Journal articles on the topic 'Mental health Study and teaching'
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Weisman, Daniel. "Teaching BSW Research with an Experimental Design Study." Journal of Baccalaureate Social Work 3, no. 2 (April 1, 1998): 83–88. http://dx.doi.org/10.18084/1084-7219.3.2.83.
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This paper presents a mental health module for adoption in the latter weeks of the basic BSW research course, to introduce students to experimental designs. Utilizing a research report of a study comparing two community mental health treatment approaches, in which an experimental design was employed without denying or compromising services to any clients, the module reviews basic mental health/mental illness concepts and the debate about the DSM. This article explains how the module fits into the research and BSW curricula; reviews and critiques the article; describes in detail the content of the teaching module, with suggested class exercises and assignments; and identifies supplemental readings.
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Nugraha, Deden Novan Setiawan. "Teaching Techniques in Teaching English Language: A Study of SMAN 24 Bandung, West Java." International Journal of Psychosocial Rehabilitation 24, no. 2 (February 13, 2020): 2865–70. http://dx.doi.org/10.37200/ijpr/v24i2/pr200585.
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Zhi, Li. "A Case Study on the Content Infiltration of Positive Mental Health Education in Chinese Teaching." SHS Web of Conferences 60 (2019): 01015. http://dx.doi.org/10.1051/shsconf/20196001015.
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Conducting the content infiltration of positive mental health education in Chinese teaching is not only the requirement of positive mental health education, but also the requirement of Chinese subject teaching itself. On the basis of summarizing the practical teaching experience, this paper summarizes four methods to conduct the content infiltration of positive mental health education in Chinese teaching, that is: constructing mainstream stories to promote positive identification; bringing students into situation to inspire introspection; reshaping students’ positive mind to promote application; arranging writing exercise to promote students’ comprehension.
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Eyre, Anne. "Public mental health case study: learning (and teaching) from personal experience." Journal of Public Mental Health 8, no. 3 (November 20, 2009): 28–32. http://dx.doi.org/10.1108/17465729200900018.
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McAllister, Margaret. "Lisa’s lessons: A case study of mental health teaching and learning." Australian and New Zealand Journal of Mental Health Nursing 9, no. 1 (March 2000): 29–41. http://dx.doi.org/10.1046/j.1440-0979.2000.00158.x.
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Facundes, Vera Lúcia Dutra, and Ana Bernarda Ludermir. "Common mental disorders among health care students." Revista Brasileira de Psiquiatria 27, no. 3 (September 2005): 194–200. http://dx.doi.org/10.1590/s1516-44462005000300007.
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OBJECTIVES: This study aimed to determine the prevalence of common mental disorders (CMDs) among the population of graduate students in Physical Education, Nursing, Dentistry and Medicine at the University of Pernambuco, as well as to analyze the relationship between CMDs and some characteristics of the teaching-learning process. METHODS: A cross-sectional study was carried out in the second semester of 2001 involving all students in the second and sixth semesters of each course. A total of 443 students responded to two self-reporting questionnaires: the Self Reporting Questionnaire-SRQ-20 and another questionnaire regarding characteristics of the teaching-learning process. RESULTS: The overall prevalence of CMDs was 34.1% and was significantly higher among students who felt overloaded (OR = 2.67; 95% CI = 1.6-4.5) or reported special situations during childhood and adolescence (OR = 2.55; 95% CI = 1.5-4.4). CONCLUSION: These findings can serve as the basis for development of programs of disease prevention and student mental health care, as well as collaborating with reflections on the teaching-learning processes in university courses.
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Naylor, Paul B., Helen A. Cowie, Stephen J. Walters, Lorenzo Talamelli, and Judith Dawkins. "Impact of a mental health teaching programme on adolescents." British Journal of Psychiatry 194, no. 4 (April 2009): 365–70. http://dx.doi.org/10.1192/bjp.bp.108.053058.
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BackgroundChild and adolescent mental health disorders are present in around 10% of the population. Research indicates that many young people possess negative attitudes towards mental health difficulties among peers.AimsTo assess the impact of a mental health teaching programme on adolescent pupils' understanding.MethodTwo-group pre-test–post-test control group study in two English secondary schools. Experimental classes (School E) received a six-lesson teaching intervention on mental health; control classes (School C) did not. Participants were 14- and 15-year-old pupils. The intervention consisted of six lessons on mental health issues common to young people: stress; depression; suicide/self-harm; eating disorders; being bullied; and intellectual disability. School C was given access to these lesson plans and materials on completion of the study. Understanding was measured at two time points, Time 1 (T1) and Time 2 (T2), 8 months apart, by a Mental Health Questionnaire. Behavioural, emotional and relationship strengths and difficulties were measured by the self-rated Strengths and Difficulties Questionnaire (SDQ) with five subscales: hyperactivity, emotional symptoms, conduct problems, peer problems and prosocial behaviour.ResultsAt T2, pupils in School E compared with those in School C showed significantly more sensitivity and empathy towards people with mental health difficulties. They also used significantly fewer pejorative expressions to describe mental health difficulties. There was a significant reduction in SDQ scores on conduct problems and a significant increase on prosocial behaviour among School E pupils compared with controls. Pupils valued the intervention highly, in particular the lessons on suicide/self-harm.ConclusionsTeaching 14- and 15-year-olds about mental health difficulties helps to reduce stigma by increasing knowledge and promoting positive attitudes. The intervention also reduced self-reported conduct problems and increased prosocial behaviour. Generally, participating pupils were positive about the importance of lessons on mental health, and said that they had learnt much about the lesson topics.
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Peng, Yujue, Huimin Wu, and Cheng Guo. "The Relationship between Teacher Autonomy and Mental Health in Primary and Secondary School Teachers: The Chain-Mediating Role of Teaching Efficacy and Job Satisfaction." International Journal of Environmental Research and Public Health 19, no. 22 (November 15, 2022): 15021. http://dx.doi.org/10.3390/ijerph192215021.
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Teachers in primary and secondary schools are frequently under pressure. Therefore, it is critical to understand the factors that affect their mental health. Autonomy was associated with mental health in the past. However, the mediating mechanism behind this relationship has received little attention. In this study, a chain mediation model was built to determine whether teaching efficacy and work satisfaction mediated the relationship between teacher autonomy and mental health. Our study enlisted the participation of 810 Chinese primary and secondary school teachers aged from 21 to 57 years old. They completed self-reporting measures of teacher autonomy, mental health, teaching efficacy, and job satisfaction. The results show that (1) teacher autonomy, teaching efficacy, job satisfaction, and mental health have strong positive relationships, (2) teaching efficacy and job satisfaction significantly mediate the relationship between autonomy and mental health, and (3) both teaching efficacy and job satisfaction play a chain-mediating role. The chain-mediating effect of teaching efficacy and job satisfaction plays an important role in promoting teachers’ mental health. Teachers with a high level of autonomy tend to have high teaching efficacy, high job satisfaction, and improved mental health.
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Payne, Helen. "Teaching Staff and Student Perceptions of Staff Support for Student Mental Health: A University Case Study." Education Sciences 12, no. 4 (March 25, 2022): 237. http://dx.doi.org/10.3390/educsci12040237.
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Background: There are significant concerns for student mental health in higher education. New factors affect student mental health, and campus counselling services are overwhelmed. Struggling students turn to ideally placed familiar teaching staff for support. This qualitative study, conducted in an East of England university, aimed to explore student and staff perceptions of support offered by teaching staff to students grappling with their mental health. It is unique, combining both staff and student perceptions, many of which overlapped. Methods: A thematic analysis was conducted of in-depth, semi-structured interviews with a small number of self-selecting staff/students. Findings (results): Staff felt inadequate in several aspects, and students agreed to give useful suggestions for their preferred support. Conclusions: It was cautiously established that staff training in mental health literacy (knowledge, skills, attributes, and understanding) was required. Specific training was recommended in pastoral care for personal tutors and for staff pedagogy on health professional programmes. Finally, teaching staff needed support when supporting students with poor mental health. Such training and support can be integrated into a preventative, university-wide, holistic policy for student mental health commensurate with the University Mental Health Charter. Embedding such supportive practice into the curriculum is preferable to add-on services and/or interventions.
