Journal articles: '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.

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Zhuang, Xiao Yu, Daniel Fu Keung Wong, Ting Kin Ng, and Ada Poon. "Effectiveness of Mental Health First Aid for Chinese-Speaking International Students in Melbourne." Research on Social Work Practice 30, no. 3 (December 5, 2019): 275–87. http://dx.doi.org/10.1177/1049731519890398.

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Purpose: Chinese international students have been widely reported to lack recognition of their psychological problems and to delay treatment until their symptoms become rather disabling. The present study pioneered to evaluate the effectiveness of Mental Health First Aid (MHFA) training in improving mental health knowledge among Chinese-speaking international tertiary students. Method: A quasi-experimental design was adopted, whereby 202 Chinese-speaking international students in Melbourne were assigned to the MHFA condition or a control condition. All participants completed a standardized questionnaire before, at the end, and 3 months after training. Data were analyzed using multilevel modeling. Results: The findings demonstrated that MHFA training might be effective in improving participants’ knowledge of mental disorders (i.e., recognition of symptoms, belief in helpful treatments, and understanding the biogenetic and psychosocial causes) and reducing stigma. Conclusions: The MHFA program has the potential to enhance mental health knowledge and promote help-seeking among Chinese-speaking international students.

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Kitchener, Betty A., and Anthony F. Jorm. "Mental Health First aid Training: Review of Evaluation Studies." Australian & New Zealand Journal of Psychiatry 40, no. 1 (January 2006): 6–8. http://dx.doi.org/10.1080/j.1440-1614.2006.01735.x.

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Objective: To review studies evaluating mental health first aid (MHFA) training. Method: Review of three published trials: one uncontrolled with members of the public in a city, one randomized controlled efficacy trial in a workplace setting and one cluster randomized effectiveness trial with the public in a rural area. Results: Most mental health first aiders tend to be middle-aged women whose work involves people contact. All trials found the following statistically significant benefits 5– 6months post-training: improved concordance with health professionals about treatments, improved helping behaviour, greater confidence in providing help to others and decreased social distance from people with mental disorders. Only one trial evaluated the mental health benefits to participants and this found positive effects. Conclusions: Although MHFA training has been found to change knowledge, attitudes and helping behaviours, and even benefit the mental health of participants, there has not yet been an evaluation of the effects on those who are the recipients of the first aid.

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Wong, Daniel F. K., Ying Lau, Sylvia Kwok, Prudence Wong, and Christopher Tori. "Evaluating the Effectiveness of Mental Health First Aid Program for Chinese People in Hong Kong." Research on Social Work Practice 27, no. 1 (August 3, 2016): 59–67. http://dx.doi.org/10.1177/1049731515585149.

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Purpose: Chinese people generally lack knowledge of mental illness. Such phenomenon may lead to a delay in seeking psychiatric treatments. This study evaluated the effectiveness of Mental Health First Aid (MHFA) program in improving mental health knowledge of the general public in Hong Kong. Methods: A quasi-experimental design was adopted whereby 138 participants received MHFA training and 139 partook in seminars on general health, respectively. All participants filled out a standardized questionnaire before, at the end, and 6-month after the training. Results: Findings demonstrated that MHFA training might be effective in enhancing participants’ knowledge of mental disorders, reducing stigma, and improving perceived confidence in providing help to people with mental illness. Effect size statistics revealed mostly modest to moderate improvements in major variables in the experimental group. Conclusion: It is recommended that culturally attuned MHFA program can be used as prevention strategy to promote good mental health in Chinese communities.

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Crone, Diane M., Mustafa Sarkar, Thomas Curran, Colin M. Baker, Denise Hill, Elizabeth A. Loughren, Tabitha Dickson, and Andrew Parker. "Mental health first aid for the UK Armed Forces." Health Promotion International 35, no. 1 (January 31, 2019): 132–39. http://dx.doi.org/10.1093/heapro/day112.

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Abstract Education programmes in mental health literacy can address stigma and misunderstanding of mental health. This study investigated self-rated differences in knowledge, attitudes and confidence around mental health issues following participation in a bespoke Mental Health First Aid (MHFA) training course for the Armed Forces. The mixed methods approach comprised quantitative surveys and qualitative interviews. A survey, administered immediately post-training (n = 602) and again at 10-months post-attendance (n = 120), asked participants to rate their knowledge, attitudes and confidence around mental health issues pre- and post-training. Quantitative findings revealed a significant increase in knowledge, positive attitudes and confidence from the post-training survey which was sustained at 10-months follow-up.Semi-structured telephone interviews (n = 13) were conducted at follow-up, 6-months post-attendance. Qualitative findings revealed that participation facilitated an ‘ambassador’ type role for participants. This study is the first to have investigated the effect of MHFA in an Armed Forces community. Findings show participants perceived the training to increase knowledge regarding mental health and to enhance confidence and aptitude for identifying and supporting people with mental health problems. Results suggest that such an intervention can provide support for personnel, veterans and their families, regarding mental health in Armed Forces communities.

