At the time of writing (mid-May 2020), mental health charities around the world have experienced an unprecedented surge in demand. At the same time, record-high numbers of people are turning to social media to maintain personal connections due to restrictions on physical movement. But organizations like the mental health charity Mind and even the UK Government have expressed concerns about the possible strain on mental health that may come from spending more time online during COVID-19. These concerns are unsurprising, as debates about the link between heavy social media use and mental illness raged long before the pandemic. But our newly heightened reliance on platforms to replace face-to-face communication has created even more pressure for social media companies to heighten their safety measures and protect their most vulnerable users. To develop and enact these changes, social media companies are reliant on their content moderation workforces, but the COVID-19 pandemic has presented them with two related conundrums: (1) recent changes to content moderation workforces means platforms are likely to be less safe than they were before the pandemic and (2) some of the policies designed to make social media platforms safer for people's mental health are no longer possible to enforce. This Social Media + Society: 2K essay will address these two challenges in depth.
Abstract Background This paper is a part of the work of the group that carried out the report "The state of the mental health in Europe" (European Commission, DG Health and Consumer Protection, 2004) and deals with the mental health issues related to the migration in Europe. Methods The paper tries to describe the social, demographical and political context of the emigration in Europe and tries to indicate the needs and (mental) health problems of immigrants. A review of the literature concerning mental health risk in immigrant is also carried out. The work also faces the problem of the health policy toward immigrants and the access to health care services in Europe. Results Migration during the 1990s has been high and characterised by new migrations. Some countries in Europe, that have been traditionally exporters of migrants have shifted to become importers. Migration has been a key force in the demographic changes of the European population. The policy of closed borders do not stop migration, but rather seems to set up a new underclass of so-called "illegals" who are suppressed and highly exploited. In 2000 there were also 392.200 asylum applications. The reviewed literature among mental health risk in some immigrant groups in Europe concerns: 1) highest rate of schizophrenia; suicide; alcohol and drug abuse; access of psychiatric facilities; risk of anxiety and depression; mental health of EU immigrants once they returned to their country; early EU immigrants in today disadvantaged countries; refugees and mental health Due to the different condition of migration concerning variables as: motivation to migrations (e.g. settler, refugees, gastarbeiters); distance for the host culture; ability to develop mediating structures; legal residential status it is impossible to consider "migrants" as a homogeneous group concerning the risk for mental illness. In this sense, psychosocial studies should be undertaken to identify those factors which may under given conditions, imply an increased risk of psychiatric disorders and influence seeking for psychiatric care. Comments and Remarks Despite in the migrants some vulnerable groups were identified with respect to health problems, in many European countries there are migrants who fall outside the existing health and social services, something which is particularly true for asylum seekers and undocumented immigrants. In order to address these deficiencies, it is necessary to provide with an adequate financing and a continuity of the grants for research into the multicultural health demand. Finally, there is to highlight the importance of adopting an integrated approach to mental health .
Abstract The goal of this paper is to both understand and depathologize clinically significant mental distress related to criminalized contact with psychoactive biotic substances by employing a framework known as critical political ecology of health and disease from the subdiscipline of medical geography. The political ecology of disease framework joins disease ecology with the power-calculus of political economy and calls for situating health-related phenomena in their broad social and economic context, demonstrating how large-scale global processes are at work at the local level, and giving due attention to historical analysis in understanding the relevant human-environment relations. Critical approaches to the political ecology of health and disease have the potential to incorporate ever-broadening social, political, economic, and cultural factors to challenge traditional causes, definitions, and sociomedical understandings of disease. Inspired by the patient-centered medical diagnosis critiques in medical geography, this paper will use a critical political ecology of disease approach to challenge certain prevailing sociomedical interpretations of disease, or more specifically, mental disorder, found in the field of substance abuse diagnostics and the related American punitive public policy regimes of substance abuse prevention and control, with regards to the use of biotic substances. It will do this by first critically interrogating the concept of "substances" and grounding them in an ecological context, reviewing the history of both the development of modern substance control laws and modern substance abuse diagnostics, and understanding the biogeographic dimensions of such approaches. It closes with proposing a non-criminalizing public health approach for regulating human close contact with psychoactive substances using the example of cannabis use.