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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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Sena, Bruna Aderita Cortez de, and Ana Izabel Oliveira Lima. "MENTAL SUFFERING AND HIGHER EDUCATION TEACHING IN NURSING." Psicologia e Saúde em Debate 7, no. 1 (April 13, 2021): 241–55. http://dx.doi.org/10.22289/2446-922x.v7n1a17.
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The living and health conditions of workers were directly impacted by the restructuring of the world of work. The increase in demands and the accumulation of work has led teachers to suffer, as well as other workers. For this reason, the article discusses the psychodynamics of work and studies on the field of education that involve teaching mental suffering and its relationship with nursing, relating it to teachers' work and health conditions. The objective is to present an expanded analysis of the review findings in the context of national literature on the subject, anchored in the theory of psychodynamics at work and theoretical reflections inserted in the dialogue. It is a theoretical study of systematic review with a qualitative approach, about mental suffering in higher education teachers in nursing to obtain knowledge produced in the area. Suffering is approached in different ways in the literature and can have a positive or negative meaning, with work as a structuring element of negative or positive effects on the worker's mental functioning and mental life. It was identified, therefore, that the production of teaching work in nursing can make this professional activity sick and requires defensive strategies designed to search for adequate solutions, aiming at the mental health of these workers.
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Raji, Fatimah, Nahed Morsi, Alaa Mahsoon, and Loujain S. Sharif. "Assessment of health sciences academic advisors’ mental health literacy and their experiences with students facing mental health problems." Belitung Nursing Journal 8, no. 6 (December 27, 2022): 511–20. http://dx.doi.org/10.33546/bnj.2247.
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Background: Owing to everyday educational activities, academic advisors often have to deal with mental health problems among students. Therefore, their mental health literacy must be assessed to determine whether they can detect mental health problems when working with the students. Objective: This study aimed to assess health sciences academic advisors’ mental health literacy and their experiences dealing with university students facing mental health challenges. Methods: A cross-sectional descriptive study was undertaken among a convenience sample of 133 health sciences academic advisors at the medical campus of a public university in Jeddah, Saudi Arabia. An electronic self-administered questionnaire using the Mental Health Literacy Scale (MHLS) was used to appraise participants’ recognition, knowledge, and attitudes toward ways to solve mental health difficulties. Data collection was completed from November 2020 to February 2021. Descriptive statistics, Student’s t-test for independent samples, One-Way Analysis of Variance (ANOVA), and Tukey’s test were selected for data analysis. Results: Academic advisors were found to be highly literate about matters of mental health. The mean mental health literacy score was statistically significantly higher in those advisors who were lecturers, assistant professors, associate professors, and professors (p <0.001). Additionally, the mean scores were significantly higher among advisors with a teaching role of lecturer rather than those who did not have the teaching role of a clinical supervisor (t = -2.331; p = 0.021). Conclusions: The academic advisors had an elevated level of mental health literacy, and the highly experienced academic advisors could deal better with students having mental health problems. Hence, it is essential to continue to provide educational programs and training on mental health literacy to academic advisors, as it helps them identify the signs of mental health complications. Furthermore, it improves their skills and confidence when they offer student support in coping with mental health issues.
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Mendiola Iparraguirre, Andrea Patricia, Maria Restrepo-Toro, Natalia Gomez, Mark Costa, and Esperanza Diaz. "Learning and Teaching Latino Mental Health, Social Justice and Recovery to Visiting Students: A Pilot Study." Revista Iberoamericana de Psicología 14, no. 2 (May 31, 2021): 33–45. http://dx.doi.org/10.33881/2027-1786.rip.14204.
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Almost 18% of the U.S. population is estimated to be Hispanic (United States Census Bureau, 2019), and of that, 15% had a diagnosable mental illness in the past year (Substance Abuse and Mental Health Services Administration, 2020); still, Latinos receive half as often mental health services compared to Caucasians (Office of Mental Health, 2020). Evidence suggests that minority ethnic groups may receive more inferior care standards due to biased beliefs or attitudes held by health professionals (Shepherd et al., 2018). The number of Latino Psychiatrists is not enough to care for the on-growing Latino population in the U.S. (Alarcón, 2001; American Psychiatric Association, 2017). There is a need to train medical students and residents in cultural competencies pertained to the Latino Culture and Health Services (Alarcón, 2001). We developed a pilot study of a curriculum created by Latino bilingual and bicultural mental health providers. The course lessons include (a) Health Disparities and Implicit Bias, (b) Recovery in Mental Health, (c) Immigration and Acculturation, (d) Cultural Formulation Interview, (e) Latino Values, and (f) Mental Health Systems. All topics focused on Latino Mental Health and used the “reverse classroom” teaching technique with interactive exercises. We measured the impact on knowledge, attitudes, and comfort level related to the concept taught in the lessons of this course. Teaching Latino Mental Health has a positive impact on improving the comfort level and knowledge of students. Nevertheless, there are not enough educational opportunities and information about these topics. Therefore, replicating this curriculum and expanding the education in Latino Mental Health will improve the health services provided to this community.
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Mendiola Iparraguirre, Andrea Patricia, Maria Restrepo-Toro, Natalia Gomez, Mark Costa, and Esperanza Diaz. "Learning and Teaching Latino Mental Health, Social Justice and Recovery to Visiting Students: A Pilot Study." Revista Iberoamericana de Psicología 14, no. 2 (May 31, 2021): 33–45. http://dx.doi.org/10.33881/2027-1786.hrip.14104.
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Almost 18% of the U.S. population is estimated to be Hispanic (United States Census Bureau, 2019), and of that, 15% had a diagnosable mental illness in the past year (Substance Abuse and Mental Health Services Administration, 2020); still, Latinos receive half as often mental health services compared to Caucasians (Office of Mental Health, 2020). Evidence suggests that minority ethnic groups may receive more inferior care standards due to biased beliefs or attitudes held by health professionals (Shepherd et al., 2018). The number of Latino Psychiatrists is not enough to care for the on-growing Latino population in the U.S. (Alarcón, 2001; American Psychiatric Association, 2017). There is a need to train medical students and residents in cultural competencies pertained to the Latino Culture and Health Services (Alarcón, 2001). We developed a pilot study of a curriculum created by Latino bilingual and bicultural mental health providers. The course lessons include (a) Health Disparities and Implicit Bias, (b) Recovery in Mental Health, (c) Immigration and Acculturation, (d) Cultural Formulation Interview, (e) Latino Values, and (f) Mental Health Systems. All topics focused on Latino Mental Health and used the “reverse classroom” teaching technique with interactive exercises. We measured the impact on knowledge, attitudes, and comfort level related to the concept taught in the lessons of this course. Teaching Latino Mental Health has a positive impact on improving the comfort level and knowledge of students. Nevertheless, there are not enough educational opportunities and information about these topics. Therefore, replicating this curriculum and expanding the education in Latino Mental Health will improve the health services provided to this community.
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Frenken, Hannah, and David Harper. "How much are senior UK public health professionals taught about mental health?" Clinical Psychology Forum 1, no. 357 (September 2022): 52–59. http://dx.doi.org/10.53841/bpscpf.2022.1.357.52.
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Directors, consultants and specialists in public mental health play a major role in developing and implementing local and national mental health policy. This study focuses on what academic training they receive about mental health via Master of Public Health (MPH) programmes. If you are a clinical psychologist involved in teaching on a MPH course we would be interested in hearing about your experiences.
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MOHANA, D. "A Study Related To Mental Health of Teachers With Reference To Level of Teaching and Teaching Experience." IOSR Journal of Research & Method in Education (IOSRJRME) 1, no. 5 (2013): 61–63. http://dx.doi.org/10.9790/7388-0156163.
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Feng, Tao. "Research on Informatization Teaching of College Students' Mental Health Course." Lifelong Education 9, no. 4 (July 22, 2020): 214. http://dx.doi.org/10.18282/le.v9i4.963.