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King, Shannon C., Amanda L. Rebar, Paul Oliveri, and Robert Stanton. "Australian paramedic students’ mental health literacy and attitudes towards mental health." Journal of Mental Health Training, Education and Practice 17, no. 1 (October 11, 2021): 61–72. http://dx.doi.org/10.1108/jmhtep-03-2021-0027.

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Purpose Australian paramedics regularly encounter patients experiencing mental illness. However, some paramedics hold negative attitudes towards the use of emergency services in providing care for these patients. Thus, the purpose of the present study was to examine the mental health literacy (MHL) of Australian paramedic students, and the training and experiential factors associated with MHL. Design/methodology/approach A cross-sectional online survey was delivered to paramedic students across Australia. A total of 94 paramedic students completed the survey examining MHL, mental health first aid (MHFA) intentions, confidence in providing help, personal and perceived stigma and willingness to interact with a person experiencing mental illness. Findings Participants generally had poor MHFA intentions in spite of good recognition of mental health disorders and good knowledge about mental health. Participants also demonstrated low stigmatising attitudes towards mental illness; however, they expressed a lack of willingness to interact with a person experiencing mental illness. Originality/value Our findings propose a combination of work-based experience and specific MHFA training may be beneficial to paramedic students to improve care for patients experiencing mental illness.

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Bovopoulos, Nataly, Anthony D. LaMontagne, Angela Martin, and Anthony Jorm. "Exploring the role of mental health first aid officers in workplaces." International Journal of Workplace Health Management 11, no. 6 (December 3, 2018): 366–81. http://dx.doi.org/10.1108/ijwhm-06-2018-0082.

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Purpose An emerging trend in Australian workplaces is to appoint staff trained in mental health first aid as mental health first aid officers (MHFAOs), similar to physical first aid officers (PFAOs) focused on physical health emergencies. The purpose of this paper is to better understand the nature of MHFAO roles in workplaces and develop recommendations for other workplaces. Design/methodology/approach A case study methodology was used, with semi-structured qualitative interviews conducted with multiple individuals within five diverse organisations. Findings The results indicated that organisations tended to differ in their approach to implementation, based on their level of experience. There was a strong agreement across organisations on the benefits and challenges they have experienced with the role. Practical implications Organisational representatives highlighted some important differences between PFAO and MHFAO roles. Respondents across all organisations agreed that MHFA training should ideally be offered to all staff if feasible, not only MHFAOs. The greatest challenge experienced by respondents was inadequate support to, and internal resourcing for, MHFAO roles. Respondents suggested that workplaces provide more support and training to MHFAOs. Originality/value This is the first study to explore and describe the experiences of workplaces with MHFAOs. Recommendations are made to assist interested organisations in these efforts.

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Rickles, Nathaniel, Albert Wertheimer, and Yifan Huang. "Training Community Pharmacy Staff How to Help Manage Urgent Mental Health Crises." Pharmacy 7, no. 3 (September 16, 2019): 133. http://dx.doi.org/10.3390/pharmacy7030133.

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Nearly 44 million Americans are affected by mental illness every year. Many individuals, however, are not diagnosed and/or do not receive treatment. The present manuscript reviews the incidence of mental illness, the continuum from mental wellness to mental illness, and the role of the pharmacy staff in helping individuals manage different mental health needs. In particular, there is discussion of stigma of mental illness that those with mental health needs experience by those around them including health professionals such as pharmacy staff. One way to resolve such stigma is through training such as Mental Health First Aid (MHFA). The paper reviews key aspects of MHFA, the evidence supporting MHFA, and how MHFA relates specifically to pharmacy practice and services. A conceptual framework for MHFA and its relationship to individual factors, attitudes, behaviors, and outcomes. Lastly, a discussion is presented that briefly compares MHFA to other similar approaches to helping those in mental health crises, the limits of what is known about MHFA, and what future research might explore to better understand the outcomes of pharmacy staff providing mental health education, support, and referral to care.

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Dzemaili, Shota, Jérôme Pasquier, Annie Oulevey Bachmann, and Meichun Mohler-Kuo. "The Effectiveness of Mental Health First Aid Training among Undergraduate Students in Switzerland: A Randomized Control Trial." International Journal of Environmental Research and Public Health 20, no. 2 (January 11, 2023): 1303. http://dx.doi.org/10.3390/ijerph20021303.