BackgroundNational guidelines are being produced at an increasing rate, and politicians and managers are expected to promote these guidelines and their implementation in clinical work. However, research seldom deals with how decision-makers can perceive these guidelines or their challenges in a cultural context. Therefore, the aim of this study was twofold: to investigate how well Promoting Action on Research Implementation in Health Services (PARIHS) reflected the empirical reality of mental healthcare and to gain an extended understanding of the perceptions of decision-makers operating within this context, in regard to the implementation of evidence-based guidelines.MethodsThe study took place in the southeast of Sweden and employed a qualitative design. The data were collected through 23 interviews with politicians and managers working either in the county council or in the municipalities. The transcribed text was analysed iteratively and in two distinct phases, first deductively and second inductively by means of qualitative content analysis.ResultsOur deductive analysis showed that the text strongly reflected two out of three categorisation matrices, i.e. evidence and context representing the PARIHS framework. However, the key element of facilitation was poorly mirrored in the text. Results from the inductive analysis can be seen in light of the main category sitting on the fence; thus, the informants' perceptions reflected ambivalence and contradiction. This was illustrated by conflicting views and differences in culture and ideology, a feeling of security in tradition, a certain amount of resistance to change and a lack of role clarity and clear directions. Together, our two analyses provide a rich description of an organisational culture that is highly unlikely to facilitate the implementation of the national guidelines, together with a distrust of the source behind such guidelines, which stands in stark contrast to the high confidence in the knowledge of experienced people in authority within the ...
National guidelines are being produced at an increasing rate, and politicians and managers are expected to promote these guidelines and their implementation in clinical work. However, research seldom deals with how decision-makers can perceive these guidelines or their challenges in a cultural context. Therefore, the aim of this study was twofold: to investigate how well Promoting Action on Research Implementation in Health Services (PARIHS) reflected the empirical reality of mental healthcare and to gain an extended understanding of the perceptions of decision-makers operating within this context, in regard to the implementation of evidence-based guidelines.
Published twice a year, December and June, by the English Department FBS Universitas Negeri Padang. This journal contains articles on language, linguistics, literature, and learning. Articles can be in English or Indonesian, while abstracts of 100 - 200 words must be written in English and Indonesia. Articles can be analysis, study, theory application, research report, material development, or book review. First published in December 2007. Beginning in December 2016 Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa has become a peer-reviewed online journal.Table of Contents 105-115 Error analysis on Indonesian to Chinese translation of Indonesian studentsRika Limuria 116-126 The use of information gap activities in teaching speaking (Classroom action research at SMK)Andri Devrioka 127-136 The systemic functional linguistics: the appropriate and inappropriate use of cohesive devices in students' academic textM. Affandi Ariyanto, Refnaldi, Rusdi Noor Rosa 137-148 Translation techniques in Taj: Tragedi di balik tanda cinta abadi novelNur Rosita 149-160 From recount to narrative: Developing writing skills and gaining confidenceYenni Rozimela 161-171 An analysis of speaking fluency level of the English Department students of Universitas Negeri Padang (UNP)Salam Mairi 172-181 Words and sentences production of elementary school students at grade iii, iv, and v: A case study at SDN 09 Air Tawar Barat PadangZul Amri 182-193 Bilingualism and bilingual experiences: A case of two Southeast Asian female students at Deakin UniversityLeni Marlina 194-205 The rise of national plus school in Indonesia – education for parents and governmentIndra Rinaldi & Yam Saroh 206-214 Mental processes in the stories of humansofny's instagram account: bonding humans through languageYanisha Dwi Astari
Abstract Background Population level data regarding the general mental health status, and the socio-demographic factors associated with the mental health status of adolescents in Australia aged 12–16 years is limited. This study assessed prevalence of mental health problems in a regional population of Australian students in Grades 7–10, and investigated associations between mental health problems and socio-demographic factors. Methods A web-based survey was conducted in 21 secondary schools located in disadvantaged local government areas in one regional local health district of NSW Australia. Mental health problems were measured using the youth self-report Strengths and Difficulties Questionnaire (SDQ) total SDQ score and three subscale scores (internalising problems, externalising problems and prosocial behaviour). Associations between each SDQ outcome and student socio-demographic characteristics (age, gender, Aboriginal and/or Torres Strait Islander Status, remoteness of residential location and socio-economic disadvantage) were investigated. Results Data are reported for 6793 students aged 12–16 years. Nineteen percent of participants scored in the 'very high' range for the total SDQ, 18.0 % for internalising problems, 11.3 % for externalising problems and 8.9 % for prosocial behaviour problems. Gender and Aboriginal status were associated with all four SDQ outcomes, while age was associated with two, excluding externalising problems and prosocial behaviour. Aboriginal adolescents scored higher for mental health problems than non-Aboriginal adolescents for all four SDQ outcomes. Females scored higher than males for total SDQ and internalising problems, with mean difference greatest at age 15. Males scored higher for externalising problems and lower for prosocial behaviour than females. Conclusions The finding that mental health problems significantly varied by age, gender and Aboriginality may suggest a need for tailored interventions for groups of adolescents with highest levels of mental health problems. Trial Registration ANZCTR ACTRN12611000606987. Registered 14/06/2011.