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As a public compulsory course for college students, the information technology plays an important role in the teaching of mental health. It can make the course more experiential and interactive, and guide students to study independently and realize thinking innovation to the greatest extent. This article aims to analyze the informationization of college students' mental health courses.
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Goldman, S., and I. Kakadiy. "Actualization of mental hygiene in teaching schoolchildren." Bulletin of Science and Practice 5, no. 2 (February 15, 2019): 290–96. http://dx.doi.org/10.33619/2414-2948/39/40.
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This article describes the function of the nervous system of the child on the digestibility of new knowledge in school. Describes the correctness of the construction of the educational process for the best mental work ability. We study the mental hygiene of labor, the protection and strengthening of the mental health of schoolchildren.
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Yaden, David B., Jennifer Claydon, Meghan Bathgate, Belinda Platt, and Laurie R. Santos. "Teaching well-being at scale: An intervention study." PLOS ONE 16, no. 4 (April 14, 2021): e0249193. http://dx.doi.org/10.1371/journal.pone.0249193.
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Courses that teach evidence-based interventions to enhance well-being are a public health tool that could be used to improve mental health in the population. We compared the well-being of six cohorts of adult students before and after they completed one of two massive open online courses: The Science of Well-Being (N = 581; 441; 1,228) and a control course, Introduction to Psychology (N = 677; 480; 1,480). Baseline well-being levels were equivalent across all six samples. Students in both courses increased in their well-being from baseline to follow-up in all three samples (p < .001); however, at follow-up, students in The Science of Well-Being course had higher subjective well-being than the control course (sample 1: r = .18, d = .37, p < .001; sample 2: r = .21, d = .43, p < .001; sample 3: r = .19, d = .38, p < .001). Overall, across three samples, we found that students who completed either of these online psychology courses increased in their well-being––but that students in The Science of Well-Being course showed greater improvement. These findings suggest that large free online courses that teach evidence-based approaches to well-being could positively impact mental health at large scales.
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Zhao, Jingli. "Integrating Mental Health Education into French Teaching in University Based on Artificial Intelligence Technology." Journal of Environmental and Public Health 2022 (September 12, 2022): 1–9. http://dx.doi.org/10.1155/2022/1046813.
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In recent years, there has been a lot of news about college students committing suicide. In the university stage students, self-esteem is stronger and more sensitive, and the ability to withstand pressure is weak. At the same time, college students are in a key stage of mental health development. School education to a certain extent for the cultivation of students’ mental health has a crucial impact. In our country, it is undoubtedly the main way to infiltrate mental health education through subject knowledge teaching. French teaching is a good way to infiltrate mental health education. In the learning practice, the improvement of students’ mental health levels can strengthen their interest in French learning. Based on this, this paper, from the perspective of French teaching, carries out the infiltration of mental health education in French teaching classes in universities and promotes the cultivation of students’ learning abilities and the development of mental health. This paper mainly studies the feature extraction of mental health data, tries to use the optimized BP (backpropagation) neural network to infiltrate the mental health model of college students, and describes the differences in mental health among students. Finally, the results are applied to French teaching in universities, and a good teaching effect is achieved. Finally, the experimental results show that the infiltration strategy proposed in this study is feasible and effective.
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Caves, Charlotte, and Robin Basu-Roy. "How Contemporary Disney Film Can Be Used for Mental Health Teaching in Schools: A Case Study of Inside Out (2015)." BJPsych Open 8, S1 (June 2022): S19. http://dx.doi.org/10.1192/bjo.2022.115.
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AimsMental health disorders can be a burden on both patients and the National Health Service. With the majority of lifetime mental health problems emerging in childhood and the prevalence of childhood mental illness increasing, the need for effective, standardised mental health education and fostering healthy socio-emotional development is more important than ever before. The aim was to explore if Inside Out provides an accurate representation of depression, and thus, can it be a useful resource for teaching mental health and developing emotional awareness in the classroom?MethodsI explored a novel educational concept: ‘edutainment’, to see if it has use in state mental health education. This project provides a quantitative coding analysis and a qualitative artistic analysis of a contemporary Disney film, Inside Out (2015), for The International Classification of Diseases 10th Edition (ICD-10) depression symptoms. Depression has been chosen as an example of a mental health disorder as it is one of the commonest mental health problems and the leading cause of disability worldwide.ResultsInside Out provides an accurate representation of many of the ICD-10 ‘core’ and ‘cognitive’ symptoms of depression through both coding words and artistic means.ConclusionInside Out, alongside teacher-led discussion, could be useful in teaching children about depression in a relaxed but educational way. Inside Out features themes that can help children develop their emotional intelligence and reduce mental health stigma. I highlight a need for standardised mental health education and suggest that film may be an effective tool for learning about common mental health conditions, such as depression.
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Bo, Jian Zhu, Shao Qing Yang, and Zhi Guo Liu. "Application of Multimedia Teaching in Psychological Health Education of College Students." Advanced Materials Research 271-273 (July 2011): 1459–62. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1459.
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With the coming of 21 century ,the need of developing multimedia courseware in psychological health education of college students arises which also meet the need of reform and further development of this field. However, there exists many unresolved problems which suggests that appropriate use of multimedia course ware is necessary . Recently, due to pressure from study , life , future employment , fierce competition in society , broke off the family ,some of the students tend to have mental problems such as obsessive--compulsive inclination , anxiety , distress , depression inconfidence etc. emerged in college students and they even take some extreme behaviors such as suicide murder . Mental heath of the college students become a significant issue highly concerned by school and the society . As to how to create an effective way for emotional health education prevent and solve the mental problems in college students , enhance their capability to let out emotional problems become an urgent issue confronting the professional psychological health education . Compared with traditional method , the advanced approach armed with multimedia , not only presents the updated educational concept and theory but also meet the demand to develop the modernized individual who is equipped with creative spirits , healthy physically and mentally and armed with practical skills . E--learning provide a new way for education reform, so the psychological health school should and will develop with the advanced technology.
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Beart, Kirsteen, Adam Barnard, and Hannah Skelhorn. "Visual methodologies in mental health." Journal of Mental Health Training, Education and Practice 10, no. 3 (July 13, 2015): 170–79. http://dx.doi.org/10.1108/jmhtep-11-2013-0037.
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Purpose – This lack of knowledge and experience meant that students often found it difficult to engage with this very complex, conceptual and controversial area of health and social care. The use of visual methodologies in learning mental health and illness was being examined here with a view to its potential for overcoming this obstacle in the students’ learning and further assisting students in their conceptual understanding of the subject. The paper aims to discuss these issues. Design/methodology/approach – In total, 30 participants were recruited from a student population of 44 undergraduates studying a module at level three on mental health. Ethics and consent were secured by giving students full information to decide whether to be part of the study group. The methodology of interpretative phenomenological analysis was the philosophical framework used for the study and this was directed using a five-staged process. Data were collected through group discussions and collation of the students analysis of their visualisations. Findings – Students in the study were encouraged to think about mental health and illness in a non-traditional way of learning. Visualisation of their own perceptions or pre-conceived ideas of MH were explored. This led to some very insightful learning which included not only learning about the subject from a holistic perspective but also a continual reframing of students’ conception of mental health and an enhancement of their understanding. They demonstrated this by developing skills in “self-reflection and professional values development” which are key skills of a mental health practitioner. Research limitations/implications – The findings have implications for further research into how this type of learning can actually influence practitioners when they do work with people with mental health challenges and illness. This study was limited to a fundamentally theoretical plan for how the learning contributes to professional practice. It is also important to note that the students were also benefitting from the evidence, experience and value of the teaching and learning in a traditional sense so it is not completely clear of that influence of the innovative methodology. Therefore another aspect of study which could enhance the understanding of the influence of visualisation in mental health is to compare practitioners practice who use this technique to learn and develop and those who use a more traditional educational approach. Practical implications – This research will inform the use of a pedagogy approach in education, learning and teaching about concepts of mental health and illness and contribute to professional practice in health and social care education. Social implications – This paper makes contributions to mental health practice, visualisation, mental health education. Originality/value – Overall, the study offers an opening into the value of visual methodology in mental health awareness, education and practice and a contribution to professional practice in mental health education.