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Half to three-fourths of mental disorders appear during adolescence or young adulthood, and the treatment gap is mainly due to lack of knowledge, lack of perceived need, and the stigmatization of mental illness. The aims of this study were to implement and evaluate a Mental Health First Aid (MHFA) training program among undergraduates. Participants were second-year students from two universities in the French-speaking region of Switzerland (N = 107), who were randomly assigned to an intervention group (n = 53) or control group (n = 54). The intervention group received a 12-h MHFA course. Online questionnaires were completed before the intervention (T0), and both 3 months (T1) and 12 months (T2) after the intervention in order to evaluate the participants’ mental health knowledge, recognition of schizophrenia, and attitudes and behaviors towards mental illness. We used Generalized Estimating Equations (GEE) to examine the effects of intervention over time. After the MHFA course, the intervention group showed significantly increased basic knowledge and confidence helping others with mental illness and reduced stigmatization at both T1 and T2 compared to their baseline scores and compared to control groups. This suggests that the MHFA training program is effective and has significant short-term and long-term impacts, in terms of enhancing basic knowledge about mental health and improving attitudes towards mental illness among undergraduate students.

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Diprose Adams, Samuel HG. "Mental health first aid for firearm owners: Addressing the elephant in the room." Alternative Law Journal 44, no. 4 (August 16, 2019): 308–13. http://dx.doi.org/10.1177/1037969x19856758.

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Suicide is the leading cause of firearm-related death in Australia. Mental health first aid (MHFA) training has demonstrated capacity to address the risk factors for suicide. This article proposes that online mental health first aid training should be a requirement for acquiring or renewing a firearms licence in Australia.

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Mahadevan, Lakshmi. "Mental Health First Aid: Rural residents procure skills to access professional and self-care resources." Open Access Government 36, no. 1 (October 7, 2022): 192–93. http://dx.doi.org/10.56367/oag-036-10082.

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Mental Health First Aid: Rural residents procure skills to access professional and self-care resources MHFA for adults takes the fear and hesitation out of starting conversations about mental health and substance use problems, by assessing for risk of suicide or harm, listening nonjudgmentally, giving reassurance and information. They help patients seek appropriate professional help and also encourage self-help and other support strategies, explains Lakshmi Mahadevan, Ph.D., an Associate Professor and Extension Specialist empowers Mental Health First Aiders. Having trained over 312 Texans to be Mental Health First Aiders, workers seek to identify and address a potential mental illness, and help them safely and responsibly.

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O’Reilly, Claire L., Rebekah J. Moles, Evelyn Boukouvalas, and Sarira El-Den. "Assessing students’ mental health crisis skills via consumers with lived experience: a qualitative evaluation." Journal of Mental Health Training, Education and Practice 14, no. 5 (August 29, 2019): 361–71. http://dx.doi.org/10.1108/jmhtep-01-2019-0007.

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Purpose Suicide is a major cause of preventable mortality and primary healthcare professionals, including pharmacists, require appropriate training to communicate with and support people at risk of suicide. Mental Health First Aid (MHFA) training teaches participants how to communicate with and support people experiencing suicidal thoughts. The purpose of this paper is to use a novel MHFA assessment approach involving simulated role-plays enacted by people with a lived experience of mental illness and explore MHFA participants’ and simulated patients’ views of participating in simulated role-plays of mental health crises. Design/methodology/approach MHFA is embedded into the Sydney School of Pharmacy curriculum. Post-MHFA training, pharmacy students were randomly allocated to participate in or observe a simulated role-play of one of three suicide crisis scenarios, with a person with a lived experience of mental illness. Two purpose-designed, semi-structured interview guides were used to conduct student focus groups and interviews with simulated patients to explore their views. Focus groups and interviews were digitally recorded, transcribed verbatim and thematically content analysed using a constant comparison approach. Findings In total, 22 pharmacy students participated in two focus groups and three simulated patients participated in interviews. Five themes emerged including: the benefits of participating; the value of having a lived experience; challenges with suicide assessment; communication; and the value of immediate feedback and debrief. Originality/value Students and simulated patients both benefited from participating in the role-plays. Students valued practicing their MHFA skills post-training with simulated patients with lived experiences. This unique approach to post-training assessment provides an opportunity to practice skills realistically and authentically, in a safe, learning environment.

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Yap, M. B. H., N. J. Reavley, and A. F. Jorm. "Is the use of accurate psychiatric labels associated with intentions and beliefs about responses to mental illness in a friend? Findings from two national surveys of Australian youth." Epidemiology and Psychiatric Sciences 24, no. 1 (November 7, 2013): 54–68. http://dx.doi.org/10.1017/s2045796013000607.