Abstract Background While decentralized and integrated primary mental healthcare forms the core of mental health policies in many low- and middle-income countries (LMICs), implementation remains a challenge. The aim of this study was to understand how the use of a common implementation framework could assist in the integration of mental health into primary healthcare in Ugandan and South African district demonstration sites. The foci and form of the services developed differed across the country sites depending on the service gaps and resources available. South Africa focused on reducing the service gap for common mental disorders and Uganda, for severe mental disorders. Method A qualitative post-intervention process evaluation using focus group and individual interviews with key stakeholders was undertaken in both sites. The emergent data was analyzed using framework analysis. Results Sensitization of district management authorities and the establishment of community collaborative multi-sectoral forums assisted in improving political will to strengthen mental health services in both countries. Task shifting using community health workers emerged as a promising strategy for improving access to services and help seeking behaviour in both countries. However, in Uganda, limited application of task shifting to identification and referral, as well as limited availability of psychotropic medication and specialist mental health personnel, resulted in a referral bottleneck. To varying degrees, community-based self-help groups showed potential for empowering service users and carers to become more self sufficient and less dependent on overstretched healthcare systems. They also showed potential for promoting social inclusion and addressing stigma, discrimination and human rights abuses of people with mental disorders in both country sites. Conclusions A common implementation framework incorporating a community collaborative multi-sectoral, task shifting and self-help approach to integrating mental health into primary healthcare holds promise for closing the treatment gap for mental disorders in LMICs at district level. However, a minimum number of mental health specialists are still required to provide supervision of non-specialists as well as specialized referral treatment services.
Brunei's new mental health legislation was implemented on 1 November 2014. This is a much needed and long overdue development which has required significant multi-agency consultation and commitment. This paper describes how the 2014 Mental Health Order was prepared and provides a summary of its contents. The future direction and challenges facing its full implementation are discussed.
Abstract Background Mental, neurological and substance use disorders contribute to a significant proportion of the world's disease burden, including in low and middle income countries (LMICs). In this study, we focused on the health systems required to support integration of mental health into primary health care (PHC) in Ethiopia, India, Nepal, Nigeria, South Africa and Uganda. Methods A checklist guided by the World Health Organization Assessment Instrument for Mental Health Systems (WHO-AIMS) was developed and was used for data collection in each of the six countries participating in the Emerging mental health systems in low and middle-income countries (Emerald) research consortium. The documents reviewed were from the following domains: mental health legislation, health policies/plans and relevant country health programs. Data were analyzed using thematic content analysis. Results Three of the study countries (Ethiopia, Nepal, Nigeria, and Uganda) were working towards developing mental health legislation. South Africa and India were ahead of other countries, having enacted recent Mental Health Care Act in 2004 and 2016, respectively. Among all the 6 study countries, only Nepal, Nigeria and South Africa had a standalone mental health policy. However, other countries had related health policies where mental health was mentioned. The lack of fully fledged policies is likely to limit opportunities for resource mobilization for the mental health sector and efforts to integrate mental health into PHC. Most countries were found to be allocating inadequate budgets from the health budget for mental health, with South Africa (5%) and Nepal (0.17%) were the countries with the highest and lowest proportions of health budgets spent on mental health, respectively. Other vital resources that support integration such as human resources and health facilities for mental health services were found to be in adequate in all the study countries. Monitoring and evaluation systems to support the integration of mental health into PHC in all the study countries were also inadequate. Conclusion Integration of mental health into PHC will require addressing the resource limitations that have been identified in this study. There is a need for up to date mental health legislation and policies to engender commitment in allocating resources to mental health services.
