com 30 mil habitantes, cujo atendimento inicial é denominado Pronto Atendimento. Chegamos à conceituação de duas modalidades de recepção na instituição: o Pronto Atendimento, como uma recepção burocrática, e a recepção-escuta, um modo de recepção em consonância com o paradigma da Atenção Psicossocial. Os dados foram colhidos por intermédio da recepção-escuta com um grupo de usuários no atendimento inicial da instituição, num período de dois meses, no plantão semanal da pesquisadora. Foram realizadas observações participantes sobre a interação desses modos de escuta inicial com a instituição e seus programas e com os profissionais da equipe. Levaram-se em conta, ainda, dados obtidos através da leitura de prontuários e dados fornecidos pelos próprios usuários através de entrevistas que revelaram a relação, destes usuários, com o tratamento a que foram encaminhados seis meses após a recepção-escuta...
This research was carried out to study attentiveness in the first-aid given to patients when they arrive at the first-aid reception room of a Public Mental Health Service and its effect on the therapeutic projects of that Service. We started from the hypothesis that the way such a care is given to patients at that first contact may favor assistance in the perspective of the Psychosocial Care which aims at the organization of a substitutive paradigm to replace the psychiatric model or actions which reinforce the prevailing psychiatric paradigm. The study at issue was carried out in the context of a Mental Health program of a Health Service in a county with 30 thousand people, and its first-aid care is called Pronto Atendimento. Two kinds of first-aid care were classified at that Health Service: first-aid care viewed as a bureaucratic promptness and the Attentive first-aid care, a way of attending to patients in accordance with the paradigm of the Psychosocial Care. The data of the research were collected by means of the attentive first-aid care given to a group of patients as they first arrived at the Service, along a two-month training practice while the researcher was on duty at that Service. Participant observation was also made broaching the interaction of such kinds of attentive first-aid care with the Service at issue and its programs, and also with the first-aid personnel team. One also took into consideration data collected by means of research into the Service record and the information provided by patients in interviews focusing on their relation to the treatment they had been given six months after the attentive first-aid care ...(Complete abstract, click electronic access below)
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Mak, Wai Yee. "Exploring the impact of mental health first aid on nursing students' knowledge and attitude : a pilot randomised controlled trial." Thesis, University of the West of England, Bristol, 2018. http://eprints.uwe.ac.uk/33205/.
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Objective: This study aimed to: explore the impact of providing Mental Health First Aid (MHFA) training to general nursing students; and evaluate their mental health literacy (MHL) and attitudes towards mental illness. Methods: This study was a single-site, parallel pilot randomised controlled trial (RCT). Seventy students were randomly assigned to intervention (MHFA plus Usual Education Practice (UEP)). MHFA is education programme; UEP is clinical placement. Primary outcome variables were the vignette questionnaire in MHL (i.e., problem recognition, beliefs about treatment, first-aid intentions and beliefs), and secondary outcome was attitude. Assessments were conducted at baseline, post-intervention, and six-month follow-up. Intention to treat (ITT) and mixed methods were performed. Results: Repeated measures analysis of variance (ANOVA) results suggested a strong time effect for the MHFA group with partial eta-squared = 0.14 from baseline to post-intervention and significant time effect from post-intervention to six-month follow-up for attitude. Friedman tests indicated that order effects may influence three vignette responses. The ANOVA results also supported the attribution model of controllability and dangerousness. In beliefs about treatment, six categories were grouped as seeking professional help, pharmacological intervention, psychiatric assessment, therapeutic communication, problem-solving skills, and psychosocial intervention. While both quantitative and qualitative data revealed the primary outcome variables were statistically non-significant, this may be due to random error. Conclusion: This study was the first pilot RCT for MHFA for general nursing students in Hong Kong. The significance tests may indicate Type I and Type II errors, but using p value of 0.01 and mixed methods are effective in reducing these errors. Although there are non-significant results in primary outcome, they are clinically meaningful. The limitation for this pilot was high attrition rate. Protocol amendments to expand the age range and use a validated tool are recommended for future research.