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Aims.An inherent prerequisite to mental health first-aid (MHFA) is the ability to identify that there is a mental health problem, but little is known about the association between psychiatric labelling and MHFA. This study examined this association using data from two national surveys of Australian young people.Methods.This study involved a national telephonic survey of 3746 Australian youth aged 12–25 years in 2006, and a similar survey in 2011 with 3021 youth aged 15–25 years. In both surveys, respondents were presented with a vignette portraying depression, psychosis or social phobia in a young person. The 2011 survey also included depression with suicidal thoughts and post-traumatic stress disorder. Respondents were asked what they thought was wrong with the person, and reported on their first-aid intentions and beliefs, which were scored for quality of the responses.Results.Accurate labelling of the mental disorder was associated with more helpful first-aid intentions and beliefs across vignettes, except for the intention to listen non-judgementally in the psychosis vignette.Conclusions.Findings suggest that community education programmes that improve accurate psychiatric label use may have the potential to improve the first-aid responses young people provide to their peers, although caution is required in the case of psychosis.

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El-Den, Sarira, Rebekah J. Moles, Randi Zhang, and Claire L. O’Reilly. "Simulated Patient Role-Plays with Consumers with Lived Experience of Mental Illness Post-Mental Health First Aid Training: Interrater and Test Re-Test Reliability of an Observed Behavioral Assessment Rubric." Pharmacy 9, no. 1 (January 24, 2021): 28. http://dx.doi.org/10.3390/pharmacy9010028.

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Mental Health First Aid (MHFA) training teaches participants how to assist people experiencing mental health problems and crises. Observed behavioral assessments, post-training, are lacking, and the literature largely focuses on self-reported measurement of behaviors and confidence. This study explores the reliability of an observed behavioral assessment rubric used to assess pharmacy students during simulated patient (SP) role-play assessments with mental health consumers. Post-MHFA training, pharmacy students (n = 528) participated in SP role-play assessments (n = 96) of six mental health cases enacted by consumers with lived experience of mental illness. Each assessment was marked by the tutor, participating student, and consumer (three raters). Non-parametric tests were used to compare raters’ means scores and pass/fail categories. Interrater reliability analyses were conducted for overall scores, as well as pass/fail categories using intra-class correlation coefficient (ICC) and Fleiss’ Kappa, respectively. Test re-test reliability analyses were conducted using Pearson’s correlation. For interrater reliability analyses, the intra-class correlation coefficient varied from poor-to-good to moderate-to-excellent for individual cases but was moderate-to-excellent for combined cases (0.70; CI 0.58–0.80). Fleiss’ Kappa varied across cases but was fair-to-good for combined cases (0.57, p < 0.001). For test re-test reliability analyses, Pearson’s correlation was strong for individual and combined cases (0.87; p < 0.001). Recommended modifications to the rubric, including the addition of barrier items, scoring guides, and specific examples, as well as the creation of new case-specific rubric versions, may improve reliability. The rubric can be used to facilitate the measurement of actual, observed behaviors post-MHFA training in pharmacy and other health care curricula.

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Macfarlane, H., J. Strawbridge, and H. C. Gorton. "Developing mental health education: “It is a subject where most pharmacists [or pharmacy] students have no more knowledge than the general public”." International Journal of Pharmacy Practice 30, Supplement_1 (April 1, 2022): i31. http://dx.doi.org/10.1093/ijpp/riac019.042.