El estudio tuvo como objetivos analizar como ocurre la enseñanza de Enfermería Psiquiátrica/ Salud Mental en los cursos públicos de enfermería existentes en el estado de São Paulo e investigar y analizar la práctica pedagógica de maestros responsables por las disciplinas del área. Fueron realizadas entrevistas con 12 maestros, cuya verificación se dio a través del análisis temática. Se trata de investigación cualitativa. Resultados evidenciaron que los maestros, en su mayoría, desconocen el Proyecto Político Pedagógico de los cursos de graduación en la que están insertos; método de enseñanza predominante tradicional, con deseo de cambios para uso de metodologías activas; contenidos de enseño de manera prioritaria con enfoque biologicista; apuntan también desvalorización de la profesión de maestro. A pesar de percibirse deseo de avances por parte de eses profesionales notase poca inversión en la formación pedagógica de los mismos ; This study aimed to examine the Psychiatric Nursing/Mental Health Education in public nursing courses in the State of São Paulo, Brazil, and investigate and analyze the educational practice of professors responsible for the disciplines in the area. Interviews were conducted with twelve professors, whose verification took place through thematic analysis. This is a qualitative research. Results show that the professors are, mostly, unaware of the Pedagogical Political Project of the undergraduate courses in which they are inserted, the teaching method is predominantly traditional with desire for changes to use active methods, the teaching content has a primarily biological focus and the devaluation of the profession of professor is also present. Although we can notice a desire for advances by these professionals, we see little investment in their educational training ; O estudo teve como objetivos analisar como ocorre o ensino de Enfermagem Psiquiátrica/ Saúde Mental nos cursos públicos de enfermagem existentes no estado de São Paulo e investigar e analisar a prática pedagógica de professores responsáveis por disciplinas da área. Foram realizadas entrevistas com 12 professores, cuja verificação deu-se através da análise temática. Trata-se de pesquisa qualitativa. Resultados evidenciaram que os professores, em sua maioria, desconhecem o Projeto Político Pedagógico dos cursos de graduação em que estão inseridos; método de ensino predominante tradicional, com desejo de mudanças para uso de metodologias ativas; conteúdos de ensino prioritariamente com enfoque biologicista; apontam também desvalorização da profissão de professor. Apesar de se perceber desejo de avanços por parte desses profissionais nota-se pouco investimento na formação pedagógica dos mesmos
Background Mental health advance directives support service users' autonomy and provide a voice in their care choices when they may not have capacity to give informed consent. New Zealand's Southern District Health Board has recently introduced advanced directives in mental health services. Method Completed advance directives (n = 53) and additional demographic data were accessed from clinical records. Analysis Each advance directive was read and analysed by three members of the research team. The advance directive instrument has eight possible fields which could be completed, covering such topics as who should be contacted in a crisis; people service users do, or do not, want involved in their treatment; what service users would, or would not like to have happen should they become unwell; management of personal affairs; other specific preferences; and provision of further relevant information. The number of preferences stated in each field was also calculated. Results The advance directives provided expressions of preferences which were personally meaningful for service users and provided practical guidance for clinicians. Service users expressed mainly positive preferences, though some expressed negative treatment preferences, and many service users expressed preferences relating to personal affairs. Friends, family members and clinicians were nominated as preferred contacts in a crisis. Conclusions Service users will engage with advance directives if supported to do so. This study's results should help promote the wider availability of advance directives in New Zealand and the current reform of our mental health legislation.