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Backovic, Dusan, Milos Maksimovic, Dragana Davidovic, Jelena Ilic-Zivojinovic, and Dejan Stevanovic. "Stress and mental health among medical students." Srpski arhiv za celokupno lekarstvo 141, no. 11-12 (2013): 780–84. http://dx.doi.org/10.2298/sarh1312780b.
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Introduction. Medical studies bring many stressful activities to students. Prolonged stress can make adverse effects to mental health and lead to further professional burnout. Objective. The aim of this study was to assess the association of stress impact and adverse effects of medical studies with psychological distress among medical students. Methods. The cross sectional study was conducted on 367 fourth?year medical students of the Faculty of Medicine in Belgrade, by means of the anonymous questionnaire, containing: socio?demographic data, self?reported health status and stressful influences of studying activities. Mental health status was estimated by General Health Questionnaire (GHQ?12). Results. More than 50% of students perceive frequent feeling of psychic tension, and one third has problems with insomnia. Nearly one?half of students assessed their general stress level as moderate or high. Exams were estimated as high stressor in 63.1% of all students. Stressful effects of communication with teaching staff were reported by one quarter of the examinees. The scores of GHQ?12 were above the threshold in 55.6 % of all students. Mental health problems among students were most significantly associated with stressful experience during exams and contacts with teaching staff. Conclusion. Academic stress makes great influence on mental health of medical students. Reduction of stress effects should be directed to optimization of the examination process and improvement of communication skills.
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Kantorski, Luciane Prado, Leandro Barbosa de Pinho, and Guisela Schrank. "TEACHING OF PSYCHIATRIC AND MENTAL HEALTH NURSING — A STUDY FROM THE SCIENTIFIC PRODUCTION OF THE NURSING." Revista de Enfermagem UFPE on line 1, no. 2 (November 2, 2007): 266. http://dx.doi.org/10.5205/reuol.393-8835-1-le.0102200723.
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RESUMONo presente estudo propõe-se a investigar a abordagem da temática de ensino de enfermagem psiquiátrica e saúde mental na produção científica da área do período compreendido entre 1980-2001. Das áreas temáticas levantadas, 13 artigos trabalham com a temática de ensino de graduação em enfermagem psiquiátrica e saúde mental, seis deles ressaltam as experiências e vivências dos alunos de graduação durante a disciplina de Enfermagem Psiquiátrica, três enfatizam a relevância da disciplina para a formação do enfermeiro e dão ênfase ao relacionamento terapêutico e quatro destacam especificamente as mudanças histórico-sociais no campo da assistência em saúde mental e suas influências no ensino na área.Descritores: Enfermagem Psiquiátrica; Educação em Enfermagem; Saúde Mental. ABSTRACTIn the present study is considered the investigation about the boarding of thematic of teaching of psychiatric and mental health nursing in the scientific production of the area of the period from 1980 to 2001. Of the raised thematic areas, 13 articles worked with the thematic of the under graduation teaching in psychiatric and mental health nursing, six of them stand out the experiences of the under graduation students during psychiatric nursing discipline, three emphasize the relevance of the discipline for the formation of the nurse and give emphasis to the therapeutical relationship and four specifically speaks the historic-social changes in the field of the mental health assistance and its influences in the teaching in the area.Descriptors: Education; Nursing; Psychiatric Nursing; Mental Health. RESUMENEl actual estudio se propuso investigar el abordaje de la temática de la enseñanza de enfermería psiquiátrica y salud mental en la producción científica del área entre 1980-2001. De las áreas temáticas mencionadas, 13 artículos trabajan con la temática de la enseñanza de graduación en enfermería psiquiátrica y salud mental, 6 se refieren a las experiencias y vivencias de los estudiantes de graduación en la disciplina de enfermería psiquiátrica, 3 acentúan la importancia de la disciplina para la formación del enfermero y dan énfasis a la relación terapéutica y 4 abordan específicamente los cambios histórico-sociales en el campo de la asistencia en salud mental y sus influencias en la enseñanza en el área.Descriptores: Enfermería Psiquiátrica; Enseñanza en Enfermería; Salud Mental.
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Prabhu, Vidya, Lena Ashok, Veena G. Kamath, Varalakshmi C. Sekaran, Asha Kamath, Sebastian Padickaparambil, Asha P Hegde, and Virupaksha Devaramane. "What predicts mental health literacy among school teachers?" Ghana Medical Journal 55, no. 2 (June 1, 2021): 141–46. http://dx.doi.org/10.4314/gmj.v55i2.7.
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Objectives: The present study aimed at assessing high school teachers’ mental health literacy (MHL) and predictors related to study outcomes.Design: Cross-sectional studyMethods: We employed 460 high school teachers who engaged with adolescents for at least six hours per week with a minimum of five years of teaching experience in southern India. Semi-structured questionnaires were used to assess their MHL. Descriptive analysis and backward logistic regression analysis were performed. A p-value < 0.05 was set as significant.Results: Teachers’ MHL on depression was less than desirable; however, they identified 288 (62.6%) adolescents with mental health problems during their career, and 172(59.72%) were referred to mental health professionals. On logistic regression analysis, teachers’ educational status, their marital status, teaching a class with an average strength of 31-60 students per class, previous mental health training and having self-efficacy concerning seeking informationon mental health, perceived ability to spread awareness and to provide referrals were found to predict MHL among teachers.Conclusion: Sociodemographic factors including teachers’ educational status, average class strength and having had previous mental health training were predictors for MHL among high school teachers. Establishing training programs and referral networks may be key in early intervention among adolescents.
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Wang, Tang Sheng, Jing Hai Yin, and Jian Feng Hu. "A Study on Group Counseling Effect Estimated by Sociometry and Attributional Style Questionnaire." Applied Mechanics and Materials 66-68 (July 2011): 489–93. http://dx.doi.org/10.4028/www.scientific.net/amm.66-68.489.
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This article focused on the effect of group counseling in classes building and students’ positive explanation style in Chinese colleges. The authors adopted group counseling activity into Psychological teaching and estimated its effect with Sociometry and Attributional Style Questionnaire. The result showed that group counseling was better at classes building than traditional Psychological healthy teaching, and especially take advantage of the later approach at positive explanation style obtain. As a result, the program proved the group counseling’s advantage, defined validity of group counseling activity and finally found some effective Group counseling activity schemes which would bring benefit to mental health teaching.
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YIN, Te-ni-la, and Vien Nhung. "Thought and Politics Teaching Students’ Mental Health Impact Model Based on Fuzzy Control Algorithm." Wireless Communications and Mobile Computing 2022 (July 26, 2022): 1–12. http://dx.doi.org/10.1155/2022/8114971.
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The rapid development of modern science and technology has led to the increasing scale of production systems and the formation of large and complex systems, resulting in the increasing complexity of control objects, controllers, and control tasks and purposes. The problem of how to better play the nurturing function of professional courses and realize the combination of knowledge transfer and value leadership is addressed. Compared with traditional teaching methods, the combination of mental health knowledge and ideological and political content can effectively improve the life satisfaction of college students and thus promote the completion of teaching objectives. Based on the background of the current new social development, the values of college students are gradually tending to diversify, which brings certain difficulties to the development of thought and politics teaching in schools. In the new era, the psychological health and thought dynamics of college students are getting more and more attention from the society and schools. To establish positive and healthy “three views,” students are closely related to teaching of psychological fitness and thought and politics teaching. In this paper, we study the influence model of thought and politics teaching based on fuzzy control algorithm (FL) in order to achieve a scientific and systematic teaching method and good teaching effect. In this paper, the construction of FL-based thought and politics teaching students’ mental health influence model is studied, in order to achieve a scientific and systematic teaching method and good teaching effect. The experimental results show that the average correct rate of the endpoints corresponding to the endpoints detected by FL’s thought and politics teaching model is 76.99%, which is 42.85% higher than that of the nonlinear SISO system algorithm. Therefore, the endpoint detection algorithm of FL’s thought and politics teaching model combined with amplitude and phase information has a higher correct rate. Therefore, this paper can analyze the psychology of different groups of college students, so as to draw more accurate conclusions in the field of student psychology, and then improve the psychological health of individual college students. Therefore, the research in this paper can meet the intrinsic requirements of the psychological and ideological health development of college students, strengthen the theoretical research on the infiltration of teaching of psychological fitness into the teaching of civics, improve the teaching mode, and innovate the educational methods.