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Abstract Introduction With one quarter of people in the UK reporting a mental health problem, pharmacists have a vital role in mental health care. We previously explored pharmacy students’ views on the value of Mental Health First Aid (MHFA) training in preparing them to provide mental health care. (1) Within the questionnaire, students were given opportunity to discuss their experiences of mental health teaching and learning. The large amount of rich data generated lent itself to separate qualitative analysis. Aim To understand the main themes in pharmacy students’ reflections on mental health and pharmacy. Methods An anonymous, online questionnaire was distributed in February 2020.The original aim was to establish the attitudes and experiences of pharmacy students (n=232) in the UK and Ireland in relation to Mental Health First Aid Training (MHFA). Students across all year groups in the MPharm were invited, and 70% of respondents were in year 3 or 4. Students from eighteen universities responded, of which 80% were female. (1) Participants were also asked open questions to enable explanation and further expansion on their answers both about MHFA and about mental health and pharmacy generally. Comments ranged from short phrases to full paragraphs. These data were analysed by two authors (HG and HM), following Thematic Analysis as outlined by Braun and Clarke (2) and adopting an interpretivist approach. Authors read and re-read open comments to develop understanding of the main themes discussed when students reflected on MH teaching, their own learning and the anticipated value of this in professional practice. To ensure rigour, the authors initially undertook their analysis separately and then agreed on the themes which best described the data. A third author, JS, reviewed the coding, agreed the proposed themes and revised subthemes. Results The identified themes were i) Mental health is important; ii) Pharmacists’ role and iii) So, teach me. Overall, students identified that ‘mental health is extremely important and often overlooked’. Most identified that pharmacists have a central role in mental health support and that mental health ‘needs to have a more important place in pharmacy than it does at the moment’. Students highlighted ‘concern[s] about communicating with mental health patients’ and managing ‘difficult situations’. They wanted to learn more about mental health and wanted this embedded across curricula. There was a fourth, crosscutting theme: stigma. Participants acknowledged the existence of stigma but felt it was reducing. Data included examples of othering, referring to people with mental illness as ‘them’ not ‘us’. Conclusion This study is the most contemporary, pan-university study of mental health in MPharm curricula in recent times. The potential for bias, given participants elected to engage in a questionnaire about MHFA was something borne in mind during analysis. Pharmacy students identified mental health to be an important aspect of health, where stigma still exits. Students recognised their potential future contribution in mental healthcare. It requires focus in pharmacy degrees which could ultimately support increasing pharmacists’ involvement in mental health. References (1) Gorton, H.C., Macfarlane, H., Edwards, R. et al. UK and Ireland survey of MPharm student and staff experiences of mental health curricula, with a focus on Mental Health First Aid. J of Pharm Policy and Pract14, 73 (2021). https://doi.org/10.1186/s40545-021-00364-1 (2) Braun V, Clarke V. Successful Qualitative Research: A Practical Guide For Beginners. London: Sage; 2013.

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Moffitt, Jenna, Janet Bostock, and Ashley Cave. "Promoting well-being and reducing stigma about mental health in the fire service." Journal of Public Mental Health 13, no. 2 (June 10, 2014): 103–13. http://dx.doi.org/10.1108/jpmh-02-2013-0004.

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Purpose – Workplace stress is a particular issue in the fire service. Research suggests this is related to excessive demands, relationships with senior managers, changing roles and exposure to traumatic events. The purpose of this paper is to evaluate the impact on managers of three mental health promotion interventions. First, a locally developed course entitled “Looking after Wellbeing at Work” (LWW), second, an internationally developed training course: Mental Health First Aid (MHFA). Third, an hour-long leaflet session (LS). Design/methodology/approach – This study used a random allocation design. In total, 176 fire service line managers were randomly allocated to one of the three training conditions: LWW, MHFA, or a control condition (LS). Participants completed The Attitudes to Mental Illness Scale (Luty et al., 2006) and a locally developed “Mental Health Stigma Questionnaire” pre- and post-intervention. Results were analysed using a MANOVA. Participants were also asked to complete a general evaluation, rating all aspects of the courses from poor to excellent. In total, 30 participants were also chosen at random to conduct telephone interviews about their experience of the course. Results were analysed using thematic analysis. Findings – The LWW and MHFA courses were associated with statistically significant improvements in attitudes to mental illness and knowledge/self-efficacy around mental health, comparing pre- and post-scores, and comparing post-scores of the two training courses with a LS. The general evaluations of the LWW and MHFA courses indicated the mean rating for all aspects of both training conditions was good to excellent. Two themes were identified across the qualitative interviews: participants described they were more able to recognise and respond to mental health problems; and participants described changing attitudes towards mental health. Research limitations/implications – The strengths of this study are the number of participants, random allocation, and multiple facets of evaluation. The quantitative evaluation is limited, as one of the questionnaires has untested psychometric properties. The control condition was limited as it was only offered for one hour, making comparison with two-day training problematic. The qualitative evaluation was useful in gaining descriptive data, however, it may have been possible to conduct a more in-depth analysis with a smaller number of participants. Originality/value – The results from this study indicate that providing training in mental health awareness and promotion was considered helpful, by managers in the Fire Service and had positive outcomes for attitudes and understanding about mental health. While there are limitations, initial results of training in mental health promotion are promising. Such training has the potential to promote the public's mental health and wellbeing, and improve the quality of life for people with mental health problems.

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Denino, David. "Mental Health First Aid (MHFA): A First-Hand Look at Why You Should Consider this Training for Your Campus Community." Journal of Campus Behavioral Intervention 3 (November 1, 2015): 26–28. http://dx.doi.org/10.17732/jbit2015/3.

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Tiemens, Bea. "What’s wrong with John? A randomized controlled trial of Mental Health First Aid (MHFA) training with nursing students." Nederlands Tijdschrift voor Evidence Based Practice 15, no. 3-4 (September 2017): 11–12. http://dx.doi.org/10.1007/s12468-017-0026-4.