James Miles, "Historical Pageantry and Progressive Pedagogy at Canada's 1927 Diamond Jubilee Celebration,"1–26. Bruce Curtis, "Colonization, Education, and the Formation of Moral Character: Edward Gibbon Wakefield's A Letter from Sydney,"27–47. Gerald Thomson, "The Determination of the Intellectual Equipment Is Imperative: Mental Hygiene, Problem Children, and the History of the Provincial Child Guidance Clinic of British Columbia, 1932–1958,"48–78. Andrée Dufour, "Le métier d'institutrice indépendante francophone à Montréal, 1869 –1915, "79–89. Book Reviews/Comptes rendus Clermont Barnabé et Pierre Toussaint, L'administration de l'éducation : une perspective historique| Alexandre Beaupré-Lavallée, 91–93. Samira El Atia, dir., L'éducation supérieure et la dualité linguistique dans l'Ouest canadien. Défis et réalités |Phyllis Dalley, 93–96. David Aubin, L'élite sous la mitraille. Les normaliens, les mathématiques et la Grande Guerre 1900–1925 |Mahdi Khelfaoui, 96–98. Daniel Poitras, Expérience du temps et historiographie au XXe siècle — Michel de Certeau, François Furet et Fernand Dumont |Philippe Momège, 98–100. Alexandre Lanoix, Matière à mémoire. Les finalités de l'enseignement de l'histoire du Québec selon les enseignantE |Andrea Mongelós Toledo, 100–102. Roderick J. Barman, editor, Safe Haven: The Wartime Letters of Ben Barman and Margaret Penrose, 1940–1943 |Isabel Campbell, 102–104. Theodore Michael Christou, Progressive Rhetoric and Curriculum: Contested Visions of Public Education in Interwar Ontario |Kurt Clausen, 104–106. Elizabeth Todd-Breland, A Political Education: Black Politics and Education Reform in Chicago since the 1960s |Esther Cyna, 106–108. Christabelle Sethna and Steve Hewitt, Just Watch Us: RCMP Surveillance of the Women's Liberation Movement in Cold War Canada |Rose Fine-Meyer, 108–110. Brian Titley, Into Silence and Servitude: How American GirlsBecame Nuns, 1945–1965 |Jacqueline Gresko, 111–112. Randall Curren and Charles Dorn, Patriotic Education in a Global AgeandSam Wineburg, Why Learn History (When It's Already on Your Phone) |Lindsay Gibson, 113–117. Catherine Carstairs, Bethany Philpott, and Sara Wilmshurst, Be Wise! Be Healthy! Morality and Citizenship in Canadian Public Health Campaigns |Dan Malleck, 117–119. Raymond B. Blake and Matthew Hayday, editors,Celebrating Canada, Volume 2: Commemorations, Anniversaries, and National Symbols |Brenda Trofanenko, 119–121. 2018–2019 Reviewers for HSE-RHÉ /Les examinateurs de la RHÉ pour l'année 2018–2019 ; Table des matières Articles James Miles, "Historical Pageantry and Progressive Pedagogy at Canada's 1927 Diamond Jubilee Celebration,"1–26. Bruce Curtis, "Colonization, Education, and the Formation of Moral Character: Edward Gibbon Wakefield's A Letter from Sydney,"27–47. Gerald Thomson, "The Determination of the Intellectual Equipment Is Imperative: Mental Hygiene, Problem Children, and the History of the Provincial Child Guidance Clinic of British Columbia, 1932–1958,"48–78. Andrée Dufour, "Le métier d'institutrice indépendante francophone à Montréal, 1869 –1915, "79–89. Book Reviews/Comptes rendus Clermont Barnabé et Pierre Toussaint, L'administration de l'éducation : une perspective historique| Alexandre Beaupré-Lavallée, 91–93. Samira El Atia, dir., L'éducation supérieure et la dualité linguistique dans l'Ouest canadien. Défis et réalités |Phyllis Dalley, 93–96. David Aubin, L'élite sous la mitraille. Les normaliens, les mathématiques et la Grande Guerre 1900–1925 |Mahdi Khelfaoui, 96–98. Daniel Poitras, Expérience du temps et historiographie au XXe siècle — Michel de Certeau, François Furet et Fernand Dumont |Philippe Momège, 98–100. Alexandre Lanoix, Matière à mémoire. Les finalités de l'enseignement de l'histoire du Québec selon les enseignantE |Andrea Mongelós Toledo, 100–102. Roderick J. Barman, editor, Safe Haven: The Wartime Letters of Ben Barman and Margaret Penrose, 1940–1943 |Isabel Campbell, 102–104. Theodore Michael Christou, Progressive Rhetoric and Curriculum: Contested Visions of Public Education in Interwar Ontario |Kurt Clausen, 104–106. Elizabeth Todd-Breland, A Political Education: Black Politics and Education Reform in Chicago since the 1960s |Esther Cyna, 106–108. Christabelle Sethna and Steve Hewitt, Just Watch Us: RCMP Surveillance of the Women's Liberation Movement in Cold War Canada |Rose Fine-Meyer, 108–110. Brian Titley, Into Silence and Servitude: How American GirlsBecame Nuns, 1945–1965 |Jacqueline Gresko, 111–112. Randall Curren and Charles Dorn, Patriotic Education in a Global AgeandSam Wineburg, Why Learn History (When It's Already on Your Phone) |Lindsay Gibson, 113–117. Catherine Carstairs, Bethany Philpott, and Sara Wilmshurst, Be Wise! Be Healthy! Morality and Citizenship in Canadian Public Health Campaigns |Dan Malleck, 117–119. Raymond B. Blake and Matthew Hayday, editors,Celebrating Canada, Volume 2: Commemorations, Anniversaries, and National Symbols |Brenda Trofanenko, 119–121. 2018–2019 Reviewers for HSE-RHÉ /Les examinateurs de la RHÉ pour l'année 2018–2019