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Jones, Gerwyn Huw. "Mental health student nurses’ satisfaction with problem-based learning: a qualitative study." Journal of Mental Health Training, Education and Practice 12, no. 2 (March 13, 2017): 77–89. http://dx.doi.org/10.1108/jmhtep-02-2016-0018.
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Purpose The purpose of this paper is to investigate undergraduate pre-registration mental health nurse’s satisfaction with problem-based learning (PBL), in light of the dearth of such studies and to influence future teaching and learning strategies within Cardiff University. Design/methodology/approach Totally, 16 students from three cohorts were interviewed in two focus groups. Data analysis was consistent with Seidel and Kelle (1995) which involved noticing relevant phenomena, collecting examples of these phenomena and subsequently analysing these to find commonalities, differences, patterns and structures. Findings Student experiences were categorised in five themes indicating that they perceived PBL as a novel, flexible approach to adult learning, which fostered decision making and critical thinking. Student engagement with the process was heavily influenced by the contribution of the end product to their degree classification. They also expressed concerns about working in groups and whether the depth of learning was comparable with traditional methods. However, they presented well-considered recommendations for future practice to address the perceived deficits of PBL. Research limitations/implications This was a small scale study undertaken in one institution. As such the views expressed by students relate to the approach to PBL used in this institution. Originality/value This study adds to the body of research relating to the application of PBL in mental health nurse education. Well considered, student generated recommendations are presented which can enhance student motivation, engagement and learning. These are arguably of value to other educationists interested in this approach to teaching and learning.
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Shakya, D. R. "How Intern Doctors View ‘Psychiatry and Mental health’?" Journal of Psychiatrists' Association of Nepal 7, no. 1 (June 28, 2018): 32–39. http://dx.doi.org/10.3126/jpan.v7i1.22935.
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Introduction: The knowledge and attitude prevailing during internship of medical education are likely to influence whole career. Psychiatry is seen differently, at times unrealistically. Such views might have adverse consequences. The objective of this study was to assess knowledge and views of intern MBBS doctors of B. P. Koirala Institute of Health Sciences, Nepal about ‘Psychiatry and mental health’.
Material and Method: A cross-sectional semi-qualitative survey was done by explaining about the study, distributing a questionnaire and analysing collected samples of the interns.
Results: Within study period, 50 respondents participated. Twenty percent respondents were female. One-third subjects were from Kathmandu valley, followed by other cities of Nepal and India. Two-thirds opted psychiatry posting, half to learn about it. About 25% considered psychiatry for career. Majority viewed psychiatry should integrate with other departments. Only few meant mental illness to be unremitting and chronic only, and considered mental patients dangerous and aggressive. More believed that majority of patients understand others’ feelings, attitudes and behavior; and can be productive if treated appropriately. A great majority felt that the management should be multi-sectorial and multi-dimensional. They expressed dissatisfaction about current position of mental health on national health-policy and advised public awareness as the most important step to change the situation.
Conclusion: Intern-doctors of a tertiary-care teaching hospital with psychiatry teaching, in overall, have favorable attitude towards psychiatry and mental health.
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Simonton, Dean Keith. "Teaching Creativity." Teaching of Psychology 39, no. 3 (June 21, 2012): 217–22. http://dx.doi.org/10.1177/0098628312450444.
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In the past decade, the psychological study of creativity has accelerated greatly. To facilitate the teaching of creativity, I provide an overview of the recent literature. The overview begins by discussing recent empirical results and research trends. This discussion specifically treats creativity’s cognitive, differential, developmental, and social aspects. Then I outline central controversies in the study of creativity. These debates concern the nature of creative thought (domain-specific vs. generic processes), creative development (nature vs. nurture), and creative persons (psychopathology vs. mental health). The article closes by asking not just how to teach creativity but also how to teach creativity creatively.
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Imukusi Mutanekelwa. "Bed siders Welfare at Ndola Teaching Hospital: A Cross-Sectional Study." Pacific International Journal 3, no. 3 (September 30, 2020): 98–122. http://dx.doi.org/10.55014/pij.v3i3.103.
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Bedsiders' welfare is a neglected issue in the Zambian health system therefore, they are at risk of facing untold challenges as they care for the patient. With the current shortage of healthcare staff in hospitals, it implies that the clinicians may not be able to meet all aspects of the holistic health care approach i.e. social, mental, or physical aspects of health and that’s where the bedside comes in. Besides are arbitrarily defined as the informal caregivers including family, relatives, or friends for an in-patient of any hospital duration.
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Musharrafi, S., W. Al-Ruzaiqi, and S. Al-Adawi. "Mental health stigma among Oman Medical Speciality Board (OMSB) residents." European Psychiatry 41, S1 (April 2017): S516. http://dx.doi.org/10.1016/j.eurpsy.2017.01.675.
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BackgroundArab/Islamic culture such as those in Oman has been prescribed to be part of “collective culture” where family is central to one's identity. It is not clear how mental illness is perceived among young doctors in Oman in the light of modernization and acculturation.AimsExplore the socio-cultural teaching impact on attitudes towards mental health problems among Omani physicians.MethodThe consenting residents were asked to fill self-reported questionnaire Attitudes towards Mental Health Problems (ATMHP). It measure: external shame (beliefs that others will look down on themselves self if one have mental health problems); internal shame (related to negative self-evaluations); and reflected shame (believing that one can bring shame to their family/community). Socio-demographic information was also sought, including age, gender and previous contact with a person with mental illness.ResultsOne hundred and seventy residents filled the questionnaire. The response rate was > 80%. The majority were female. It showed elevated scores in indices of external shame and reflected shame. However, having a history of mental distress or having contact with a person with mental illness have moderate indices external shame and reflected shame.ConclusionThis study suggests that medical education has little eroded societal teaching among physicians under training in Oman. Thus, their attitude toward mental disorder appears to be expressed in term of external shame and reflected shame, which, in turn, encapsulate cultural patterning of shame and the centrality of family identity in Oman. Such socio-cultural teaching could lay groundwork for further research to mitigate mental illness in Oman.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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T, Rekha, Nithin Kumar, Kausthubh Hegde, Bhaskaran Unnikrishnan, Prasanna Mithra, Ramesh Holla, and Darshan Bhagawan. "The COVID-19 pandemic and mental health outcomes – A cross-sectional study among health care workers in Coastal South India." F1000Research 11 (June 20, 2022): 676. http://dx.doi.org/10.12688/f1000research.111193.1.
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Background: Frontline health care workers (HCWs) are at increased risk of developing unfavourable mental health outcomes and burnout, especially during the COVID-19 pandemic. Recognizing the early warning signs of mental distress is very important to ensure the provision of quality patient care. Methods: In this facility-based cross-sectional study, HCWs of the teaching hospitals affiliated to Kasturba Medical College, Mangalore were assessed regarding their mental health status using a semi-structured questionnaire. All doctors and nurses who were willing to participate from these teaching hospitals were included in the study. Data was collected over a period of four months (1st March -30th June 2021) till the required sample size was reached and analysed using IBM SPSS and expressed using mean (standard deviation), median (interquartile range), and proportions. Univariate analysis was done to identify the factors associated with mental health outcomes among the HCWs and the corresponding unadjusted odds ratio and 95% confidence interval were reported. Results: A total of 245 HCWs [52.2% (n=128) doctors and 47.8% (n=117) nurses] were included in our study. The proportion of participants with depressive symptoms, anxiety, and insomnia assessed using PHQ-9, GAD-7, and ISI-7 scales were 49% (n=119), 38% (n=93), and 42% (n=102) respectively. Depression, anxiety, and insomnia were more likely to be experienced by HCWs aged > 27 years, females, and involved in COVID-19 patient care. (p>0.05) Conclusions: Our findings that 38% of the examined HCWs had clinically relevant anxiety symptoms and 49% had clinically relevant depression symptoms draws attention to the importance of systematically tracking the mental health of HCWs during this ongoing pandemic. HCWs should monitor their stress reactions and seek appropriate help both on a personal and professional level. Appropriate workplace interventions including psychological support should be provided to HCWs, to ensure provision of uncompromised quality patient care.