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Gijzen, Mandy, Sanne Rasing, Rian van den Boogaart, Wendy Rongen, Twan van der Steen, Daan Creemers, Rutger Engels, and Filip Smit. "Feasibility of a serious game coupled with a contact-based session led by lived experience workers for depression prevention in high-school students." PLOS ONE 16, no. 11 (November 30, 2021): e0260224. http://dx.doi.org/10.1371/journal.pone.0260224.

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Background Stigma and limited mental health literacy impede adolescents getting the help they need for depressive symptoms. A serious game coupled with a classroom session led by lived experience workers (LEWs) might help to overcome these barriers. The school-based Strong Teens and Resilient Minds (STORM) preventive program employed this strategy and offered a serious game, Moving Stories. The current study was carried out to assess inhibiting and promoting factors for scaling up Moving Stories once its effectiveness has been ascertained. Methods Moving Stories was offered in three steps: (1) introductory classroom session, (2) students playing the game for five days, (3) debriefing classroom session led by lived experience worker. Data was collected on the number of participating students, costs of offering Moving Stories, and was further based on the notes of the debriefing sessions to check if mental health first aid (MHFA) strategies were addressed. Results Moving Stories was offered in seven high-schools. Coverage was moderate with 982 participating students out of 1880 (52%). Most participating students (83%) played the Moving Stories app three out of the five days. Qualitative data showed that the MHFAs were discussed in all debriefing sessions. Students showed great interest in lived experience workers’ stories and shared their own experiences with depression. Conclusions Bringing Moving Stories to scale in the high-school setting appears feasible, but will remain logistically somewhat challenging. Future implementation and scale-up of Moving Stories could benefit from improved selection and training of LEWs that played such an important role in grabbing the full attention of students and were able to launch frank discussions about depressive disorder and stigma in classrooms. Trial registration The study is registered in the Dutch Trial Register: Trial NL6444 (NTR6622: https://www.trialregister.nl/trial/6444).

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Baia Medeiros, Deyvison T., Shoshana Hahn-Goldberg, Dionne M. Aleman, and Erin O’Connor. "Planning Capacity for Mental Health and Addiction Services in the Emergency Department: A Discrete-Event Simulation Approach." Journal of Healthcare Engineering 2019 (June 2, 2019): 1–11. http://dx.doi.org/10.1155/2019/8973515.

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Ontario has shown an increasing number of emergency department (ED) visits, particularly for mental health and addiction (MHA) complaints. Given the current opioid crises Canada is facing and the legalization of recreational cannabis in October 2018, the number of MHA visits to the ED is expected to grow even further. In face of these events, we examine capacity planning alternatives for the ED of an academic hospital in Toronto. We first quantify the volume of ED visits the hospital has received in recent years (from 2012 to 2016) and use forecasting techniques to predict future ED demand for the hospital. We then employ a discrete-event simulation model to analyze the impacts of the following scenarios: (a) increasing overall demand to the ED, (b) increasing or decreasing number of ED visits due to substance abuse, and (c) adjusting resource capacity to address the forecasted demand. Key performance indicators used in this analysis are the overall ED length of stay (LOS) and the total number of patients treated in the Psychiatric Emergency Services Unit (PESU) as a percentage of the total number of MHA visits. Our results showed that if resource capacity is not adjusted, ED LOS will deteriorate considerably given the expected growth in demand; programs that aim to reduce the number of alcohol and/or opioid visits can greatly aid in reducing ED wait times; the legalization of recreational use of cannabis will have minimal impact, and increasing the number of PESU beds can provide great aid in reducing ED pressure.

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BROWNE, ALISTER. "Mental Health Acts in Canada." Cambridge Quarterly of Healthcare Ethics 19, no. 3 (May 28, 2010): 290–98. http://dx.doi.org/10.1017/s096318011000006x.

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There are 12 different Mental Health Acts (MHAs) in Canada, all of which provide for the involuntary confinement of the mentally disordered to protect both them from themselves and others from them. The Acts differ in many ways, but three issues stand out above all: (1) involuntary admission criteria, (2) the right to refuse treatment, and (3) who has the authority to authorize treatment. I first describe how the MHAs differ on these issues. I then take up the methodological question of how to select or construct a MHA from the many, all of which have something to be said for them. Finally, I apply this test to the three main issues in dispute and identify which solutions would be in an ideal MHA. My aim in this last is not to settle the issues but to engage with them and so deepen our understanding of what is at stake.

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Pengelly, Theresa. "Mental Health First Aid." Nursing Children and Young People 29, no. 8 (October 10, 2017): 15. http://dx.doi.org/10.7748/ncyp.29.8.15.s18.