My paper will outline a professional development module that aims to enable primary care staff to develop a critical awareness of the nature of mental health issues and needs in primary care contexts. This module has run since 2009 and a variety of professionals from primary care have completed it. To provide opportunities for students to develop their knowledge and skills for working with people who have mental health issues their, families and communities in primary care settings. My presentation will provide the background to the module development and overview of the module. This educational provision supports the current Irish mental health agenda to re-orientate health care to local settings. A Vision for Change (DOH & C 2006) provides a comprehensive blueprint for the development of responsive and dynamic mental health services for all in Ireland. This policy document emphasis the role primary care can have in addressing the mental health care needs of the local population. It is estimated that GP's may seen about 60% of those who are experiencing mental health difficulties (Wright & Russell, 2007) and there is increasing support for providing mental health care in primary care settings. This module addresses the need for mental health education for primary health care staff in Ireland. This module adopts a student centred approach throughout. Its content includes overview of mental illness, mental health promotion, introduction to psychological therapeutic approaches. In addition the impact of mental illness on individuals and families is addressed. A variety of lecturers/speakers from both academic and clinical settings participates. References Kierans J & Byrne M ( 2010) A potential model for primary care mental health services in Ireland. Ir J Psych Med 2010; 27(3): 152-156. • Government of Ireland (2006) A Vision for Change Report of the Expert Group on Mental Health Policy. Government Publications Office, Dublin. • Wright B & Russell V (2007) Integrating mental health and primary ...
Abstract Background Robust health systems are required for the promotion of child and adolescent mental health (CAMH). In low and middle income countries such as Uganda neuropsychiatric illness in childhood and adolescence represent 15–30 % of all loss in disability-adjusted life years. In spite of this burden, service systems in these countries are weak. The objective of our assessment was to explore strengths and weaknesses of CAMH systems at national and district level in Uganda from a management perspective. Methods Seven key informant interviews were conducted during July to October 2014 in Kampala and Mbale district, Eastern Uganda representing the national and district level, respectively. The key informants selected were all public officials responsible for supervision of CAMH services at the two levels. The interview guide included the following CAMH domains based on the WHO Assessment Instrument for Mental Health Systems (WHO-AIMS): policy and legislation, financing, service delivery, health workforce, medicines and health information management. Inductive thematic analysis was applied in which the text in data transcripts was reduced to thematic codes. Patterns were then identified in the relations among the codes. Results Eleven themes emerged from the six domains of enquiry in the WHO-AIMS. A CAMH policy has been drafted to complement the national mental health policy, however district managers did not know about it. All managers at the district level cited inadequate national mental health policies. The existing laws were considered sufficient for the promotion of CAMH, however CAMH financing and services were noted by all as inadequate. CAMH services were noted to be absent at lower health centers and lacked integration with other health sector services. Insufficient CAMH workforce was widely reported, and was noted to affect medicines availability. Lastly, unlike national level managers, lower level managers considered the health management information system as being insufficient for service planning. Conclusion Managers at national and district level agree that most components of the CAMH system in Uganda are weak; but perceptions about CAMH policy and health information systems were divergent.