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T, Rekha, Nithin Kumar, Kausthubh Hegde, Bhaskaran Unnikrishnan, Prasanna Mithra, Ramesh Holla, and Darshan Bhagawan. "The COVID-19 pandemic and mental health outcomes – A cross-sectional study among health care workers in Coastal South India." F1000Research 11 (November 1, 2022): 676. http://dx.doi.org/10.12688/f1000research.111193.2.
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Background: Frontline health care workers (HCWs) are at increased risk of developing unfavourable mental health outcomes and burnout, especially during the COVID-19 pandemic. Recognizing the early warning signs of mental distress is very important to ensure the provision of quality patient care. Methods: In this facility-based cross-sectional study, HCWs of the teaching hospitals affiliated to Kasturba Medical College, Mangalore were assessed regarding their mental health status using a semi-structured questionnaire. All doctors and nurses who were willing to participate from these teaching hospitals were included in the study. Data was collected over a period of four months (1st March -30th June 2021) till the required sample size was reached and analysed using IBM SPSS and expressed using mean (standard deviation), median (interquartile range), and proportions. Univariate analysis was done to identify the factors associated with mental health outcomes among the HCWs and the corresponding unadjusted odds ratio and 95% confidence interval were reported. Results: A total of 245 HCWs [52.2% (n=128) doctors and 47.8% (n=117) nurses] were included in our study. The proportion of participants with depressive symptoms, anxiety, and insomnia assessed using PHQ-9, GAD-7, and ISI-7 scales were 49% (n=119), 38% (n=93), and 42% (n=102) respectively. Depression, anxiety, and insomnia were more likely to be experienced by HCWs aged > 27 years, females, and involved in COVID-19 patient care. (p>0.05) Conclusions: Our findings that 38% of the examined HCWs had clinically relevant anxiety symptoms and 49% had clinically relevant depression symptoms draws attention to the importance of systematically tracking the mental health of HCWs during this ongoing pandemic. HCWs should monitor their stress reactions and seek appropriate help both on a personal and professional level. Appropriate workplace interventions including psychological support should be provided to HCWs, to ensure provision of uncompromised quality patient care.
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T, Rekha, Nithin Kumar, Kausthubh Hegde, Bhaskaran Unnikrishnan, Prasanna Mithra, Ramesh Holla, and Darshan Bhagawan. "The COVID-19 pandemic and mental health outcomes – A cross-sectional study among health care workers in Coastal South India." F1000Research 11 (December 15, 2022): 676. http://dx.doi.org/10.12688/f1000research.111193.3.
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Background: Frontline health care workers (HCWs) are at increased risk of developing unfavourable mental health outcomes and burnout, especially during the COVID-19 pandemic. Recognizing the early warning signs of mental distress is very important to ensure the provision of quality patient care. Methods: In this facility-based cross-sectional study, HCWs of the teaching hospitals affiliated to Kasturba Medical College, Mangalore were assessed regarding their mental health status using a semi-structured questionnaire. All doctors and nurses who were willing to participate from these teaching hospitals were included in the study. Data was collected over a period of four months (1st March -30th June 2021) till the required sample size was reached and analysed using IBM SPSS and expressed using mean (standard deviation), median (interquartile range), and proportions. Univariate analysis was done to identify the factors associated with mental health outcomes among the HCWs and the corresponding unadjusted odds ratio and 95% confidence interval were reported. Results: A total of 245 HCWs [52.2% (n=128) doctors and 47.8% (n=117) nurses] were included in our study. The proportion of participants with depressive symptoms, anxiety, and insomnia assessed using PHQ-9, GAD-7, and ISI-7 scales were 49% (n=119), 38% (n=93), and 42% (n=102) respectively. Depression, anxiety, and insomnia were more likely to be experienced by HCWs aged > 27 years, females, and involved in COVID-19 patient care. (p>0.05) Conclusions: Our findings that 38% of the examined HCWs had clinically relevant anxiety symptoms and 49% had clinically relevant depression symptoms draws attention to the importance of systematically tracking the mental health of HCWs during this ongoing pandemic. HCWs should monitor their stress reactions and seek appropriate help both on a personal and professional level. Appropriate workplace interventions including psychological support should be provided to HCWs, to ensure provision of uncompromised quality patient care.
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Karamushka, Liudmyla, and Antonina Shevchenko. "Еmpirical study of mental health characteristics of managers and teaching employees of educational institutions in the conditions of war." Kyiv journal of modern psychology and psychotherapy 3 (August 22, 2022): 29–42. http://dx.doi.org/10.48020/mppj.2022.01.02.
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The article reveals the content of the mental health of leaders and teaching staff of educational institutions in war time, which is understood as their ability to cope with every day stress of life in the war time, to establish relationships with people in war time, to effectively carry out professional activities aimed at helping their organization and society during the war period.
On the basis of empirical research, a number of problems related to the mental health of managers and teaching staff of educational institutions in war conditions, which are characteristic of a significant number of interviewees, have been identified. The most pronounced are problems related to the ability to counteract stress, followed by problems related to the ability to carry out professional activities (to ensure its effective organization and productivity) and in the last place there are problems related to the ability to establish relationships with people, primarily, in the process of professional interaction. At the same time, it was established that for all the components of mental health of the vast majority of interviewed leaders and teaching staff of educational institutions, despite all the complexity of the war period, a positive orientation of life is inherent (a vision of life prospects, faith in life, a positive attitude towards one's activities, the importance of student learning, etc.). The obtained data indicate the need for the development and implementation of special technologies aimed at preserving and maintaining the mental health of managers and teaching staff of educational institutions in war conditions, which can be used at the individual, group, organizational and societal levels.
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Chen, Jia, and Xiaxia Jiang. "The Practice Case of Online and Offline Blended Teaching in Universities." Frontiers in Humanities and Social Sciences 2, no. 9 (September 21, 2022): 88–91. http://dx.doi.org/10.54691/fhss.v2i9.2109.
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This study took the course with the mental health education courses in primary and secondary schools as the object, and used the online and offline blended teaching mode to explore the online and offline blended teaching strategies for the field of mental health education in primary and secondary schools in colleges and universities, in order to provide effective practical reference for teaching reform of such courses.
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Maung, Theingi Maung, Sing Ying Tan, Chai Li Tay, Mohammed Shahjahan Kabir, Lubna Shirin, and Tan Yong Chia. "Mental Health Screening during COVID-19 Pandemic among School Teachers in Malaysia: A Cross-Sectional Study." Sustainability 14, no. 17 (August 26, 2022): 10664. http://dx.doi.org/10.3390/su141710664.
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(1) Background: The teaching profession has become more challenging due to the increased use of information technology, which potentially increases psychological distress among teachers. This study aimed to determine the prevalence of depression, anxiety, and stress among school teachers in Malaysia during the period of the COVID-19 pandemic and its associated sociodemographic factors. (2) Methods: A cross-sectional study was conducted among primary and secondary school teachers in Malaysia. A validated DASS-21 questionnaire was used for mental health screening, and the study was conducted online during the pandemic period. (3) Results: The percentages of respondents with mild, moderate, severe, and extremely severe depression were 12%, 9.7%, 4.7%, and 3.1%, respectively. Those with mild, moderate, severe, and extremely severe anxiety accounted for 11.5%, 12.3%, 6.3%, and 6%, respectively. Those with mild, moderate, severe, and very severe stress accounted for 12.8%, 12%, 5.3%, and 2.5%, respectively. Perceived overworking was significantly greater during the pandemic compared to before the pandemic. Significant experience in teaching, and less perceived overworking before and during the pandemic were associated with better mental health. (4) Conclusions: Periodic mental health screening for teachers may be beneficial in preventing mental health disorders and improving the quality of student education. A full assessment and innovation of the curriculum and workload should be implemented.