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Sampey, Libby, Dennis Walzl, Colette Wee, and Robert Clafferty. "Improving the Use of the Mental Health Risk Assessment (MHRA)." BJPsych Open 8, S1 (June 2022): S180. http://dx.doi.org/10.1192/bjo.2022.500.

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AimsThe MHRA is a comprehensive form on our electronic patient records system. It includes 11 sections assessing different risk categories, with tick boxes to evidence input from various members of the MDT. Anecdotal experience suggested that these forms were sometimes incomplete and often lacked input from MDT members other than nursing staff. We aimed to increase the completion rate and multidisciplinary team (MDT) involvement, particularly doctor involvement, in the electronic MHRA documentation on an acute inpatient psychiatric assessment ward at the Royal Edinburgh Hospital.Methods•Baseline survey (November cohort of 12 patients): data collection on number of sections completed (total number = 11) and whether the ‘psychiatrist’ box was ticked, indicating medical input.•Intervention: doctors on the ward reviewed all inpatient MHRAs, added additional assessments if appropriate, and ticked ‘psychiatrist’ involvement in the MHRA.•Repeat survey (February cohort of 11 patients): data collection as before and review of findings.ResultsIn our baseline survey (November 2021), 75% (9/12) of patients had all sections of the MHRA completed. 33% (4/12) had the ‘psychiatrist’ box ticked. In our repeat survey (February 2022), 91% (10/11) of patients had all sections of the MHRA completed. 100% (11/11) had the ‘psychiatrist’ box ticked.ConclusionAccurate assessment and management of risk is an important factor in the safety of patients and staff on acute psychiatric wards. Our baseline data showed that risk assessments had limited medical input and at times had sections which were not filled in at all. Review of the MHRA by medical staff improved this, and in some cases found and added relevant information which had been missed. As a person dependent intervention, this may not be a sustainable change. As a first step to introduce a sustainable system change, a visual prompt has been introduced, in the form of a blue triangle icon in the duty room whiteboard to highlight whether each patient has a complete and up to date MHRA. Further interventions could include integrating a review of the MHRA in weekly ward rounds. This audit also raised the issue of some relevant information having been missed from risk assessments and showed that further audit of the quality of risk assessments is indicated.

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Baruchin, Aliyah. "First Aid for Mental Health." Scientific American Mind 26, no. 2 (February 12, 2015): 68–72. http://dx.doi.org/10.1038/scientificamericanmind0315-68.

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Kolmetz, Melodie J. "Mental health first aid training." Journal of the American Academy of Physician Assistants 32, no. 2 (February 2019): 1–2. http://dx.doi.org/10.1097/01.jaa.0000552721.83241.d9.

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Canady, Valerie A. "Health system donation supports Mental Health First Aid." Mental Health Weekly 26, no. 39 (October 10, 2016): 7. http://dx.doi.org/10.1002/mhw.30786.

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Deuschle, Michael, and Tabea Send. "FIRST AID FOR MENTAL HEALTH IN GERMANY." Psychiatria Danubina 31, no. 4 (November 4, 2019): 487–90. http://dx.doi.org/10.24869/psyd.2019.487.

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Monette, M. "The boundaries of mental health first aid." Canadian Medical Association Journal 184, no. 17 (October 22, 2012): E891—E892. http://dx.doi.org/10.1503/cmaj.109-4298.

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Dollar, Katie J., Janelle F. Ruisinger, Erin E. Graham, Emily S. Prohaska, and Brittany L. Melton. "Public awareness of Mental Health First Aid and perception of community pharmacists as Mental Health First Aid providers." Journal of the American Pharmacists Association 60, no. 5 (September 2020): S93—S97.e1. http://dx.doi.org/10.1016/j.japh.2020.01.017.

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Canady, Valerie A. "Mental Health First Aid campaign to support first responders." Mental Health Weekly 29, no. 7 (February 18, 2019): 6. http://dx.doi.org/10.1002/mhw.31780.

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Bhatta, Sarmila. "Mental Health First Aid Act: A Policy Analysis." Psychiatry, Depression & Anxiety 4 (July 21, 2018): 1–5. http://dx.doi.org/10.24966/pda-0150/100013.

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Brennan, Ailbhe, Jack Hubbett, Rosalyn Buckland, and Hugh Grant-Peterkin. "Providing Mental Health First Aid Training to Hatzola." BJPsych Open 8, S1 (June 2022): S18. http://dx.doi.org/10.1192/bjo.2022.112.