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Gilbert, Noah Aaron. "PRESERVICE TEACHERS’ ATTITUDES TOWARDS INDIVIDUALS WITH MENTAL HEALTH DISORDERS." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1555437639723371.
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Mendes, Márcia Cristina Schwarz. "Repercussões da recepção-escuta no atendimento da porta dos serviços de saúde mental coletiva e em seus projetos terapêuticos /." Assis : [s.n.], 2004. http://hdl.handle.net/11449/97669.
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Orientador: Abílio da Costa-RosaBanca: Laura Belluzzo de Campos Silva
Banca: Cristina Amélia Luzio
Resumo: Esta pesquisa teve como objetivo estudar a escuta no atendimento da recepção dos usuários num serviço de Saúde Mental Coletiva e sua repercussão nos projetos terapêuticos da instituição. Partiu-se da hipótese de que a forma como ocorre a escuta nesses primeiros contatos pode privilegiar ações assistenciais na perspectiva da "Atenção Psicossocial", que visa a constituição de um paradigma substitutivo ao modelo psiquiátrico, ou ações que reforçam o paradigma psiquiátrico dominante. O estudo foi desenvolvido num programa de Saúde Mental que funciona no Centro de Saúde de um município do Estado de São Paulo com 30 mil habitantes, cujo atendimento inicial é denominado "Pronto Atendimento". Chegamos à conceituação de duas modalidades de recepção na instituição: o Pronto Atendimento, como uma "recepção burocrática", e a "recepção-escuta", um modo de recepção em consonância com o paradigma da Atenção Psicossocial. Os dados foram colhidos por intermédio da "recepção-escuta" com um grupo de usuários no atendimento inicial da instituição, num período de dois meses, no plantão semanal da pesquisadora. Foram realizadas observações participantes sobre a interação desses modos de escuta inicial com a instituição e seus programas e com os profissionais da equipe. Levaram-se em conta, ainda, dados obtidos através da leitura de prontuários e dados fornecidos pelos próprios usuários através de entrevistas que revelaram a relação, destes usuários, com o tratamento a que foram encaminhados seis meses após a "recepção-escuta" ...(Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research was carried out to study attentiveness in the first-aid given to patients when they arrive at the first-aid reception room of a Public Mental Health Service and its effect on the therapeutic projects of that Service. We started from the hypothesis that the way such a care is given to patients at that first contact may favor assistance in the perspective of the "Psychosocial Care" which aims at the organization of a substitutive paradigm to replace the psychiatric model or actions which reinforce the prevailing psychiatric paradigm. The study at issue was carried out in the context of a Mental Health program of a Health Service in a county with 30 thousand people, and its first-aid care is called "Pronto Atendimento". Two kinds of first-aid care were classified at that Health Service: first-aid care viewed as a "bureaucratic promptness" and the "Attentive first-aid care", a way of attending to patients in accordance with the paradigm of the Psychosocial Care. The data of the research were collected by means of the "attentive first-aid care" given to a group of patients as they first arrived at the Service, along a two-month training practice while the researcher was on duty at that Service. Participant observation was also made broaching the interaction of such kinds of attentive first-aid care with the Service at issue and its programs, and also with the first-aid personnel team. One also took into consideration data collected by means of research into the Service record and the information provided by patients in interviews focusing on their relation to the treatment they had been given six months after the "attentive first-aid care" ...(Complete abstract, click electronic access below)
Mestre
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Porter, Jeannette. "Characteristics of Effective Communication About Mental Health in an African American Urban Community: A Qualitative Analysis." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3532.
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Research has shown African Americans experience mental health issues at the same rate as the general population but seek treatment at only one-third that rate. Eleven African American low-income urban community leaders with basic training in mental health issues were interviewed about their perceptions of African American patterns of communication on mental health issues. Findings included a general consensus that the topic is generally not discussed, although passing references to a party’s perceived mental illness may be made using humor. When such discussion does take place, it happens only in a “safe space” with a trusted dialogue partner. Non-verbal cues are an important element of these conversations, as are non-judgmental, attentive and purposeful listening. The participants report that community members who did not receive the basic mental health training speak with great disparagement of those they perceive to be mentally ill.