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Mahalingam, Ramaswami, and Verónica Caridad Rabelo. "Teaching Mindfulness to Undergraduates: A Survey and Photovoice Study." Journal of Transformative Education 17, no. 1 (April 23, 2018): 51–70. http://dx.doi.org/10.1177/1541344618771222.
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How do emerging adults experience mindfulness and compassion? The goals of this study were to (1) evaluate the effectiveness of a mindfulness curricular intervention and (2) examine how students interpreted their experience. We delivered a mindfulness curriculum to 24 college students who meditated twice a week for 7 weeks. Students completed a survey at the beginning and end of the course where they self-reported information about their mental health, compassion, and creativity. Results showed that, over the course of the semester, students demonstrated improvements in measures of creativity, self-compassion, compassion toward others, mental health, and emotional regulation. To gain a more nuanced understanding of students’ interpretations of and experiences with the course material, we used interpretive phenomenological analysis (IPA) to analyze student photovoice projects (wherein they collected and analyzed images to represent mindfulness concepts). Findings illustrate how students typically understood self-compassion as self-acceptance, self-reflection, or self-care and understood compassion toward others as active alleviation, familial affection/affinity, interdependence, and mortality. Triangulating survey and IPA results demonstrate how contemplative practices such as mindfulness can help students cope with stressors associated with emerging adulthood. Integrating mindfulness practices in higher education is important for students’ transformative learning and holistic development. Further, our research suggests that contemplative education can benefit from using mixed methods (e.g., surveys and photovoice) to help students understand mindfulness and its connections with personal outcomes (e.g., learning, creativity, and well-being).
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Aryal, Lal Prasad. "Effects of Yoga-teaching and Practices on Learning and Studying Behaviour of Management Students: An Experimental Study." Batuk 8, no. 1 (March 30, 2022): 65–81. http://dx.doi.org/10.3126/batuk.v8i1.43508.
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Learning and studying are fairly cognitive and psychological activities that need sound mental health including inner-peace, calmness, easiness, positivity, curiosity, interest, and self-motivation. The increased interest in yoga-teaching and practices (YTP) in recent decades is primarily due to the expectancy that it can calm the mind and increase the overall health and well-being of the students. Yoga provides training of mind and body to bring emotional and mental balance as well as leads to alignment and harmony. This article discusses yoga (particularly, Asanas, Pranayamas, and Dhyanas) as a potential tool for the management students to deal with mental health that is essentially important for effective learning and studying behavior and to regulate themselves. For this experimental study, 60 students are taken as a sample who were failed in their mid-term examination and they are further classified as self-control group and experimental group with 30 students in each group. This study finding suggests that YTP is an effective tool to solve mental health issues and finally it contributes to effective learning and studying habits of management students.It is also found that YTP contributes to mental health promotion of students for which they need to improvement their attention, self-esteem, empowerment, and self-regulation.
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Antika, Linda Tri, Moch Haikal, and Agus Budiyono. "Life skills and teaching skills: a correlational study of prospective teacher." Edubiotik : Jurnal Pendidikan, Biologi dan Terapan 7, no. 02 (September 20, 2022): 1–6. http://dx.doi.org/10.33503/ebio.v7i02.1274.
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Prospective teachers of 21st century need to prepare themselves in carrying out their profession as professional teacher candidates, namely by having good teaching skills. In addition, skills that support teaching skills also need to be possessed by prospective teacher students, such as life skills. The purpose of this research was to explain the relationship of life skills and teaching skills of prospective teacher students. The subjects in this study were fourth semester students of Biology Education Department, Faculty of Teacher Training and Education (FKIP), Universitas Islam Madura. This research was a quantitative study using a correlational research design to explain the relationship between predictors (life skills) and criteria (teaching skills). Life skills data were obtained from life skills assessment sheet score. Life skills assessment sheet consist of four skills, namely: interpersonal skill, shared goal setting and accomplishment, responsibility, and managing. The four skills have their indicators and score levels. Teaching skills data were obtained from teaching skills assessment sheet score which had four aspect of assessment, namely: opening learning, main activities, closing learning, and supporting factors. The result showed statistically significant correlation between life skills and teaching skills of prospective teachers.
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Vijayan, Ranjit. "Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study." Education Sciences 11, no. 7 (July 13, 2021): 347. http://dx.doi.org/10.3390/educsci11070347.
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The coronavirus disease 2019 (COVID-19) pandemic caused significant disruption to teaching and learning activities at all levels. Faculty, students, institutions, and parents have had to rapidly adapt and adopt measures to make the best use of available resources, tools and teaching strategies. While much of the online teaching pedagogies have been theoretically and practically explored to a limited extent, the scale at which these were deployed was unprecedented. This has led a large number of researchers to share challenges, solutions and knowledge gleaned during this period. The main aim of this work was to thematically model the literature related to teaching and learning during, and about, COVID-19. Abstracts and metadata of literature were extracted from Scopus, and topic modeling was used to identify the key research themes. The research encompassed diverse scientific disciplines, including social sciences, computer science, and life sciences, as well as learnings in support systems, including libraries, information technology, and mental health. The following six key themes were identified: (i) the impact of COVID-19 on higher education institutions, and challenges faced by these institutions; (ii) the use of various tools and teaching strategies employed by these institutions; (iii) the teaching and learning experience of schools and school teachers; (iv) the impact of COVID-19 on the training of healthcare workers; (v) the learnings about COVID-19, and treatment strategies from patients; and (vi) the mental health of students as a result of COVID-19 and e-learning. Regardless of the key themes, what stood out was the inequities in education as a result of the digital divide. This has had a huge impact not only in middle- and low-income nations, but also in several parts of the developed world. Several important lessons have been learned, which, no doubt, will be actively incorporated into teaching and learning practices and teacher training. Nonetheless, the full effect of these unprecedented educational adaptions on basic education, expert training, and mental health of all stakeholders is yet to be fully fathomed.
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Gouveia, Amanda Ouriques de, Aurimery Gomes Chermont, Creusa Barbosa dos Santos Trindade, Karen Silva de Castro, Michele Pinheiro Ferreira, and Valéria Regina Cavalcante dos Santos. "Mental Health Strategies in Primary Care: Teaching and Service Articulation, in Tucuruí, Pará, Amazon." International Journal of Advanced Engineering Research and Science 9, no. 8 (2022): 522–35. http://dx.doi.org/10.22161/ijaers.98.58.
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In the Brazilian Psychiatric Reform movement, health professionals, family members, users and managers built new ways of producing mental health care, transforming the limitations of the biomedical model with social exclusion and turning to the territorial-based care model, with the construction of daily care services organized in a network. The general objective of this study is to articulate the teaching and service integration through an initial listening guide in mental health in the Family Health Strategy in the Municipality of Tucuruí-PA. This is a field research study, with a qualitative approach, of a descriptive nature, aimed at nursing professionals, using the technique of data collection with semi-structured interviews. Data interpretation analyzes were performed through content analysis in the categorical-thematic modality according to Bardin's technique, being structured in three thematic categories: sociodemographic profile of the participants, mental health care in the health service and articulation of the network of mental health care. The results show that most participants do not act directly in the mental health demand, carrying out the referral when they detect emotional distress, with difficulties in articulating the network. There is a need to invest in the continuing education of nursing in the face of psychological care, as they do not feel prepared to meet this demand. This research generated as a product an initial care guide in mental health to assist in the nursing consultation and in the reception of people with complaints of emotional distress.
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Muhsin, Muhammad Anas Al, and NorZahidah Ahmad. "The Emergence of Education 4.0 Trends in Teaching Arabic Islamic Finance Curriculum Design: A Case Study." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 1019–29. http://dx.doi.org/10.37200/ijpr/v23i4/pr190430.
