Universal mental health promotion
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Transcript of Universal mental health promotion
Universal mental health promotion to
tackle bullying, behavioural problems
and big issues
SARAH HILES, Ellen Newman, Gavin Hazel
Dr Sarah Hiles
Senior Project Officer
Response Ability Teacher Education Initiative
Hunter Institute of Mental Health
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Outline
• “Big issues”
• What is mental health?
• How does mental health relate to “Big Issues”?
• Why promote mental health?
• How to promote mental health?
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“Big issues”
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Issues of concern for young people
• Top three concerns in Mission Australia survey
– Coping with stress
– School/study problems
– Body image
• Top three values
– Friendship
– Family relationships
– School or study satisfaction
Ivancic et al. 2014; Perrens et al. 2013
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National student issues
% reporting
Stress 33%
Bullying/mean to others 33%
Body image concerns 31%
Depression/feeling down 3-21%
Get into trouble 21%
Alcohol misuse in week prior 1% (13yrs) - 18.5% (18yrs)
ADHD 11%
Poor family relationships 8%
Social problems 5%
Aggressive behaviour 5%
Conduct disorder 3%
In the classroom:
• Inattention
• Poor information retention,
academic performance
• Low confidence
• Disruptive behaviour
• Lack of school engagement
Bernard et al. 2007; NSMHW, 2007; Perrens et al. 2013; Sawyer et al. 2001; White et al. 2012
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Concerns about student behaviour
• Pre-service and early career teachers are concerned about mental ill-
health and other negative behaviour in their school students
– Bullying
– Disruptive behaviour
– Having strategies to deal with these issues
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Barriers to inclusion in pre-service training
• Time; crowded curriculum
• Difficult to teach, insufficient (Australian) content
• Supportive in principle vs. taking action
• Specific issues in the university student’s workplace are unknown
Not bother? Look for a
common element
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Mental health: a core part of big issues
Mental health
Bullying Body image Behavioural
problems
Alcohol and other drug
misuse Violence
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What is mental health?
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What is mental health and mental ill-health?
“…a state of well-being in which the individual realizes his or her own
abilities, can cope with the normal stresses of life, can work productively
and fruitfully, and is able to make a contribution to his or her community.” (WHO, 2004, p. 12)
• Mental health
= positive capacity
= social and emotional wellbeing
= behaviour, thoughts and emotions
≠ mental ill-health
≠ happiness
…spectrum of
problems that interfere
with an individual’s
cognitive, social and
emotional abilities
including both ‘mental
health problems’ and
‘mental illnesses’
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What does mental health look like?
Personal development
Positive and respectful
relationships Identify, manage and
understand emotion
Communication Solve problems,
make decisions,
take responsibility
Set goals
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How does mental health relate to “Big Issues”?
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Poor mental health and big issues
Poor mental health
Bullying Body image Behavioural
problems
Alcohol and other drug
misuse Violence
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Cycle generating risk of mental ill-health
Negative situations and consequences
Negative behaviour,
emotions and thoughts
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Good mental health for prevention and management
Good mental health
Bullying Body image Behavioural
problems
Alcohol and other drug
misuse Violence
Prevent or deal with
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Cycle generating mental health and positive
outcomes
Negative situations and consequences
Mental health, positive
coping, growth
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Why promote mental health?
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What is universal mental health promotion?
enhancing social,
emotional and
mental wellbeing;
quality of life
impact all
(vs. selective which
would target particular
people/groups)
Advantages across multiple
domains; multiple settings
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Mental health promotion
• Mental health promotion
• Mental ill-health prevention
• Mental ill-health early intervention
Pre-service teachers:
• Strategies to
promote mental
health
• Identify indicators
of mental ill-health
• Respond
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Population-level effects
?
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Population-level effects
?
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Population-level effects
?
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Why promote mental health?
Classroommanagement
Improved studentlearning
Improve mentalhealth and prevent
mental ill-health
Help communities
“Quality teaching”
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Why pre-service teachers?
Influence – nature of work;
skilled at communication,
transfer of knowledge and
relationships
Sustained engagement
Access to population
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What is mental health?
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How to promote mental health?
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What is universal mental health promotion?
enhancing social,
emotional and
mental wellbeing;
quality of life
impact all
(vs. selective which
would target particular
people/groups)
Promotion of mental health and
prevention of mental ill-health:
↑ protective factors
↓ risk factors
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Risk and protective factors
• Risk factors
– Internal characteristics or external situations that increase the
likelihood of mental ill-health
– Not causative
– Offset by protective factors (↓ chances of mental ill-health)
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Risk and protective factors
Community
School
Friends
Family
Child
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Risk and protective factors
Community
School
Friends
Family
Child
Child:
• Language and
communication skills
• Attachment
• Self-concept, sense of
mastery, self-awareness
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Risk and protective factors
Community
School
Friends
Family
Child
Family:
• Parenting styles
• Decision-making and
conflict resolution
• Parental health and
mental health
• Finances, employment
and housing
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Risk and protective factors
Community
School
Friends
Family
Child
Friends or social group:
• Social exclusion or
inclusion
• Group behaviour (e.g.,
pro-social behaviour)
• Communication
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Risk and protective factors
Community
School
Friends
Family
Child
School or centre:
• Management and
leadership
• Behaviour management
and supervision
• Physical environment
and safety
• Culture, values
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Risk and protective factors
Community
School
Friends
Family
Child
Community:
• Culture and values
• Social or cultural
discrimination
• Stigma
• Socio-economic factors
• Services
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Risk and protective factors
Community
School
Friends
Family
Child
Quality teachers influence
across multiple levels
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Six things for mental health training of pre-service
teachers
1. Positive self-expectations, sense of hope
2. Secure, positive, respectful relationships
3. Identify emotions, guidelines for behaviour
4. Good communication and social skills
5. Problem solving and decision-making skills
6. Goal setting; sense of autonomy
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How?
• Formal: curriculum, formal programs, policy
• Informal: attitudes, beliefs, approach, culture
Important for
pre-service
teachers
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CHILD framework
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Response Ability
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Take home
• Mental health promotion influences mental health and “big issues”
• Teachers and schools can promote mental health:
– Formally (through curriculum and policy)
– Informally (through attitudes and culture)
• Training in universal mental health approaches ensures:
– Teachers enter the workforce with a skill-set that they can adapt for
different classrooms across their professional career
– Best opportunity to influence and prepare a skilled workforce,
ensuring teacher quality
Response Ability Teacher Education initiative
wwww.responseability.org
Hunter Institute of Mental Health (02) 49246900