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Getz, William L. "Social Workers' Perceptions of a Rural Emergency Mental Health Trauma Service." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3607.
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Studies have shown that emergency mental health trauma (EMHT) services can significantly reduce the long-term effects of trauma after a disaster. However, rural municipalities may find they do not have the capacity to create such a service, or may not realize that their disaster planning includes no provision for emergency mental health care. Such was the case in a rural island community in the state of Washington, where, in 2014, several residents initiated a discussion that helped to identify the community's lack of EMHT services. This project, framed by action research and based on collaboration theory, sought to advance the potential for the community's 21 resident social workers to address this issue collaboratively. Accordingly, the project's research question asked how social workers on south Whidbey Island perceived the issue of a rural EMHT service in their community. Data consisted of responses from 8 participants who completed mailed questionnaires and participated in brief telephone interviews. Descriptive coding analysis of the data confirmed a nearly universal lack of knowledge about an EMHT service, a clear perception of the need for such a service, and a unanimous commitment from the respondents to participate in addressing this problem. Such collaborative activity is expected to have a positive impact on the micro, mezzo, and macro levels of social work practice in south Whidbey, as well as on the community itself, not only in spearheading a dialogue about EMHT but also in activating a group of social workers who had no prior association.
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Melioli, Tiffany. "Troubles du comportement alimentaire : psychoéducation et prévention par internet." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20090.
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Etude 1 – Objectifs : Évaluer l’efficacité des programmes diffusés par Internet dans la réduction des symptômes de troubles du comportement alimentaire (TCA) et identifier les variables modératrices de l’efficacité. Résultats : Les programmes identifiés étaient efficaces dans la réduction des symptômes et des facteurs de risque de TCA avec une taille d’effet variant de faible à moyenne par rapport aux groupes contrôles. Les analyses de modération ont révélé que la sévérité des symptômes de TCA ne modérait pas l’effet de l’intervention. Etude 2 – Objectifs : Évaluer l’efficacité d’un programme de prévention des TCA par Internet (ProYouth) dans la réduction des symptômes de TCA. Résultats : Chez les individus qui ont complété au moins 4 questionnaires de suivi, la durée de participation au programme était une variable prédictrice de la diminution de la fréquence des crises d’hyperphagie (β = 0,01, p < 0,001). Etude 3 – Objectifs : Diffuser par Internet un guide de psychoéducation français visant à aider les personnes qui souffrent de symptômes de TCA et explorer les caractéristiques des utilisateurs et l’utilité perçue du guide. Résultats : Le guide a été téléchargé 1174 fois et 312 participants ont déclaré avoir téléchargé le guide pour obtenir des informations et par curiosité. Quarante-deux des 50 utilisateurs ayant répondu au second questionnaire ont trouvé le guide « utile » ou « très utile ». Conclusion : Internet pourrait s’avérer particulièrement bénéfique dans la prévention des TCA chez les étudiants français. Promouvoir des informations fiables par l’intermédiaire d’Internet pourrait optimiser l’éducation aux TCA en population généraleStudy 1 – Aims: To evaluate the efficacy of Internet-based programs in decreasing eating disorder (ED) symptoms and to identify moderator variables of effects. Results: Compared to control conditions, Internet-based programs were successful in decreasing ED symptoms and risk factors with small to moderate between-group effect sizes. Moderator analyses revealed no impact of participant risk status on intervention effects. Study 2 – Aims: To evaluate an ED Internet-based prevention program efficacy (ProYouth) on decreases of disordered eating symptoms. Results: Among individuals having completed at least 4 monitoring assessments, time since registration was found to significantly predict decreases in binge eating (β = -.01, p < .001). Study 3 – Aims: To disseminate, through Internet, French guidelines for providing first aid to individuals suffering from ED symptoms and to explore the user characteristics and the perceived usefulness of the guidelines. Results: The guidelines were downloaded 1174 times and 312 participants have reported downloading the guidelines to increase their knowledge, or out of curiosity. Forty-two of the 50 users having completed the second questionnaire found the guidelines “useful” or “very useful.” Conclusion: The Internet might have great potential to prevent EDs among French college students. Promoting reliable information through the Internet could help to increase ED mental health literacy and would therefore be an important step towards improving access to ED treatment
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Barnett, Jessica. "Mental Health Stigma-Reducing Education: Trainee Confidence in their Ability to Demonstrate Skills." 2016. http://scholarworks.gsu.edu/iph_theses/480.