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Grando, Victoria, and Roy Grando. "Teaching Family Nurse Practitioner Students to Provide Mental Health Care to Older Adults." Innovation in Aging 4, Supplement_1 (December 1, 2020): 10–11. http://dx.doi.org/10.1093/geroni/igaa057.034.
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Abstract In recent years, FNPs have been challenged to deliver mental health services in the primary care setting. Over half of mental health services are provided in primary care, and one-quarter of all primary care patients have a mental disorder. Moreover, 20% of older adults have a mental or neurological disorder often not diagnosed. Nationally, it is estimated that 17% of older adults commit suicide, 15% have a mental condition, 11% have dementia, and 5% have a serious mental condition. There is a paucity of adequately prepared primary care providers trained in geropsychiatric treatment. A didactic course was developed to instruct FNP students in the skills needed to provide mental health treatment in primary care. We discuss mental illness in the context of culture to ensure that treatment is congruent with a patient’s unique cultural background and experiences. This shapes the patients’ beliefs and behaviors that influence the way they view their condition and what they perceive as acceptable solutions. We then go into detail about the common mental conditions that older adults exhibit. Through the case study method, students learn to identify the presenting problem, protocols for analyzing the case, which includes making differential diagnoses and a treatment plan including initial medications, non-medical treatments, and referral. Students are introduced to the DMS-5 to learn the criteria for mental health diagnosis with an emphasis on suicide, depressive disorders, anxiety disorders, bipolar disorders, substance use disorders, and neurocognitive disorders. We have found that students most often misdiagnose neurocognitive disorders.
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Chikaodiri, Aghukwa Nkereuwem. "Health professionals' familiarity and attributions to mental illness." Mental Illness 2, no. 1 (January 25, 2010): 1–5. http://dx.doi.org/10.4081/mi.2010.e1.
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A few months from the time of this survey, the nearly completed inpatient psychiatric facility within the Aminu Kano Teaching Hospital's complex would be ready for admissions. Understanding the health workers' level of experience of mental illness and their likely behavioural responses towards people with psychiatric illness, therefore, should be a good baseline to understanding their likely reactions towards admitting such patients within a general hospital setting. The study, which used a pre-tested and adapted attribution questionnaire, was pro -spective and cross-sectional. Randomly selected health workers in Aminu Kano Teaching Hospital had their level of familiarity and attributions towards psychiatric patients assessed. The respondents showed a high level of experience with mental illness, with more than 3 in 5 of them having watched movies on mental illness before. More than half of them held positive (favorable) attributions towards persons with mental illness on nine of the ten assessed attribution factors. Almost all held negative (unfavourable) opinion towards intimate relationships with such persons. Attribution factors, “Responsibility, “Anger”, “Dangerousness”, “Fear” and “Segregation” were significantly related to the respondents' level of education (P<0.05). Marital status of the respondents related significantly to “Pity” and “Avoidance” factors (P<0.05). Having watched movies on mental illness significantly related to “Responsibility” and “Fear” factors (P<0.05). Programs designed to improve the health workers mental health literacy, and increased positive professional contacts with mentally ill persons on treatment, would further enhance their perceived positive attributions towards them.
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Shilko, R., S. Egorov, and Y. Zinchenko. "Digitalization of education and mental health." European Psychiatry 64, S1 (April 2021): S349—S350. http://dx.doi.org/10.1192/j.eurpsy.2021.937.
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IntroductionVarious social problems, financial difficulties and academic factors contribute to the fact that more and more students around the world experience mental health problems (Chen et al., 2013; Gotlib et al., 2019). On the other hand, all the sides of students’ lives – from education to family relationships – are mediated by information communication technologies, that may have broad and ambiguous influence on students mental health. What is undoubtedly that youth mental health can no longer be considered without touching on the digitalization, including in education.ObjectivesThe current study aims to point up positive and negative examples of intersection of education digitalization and mental health of modern youth.MethodsTheoretical analysis of research publications and conceptualization of practical applications in education mediated by digital technologies.ResultsA striking example of the negative impact of total digitalization of education was the sharp deterioration in mental health in the context of the transition to fully distant learning in conditions of the spread of coronavirus infection. Positive education as teaching form for both traditional skills and positive functioning and happiness provides a broad opportunities to combine the concepts of positive psychology with cutting-edge high-tech education approaches.ConclusionsDigitalization of modern education can be accompanied by both mental health risks and new opportunities. Mental health support can be based on finding information about good functioning, learning and participating in community activities that are provided through websites and mobile applications. The reported study was funded by the Russian Foundation for Basic Research, project number 18-29-22049.
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McAllister, Margaret, Cathie Withyman, and Bruce Allen Knight. "Facilitation as a vital skill in mental health promotion: findings from a mixed methods evaluation." Journal of Mental Health Training, Education and Practice 13, no. 4 (July 9, 2018): 238–47. http://dx.doi.org/10.1108/jmhtep-05-2017-0036.
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PurposeThe implementation of mental health promotion is a core part of the role for all mental health professionals. This involves working with individuals and groups to facilitate the uptake and application of new knowledge, skills and personal attributes. Recently, an Australian intervention that included teaching nurses and educators the skills of mental health promotion was implemented and evaluated. The purpose of this paper is to report the findings of the qualitative evaluation and explore specific attributes of this facilitation, which helps to clarify and articulate a hidden, and taken-for-granted practice.Design/methodology/approachA qualitative mixed-methods study was designed to evaluate the perceived skills and attributes necessary for effective facilitation of a mental health promotion program in schools.FindingsThis evaluation revealed that facilitation is more than simply allowing free-flowing discussion amongst participants. For mental health promotion to be effective, the leader needs to be able to balance content delivery with flexibility, to use interpersonal behaviors that support and empower, and be willing to see the self as always learning and growing.Practical implicationsWithout explicit training or discussion of facilitation, it is possible that mental health professionals may slip into teaching didactically. Didactic teaching may not empower learners to articulate their own views, or internalize and demonstrate new skills. A facilitative approach is more fitting to the values of twenty-first-century health promotion. Facilitation is a skill that deserves to be taught explicitly within all mental health promotion courses, so that mental health professionals are inspired to teach in ways that are transactional, and empowering.Originality/valueA facilitative approach is more fitting to the values of twenty-first-century health promotion. This study confirms that facilitation is a skill that deserves to be taught explicitly to all mental health professionals so they are inspired to implement effec"tive mental health promotion.
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Zhang, Jiaxin, and Wei Fang. "Study on the Role of College Sports Games and Taekwondo Teaching Based on Information Health." Applied Bionics and Biomechanics 2022 (April 4, 2022): 1–6. http://dx.doi.org/10.1155/2022/2873759.
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Sports games and taekwondo have hitherto been core facets in colleges and university physical education curricula. This owes to the significant benefits derived from the duo, especially with the increase in sedentary lifestyles, resulting in dreaded repercussions when strenuous exercise is not brought into play. Taekwondo is a type of martial art known to have originated from Korea but has now gained popularity internationally. Some of the known benefits of taekwondo are reducing stress and improving cardiovascular system (CVS) physiology. On the other hand, sports games also help immensely in the physiological and mental health of college and university students. For instance, outdoor games are essential in the pulmonary system as indoor games are for mental health. The purpose of this study is to investigate the role of sports games and taekwondo teaching in colleges and universities. The prospective study was conducted on a sample of 195 students. Both qualitative and quantitative data were collected by random means. The data collected was then analyzed to find the type of distribution. The results indicated a normal distribution with a resultant bell curve. The central tendency and dispersion were calculated. A high level of decision-making, confidence, and fitness was noted in students practicing these activities in their colleges and universities vis-à-vis those who do not. Sports and taekwondo increase the level of training, which enhances the skeletal system to take up and utilize lipids. This process reduces the level of plasma lipids, thus preventing chronic health conditions like obesity and diabetes. In conclusion, sports and taekwondo are essential in maintaining a healthy standard and should always be incorporated into the college and university curriculum.