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AimsHackney is home to the largest Charedi Orthodox Jewish community in Europe. According to the Census 2011, 7% of the population of Hackney are Charedi. Hatzola is a non-profit, volunteer organisation established in 1979 to provide pre-hospital emergency medical response and transportation to acute hospitals at no cost, to those living in and around the North London Charedi community. Given the large Charedi population served by Homerton University Hospital it is a common occurrence for psychiatry liaison staff to work side by side with Hatzola in delivering care to those in mental health crisis. Our aim was to create and nurture a professional relationship between Homerton University Hospital Psychiatry Liaison Service and Hatzola ambulance. We wanted to gain an understanding of the perception of mental illness within the Charedi community, and identify issues faced by members of Hatzola when working with those with mental illness. We wanted to identify the learning needs of Hatzola around psychiatric illness as well as increasing confidence within team members when called to manage mental health crises.MethodsWe scheduled an initial meeting with Hatzola to gain an understanding of their service. We used questionnaires to ascertain their level of knowledge on managing mental health patients. We set out to provide teaching sessions to address Hatzola's learning needs.We designed interactive teaching sessions based on providing mental health first aid, discussing case studies, considering the legal framework around emergency mental health. We ensured coverage of working with both adults and children with mental health difficulties. We delivered these teaching sessions in person over four consecutive weekly meetings, with the sessions being recorded to serve as an educational resource.ResultsWe gathered qualitative evidence reflecting the impact of our intervention. We were able to compare levels of confidence among Hatzola members before and after our teaching programme.ConclusionOur training programme was well received by Hatzola, and it was an excellent opportunity to develop links with members of the community.We have learned that mental health is a taboo subject for members of the Charedi community, and have identified a need for more support to Hatzola in coping with the emotional toll working with mental health patients can take. There may be scope for providing further training on developing reflective practice and more emotional support for Hatzola members in future.

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Cleary, Michelle, Jan Horsfall, and Phil Escott. "The Value of Mental Health First Aid Training." Issues in Mental Health Nursing 36, no. 11 (November 2, 2015): 924–26. http://dx.doi.org/10.3109/01612840.2015.1088322.

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Vernberg, Eric M., Alan M. Steinberg, Anne K. Jacobs, Melissa J. Brymer, Patricia J. Watson, Joy D. Osofsky, Christopher M. Layne, Robert S. Pynoos, and Josef I. Ruzek. "Innovations in disaster mental health: Psychological first aid." Professional Psychology: Research and Practice 39, no. 4 (2008): 381–88. http://dx.doi.org/10.1037/a0012663.

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Jorm, Anthony F., and Betty A. Kitchener. "The Truth About Mental Health First Aid Training." Psychiatric Services 69, no. 4 (April 2018): 492. http://dx.doi.org/10.1176/appi.ps.201800006.

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Minihan, E., B. Gavin, B. D. Kelly, and F. McNicholas. "COVID-19, mental health and psychological first aid." Irish Journal of Psychological Medicine 37, no. 4 (May 14, 2020): 259–63. http://dx.doi.org/10.1017/ipm.2020.41.

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Crises such as the global pandemic of COVID-19 (coronavirus) elicit a range of responses from individuals and societies adversely affecting physical and emotional well-being. This article provides an overview of factors elicited in response to COVID-19 and their impact on immunity, physical health, mental health and well-being. Certain groups, such as individuals with mental illness, are especially vulnerable, so it is important to maximise the supports available to this population and their families during the pandemic. More broadly, the World Health Organization recommends ‘Psychological First Aid’ as a useful technique that can help many people in a time of crisis.

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Kelly, C., R. Langlands, and A. Jorm. "Mental health first aid standards for self-harm." Acta Neuropsychiatrica 18, no. 6 (December 2006): 256. http://dx.doi.org/10.1017/s0924270800030428.

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Bonnar, Fionuala. "Mental Health First Aid: triage for the mind." British Journal of Nursing 24, no. 14 (July 23, 2015): 724. http://dx.doi.org/10.12968/bjon.2015.24.14.724.

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Canady, Valerie A. "House committee passes Mental Health First Aid bill." Mental Health Weekly 26, no. 38 (October 3, 2016): 6. http://dx.doi.org/10.1002/mhw.30775.

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Rosenberg, Linda. "Mental Health First Aid: A “Radical Efficiency” in Health Promotion." Journal of Behavioral Health Services & Research 38, no. 2 (March 4, 2011): 143–45. http://dx.doi.org/10.1007/s11414-011-9236-0.

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Mantzios, Michail, Helen Egan, and Amy Cook. "Mental Health First Aid in the UK: how important is First Aid when Professional Mental Health Services are in dire straits?" SN Comprehensive Clinical Medicine 2, no. 6 (May 16, 2020): 759–60. http://dx.doi.org/10.1007/s42399-020-00282-4.

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Journal articles on the topic 'Mental Health First Aid (MHFA)'

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