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Background
Mental health stigma-reducing and awareness trainings encourage trainees to talk about mental health with the hope that increased discussions will lead to reduced stigma and increased access to mental health services. This survey study aimed to examine the current levels of confidence among participants, or “first aiders” who completed the Youth Mental Health First Aid (YMHFA) training in their ability to demonstrate the skills that were taught in the training. Additionally, this study examined the difference in levels of confidence between the YMHFA instructors and first aiders in the ability of the first aiders to demonstrate the skills that were taught in the training. We examined differences in levels of confidence among first aiders according to their socio-demographic and personal characteristics. Finally, we explored the ways in which first aiders who completed the course used their knowledge and skills after the training.
Methods
Seven hundred fifty-seven first aider participants were surveyed post-training and 129 first aider participants were surveyed at follow-up. Fourteen YMHFA instructors were surveyed.
Results
The data indicated that there was a significant decrease in confidence among first aiders between post-training and follow-up. With the exception of age, there were no statistically significant differences in levels of confidence among first aiders according to the following sociodemographic and personal characteristics: a.) gender; b.) race; c.) reason for attendance; d.) role of use. Survey data also indicated the various ways in which first aiders are currently using their training.
Conclusions
First aiders’ confidence declined after follow-up even though they reported various ways in which they are using their training. Instructors reported positive perceptions of the training and reported a high level of confidence in the ability of their trained first aiders to demonstrate the taught skills.
Books on the topic "Mental Health First Aid (MHFA)"
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Mental Health Association of Maryland and National Council for Behavioral Health, eds. Mental health first aid USA. Lutherville, MD: Mental Health Association of Maryland, 2013.
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Haldane, Seán. Emotional first aid. Barrytown, N.Y: Station Hill Press, 1988.
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Emotional first aid. [San Jose, Calif.]: J.R. Fishbein, 1992.
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Emotional first aid manual. [British Columbia]: Canadian Mental Health Association, British Columbia Division, 1985.
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Rosenbluh, Edward S. Crisis counseling: Emotional first aid. Dubuque: Kendall/Hunt, 1986.
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Kliman, Ann S. Crisis: Psychological first aid. Northvale, N.J: Aronson, 1994.
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Kliman, Ann S. Crisis: Psychological first aid for recovery and growth. Northvale, N.J: Aronson, 1986.
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Snider, Leslie. Psychological first aid: Guide for field workers. Edited by Van Ommeren Mark 1969-, Schafer Alison, World Health Organization, War Trauma Foundation, and World Vision International. Geneva, Switzerland: World Health Organization, 2011.
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Assessing the state of America's mental health system: Hearing before the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, first session ... January 24, 2013. Washington: U.S. Government Printing Office, 2014.
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G, Stead Latha, Stead S. Matthew, and Kaufman Matthew S, eds. First aid for the psychiatry clerkship: A student to student guide. New York: McGraw-Hill, Medical Pub. Division, 2002.
Find full textBook chapters on the topic "Mental Health First Aid (MHFA)"
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Tsutsumi, Atsuro, and Takashi Izutsu. "Psychological First Aid." In Innovations in Global Mental Health, 1027–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57296-9_86.
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Tsutsumi, Atsuro, and Takashi Izutsu. "Psychological First Aid." In Innovations in Global Mental Health, 1–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-70134-9_86-1.
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Hoyos, Helena. "Early AccessEmotional Literacy and First Aid in Schools." In Child and Adolescent Mental Health, 550–54. 3rd ed. Third edition. | New York, NY: Routledge, 2021.: CRC Press, 2021. http://dx.doi.org/10.4324/9781003083139-85.
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Antonovsky, Avishai. "Salutogenesis and the Mental Health of First Responders." In The Handbook of Salutogenesis, 543–51. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79515-3_50.
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AbstractIn this chapter, the author addresses salutogenesis and the mental health of first responders (FRs). Research has observed FRs to be prone to psychological distress and psychopathology resulting from their repeated exposure to potentially traumatic events. Most of the literature is focused on postevent treatment. The author discusses a mental fitness model that includes salutogenically oriented psychoeducation and other activities to enhance mental fitness among FRs and build their psychological strengths as they face adversities on their job.In closing, the author recommends that besides psychopathology-oriented programs intended for providing mental first aid to FRs and for the communities who experience potentially traumatic events, intervention also should include salutogenically based mental preparation programs. These should emphasize the strengths and resources that could help FRs arrive at scenes of disaster equipped with salutogenic resources, at the strategic as well as tactical levels.
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Findley, Patricia A., James Halpern, Rebecca Rodriguez, and Karla Vermeulen. "Psychological First Aid: A Tool for Mitigating Conflict in the Middle East." In Mental Health and Addiction Care in the Middle East, 155–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41556-7_10.
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Williams, Richard, and Neil Greenberg. "Psychosocial and Mental Health Care for the Deployed Staff of Rescue, Professional First Response and Aid Agencies, NGOs and Military Organisations." In Conflict and Catastrophe Medicine, 395–432. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-2927-1_27.
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Christopher Obuaku-Igwe, Chinwe. "Exploring the Effectiveness of Mental Health First Aid Program for Young People in South Africa." In Mental Health - Preventive Strategies [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108303.
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This study explored the effectiveness of a mental health first-aid program on improving young people’s attitudes, knowledge and mental health-related behavior, using qualitative methods. An assessment of the pilot project that was conducted among social science students between age 18 and 34 years revealed a reduction in stigma, increased openness about mental health challenges and increase in utilization of professional services among participants (n-548) of the MHFA program, following the 13-week program. The study found that MHFA intervention projects were considerably more effective in changing attitudes towards mental illness when blended with indigenous concepts, values, language, as well as priorities for various cultures and settings. Based on analysis of course content and focused group discussions, the study concludes that four factors contributed to the overwhelming satisfaction experienced by participants: (1) the utilization of peer tutors in administering the training, (2) the inclusion of mental models and centering participants’ agency in creating and administering training content, (3) the availability of peer mentors and a mobile application which makes referral (social prescribing) and access to professional intervention easy, and (4) the inclusion of friends and family as accountability partners.
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Herring, Jonathan. "5. Mental Health Law." In Medical Law and Ethics, 233–72. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198846956.003.0005.
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This chapter first considers statistics on mental health in the UK. It then discusses the Mental Health Act (MHA) 1983; the MHA 1983 Code of Practice; reforms to the law under the 2007 Act; problems in mental health practice; critics of mental health; and paternalism as the ground for detention. It highlights the difficulty in striking the correct balance between protecting the public from the perceived threat of mentally disordered people and protecting the rights of those who suffer mental illness. The chapter also illustrates how the principle of autonomy, which plays such an important role in medical law and ethics, is given much less prominence in the area of mental health law.
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Herring, Jonathan. "10. Mental Health Law." In Medical Law and Ethics. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198810605.003.0010.
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This chapter first considers statistics on mental health in the UK. It then discusses the Mental Health Act (MHA) 1983; the MHA 1983 Code of Practice; reforms to the law under the 2007 Act; problems in mental health practice; critics of mental health; and paternalism as the ground for detention. It highlights the difficulty in striking the correct balance between protecting the public from the perceived threat of mentally disordered people and protecting the rights of those who suffer mental illness. The chapter also illustrates how the principle of autonomy, which plays such an important role in medical law and ethics, is given much less prominence in the area of mental health law.
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Herring, Jonathan. "6. Mental Health Law." In Medical Law and Ethics, 262–303. Oxford University Press, 2022. http://dx.doi.org/10.1093/he/9780192856562.003.0006.
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This chapter first considers statistics on mental health in the UK. It then discusses the Mental Health Act (MHA) 1983; the MHA 1983 Code of Practice; reforms to the law under the 2007 Act; problems in mental health practice; critics of mental health; and paternalism as the ground for detention. It highlights the difficulty in striking the correct balance between protecting the public from the perceived threat of mentally disordered people and protecting the rights of those who suffer mental illness. The chapter also illustrates how the principle of autonomy, which plays such an important role in medical law and ethics, is given much less prominence in the area of mental health law.
Conference papers on the topic "Mental Health First Aid (MHFA)"
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Shukla, Laura. "P-85 Mental health first aid for hospice employees." In Dying for change: evolution and revolution in palliative care, Hospice UK 2019 National Conference, 20–22 November 2019, Liverpool. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjspcare-2019-huknc.108.
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Masunaga, Hiromi, and Tianni Zhou. "Reasons why students decide to leave a university." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002540.
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This project was designed to expand our understanding about (1) who drops out, and (2) what predicts student attrition in the first two years at a university. The university where this project has been conducted is a 4-year Hispanic Serving institution in California. The university currently involves approximately 34,000 undergraduate students, 44% of whom are from Hispanic/Latino background. Other groups are Asian (20%), White (16%), and African-American, American Indian and others (15%). We invited freshmen and sophomores to participate in this project when they had no registered courses two months after the registration period started (i.e., approximately three weeks before the start of the following semester). Our understanding was that the delay in the registration reflected cognitive and non-cognitive factors that would seriously and negatively impact continuous enrollment. A series of surveys and focus groups examined students’ decision-making motives and non-cognitive factors that would inhibit their academic progress, retention, and success. Non-cognitive reasons examined are:1. Financial problems, 2. Poor secondary school preparation, 3. Undecided/ Unsatisfactory majors, 4. Conflict with work and family commitments, 5. Increasing difficulty in academic success/progress, 6. Lack of quality time with faculty and counselors, 7. De-motivating school environment, 8. Undesirable experiences in classes, and 9. Lack of student support (Bownan et al., 2019; Goldrick-Rab, 2018; Kim, 2019; Kirp, 2019ab; Moody, 2019; Sagenmuller, 2019; Saunders-Scott, et al., 2018; Silver Wolf et al., 2017; Yool, 2019). This project additionally examined the impact from COVID-19. As compared to those participants who intended to return to the university, those who indicated that they would not return to the university presented a wider range of inhibiting factors, including: •Financial difficulties •Undecided, Undeclared, Undesirable, & Unsuitable Majors•Difficulties in maintaining good Academic Progress•Not being in contact with faculty & counselors•Not being connected with faculty & advisors•Perceived non-support - “Please reach out to me!”•Intimidation - Difficulty in reaching out to instructors or counselors•Low levels of awareness, access and use of University Support Services•Lack of understanding/support for college education from family•Lack of support on family needs that conflict with academic pursuit•Multitudes of obligations (e.g., financial, caregiving)•Some self-regulatory factors (e.g., time management, procrastination, goal setting)•Difficulty in online modalities of instruction during COVID-19The findings suggest a strong need to systematically support students who struggle. The majority of struggling students are first-time college students in the family, and low-income and under-represented students who have been strongly affected by COVID-19. When struggled, those students were not necessarily aware of campus resources or did not utilize the existing support services even when they were aware. Students sought individualized advising and wanted to be reached out. In order to promote students’ success, a holistic system must be built. For instance, it might be helpful if we try to: (1) unite financial aid, career advising, physical and mental health support, counseling, and academic support in order to ease access by students, and (2) promote student sense of belonging and connectedness as soon as they start their college lives.