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Psychological Interventions Module > Promotion of Mental Health > Flashcards

Promotion of Mental Health Flashcards

1
Q

Mental Wellbeing definiton - WHO 2011

A

A state of well being in wihch the individual realizes his or her own abilities & can cope w th e normal stresses of life - can work productively and = able to make a contribution to his or her own community

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2
Q

Mental health promotion v mental illness prevention - WHO

A

Says there:
= distinct but overlapping aims
= MHP interventions = relevant to MIP

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3
Q

What is the diff between MHP & MIP?

A

The scope for MHP = wider
- Target of intervention
- Target audience
- Requires actions across many diff ways

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4
Q

Mental Health Promotion can….?

A
  • Strengthen Individuals
  • Strengthen Communities
  • Reduce “structural barriers” to MH
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5
Q

Why is mental health important?

A

Health proffesionals and health planners = too preoccupoed w the immediate problems of those who have disease to be able to pay attentionto the needs of those who are “well” (WHO 2005)

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6
Q

Why does mental health have intrinisc value to society?

A
  • Essential for well being & quality of life
  • Important for functioning
  • Contributes to all aspects of human life (relationships, social cohesion & productivity)
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7
Q

The impact of better mental health ( Keyes 2005)

A

He divided the concept of mental health into:
1. FLourishing
2. Modeate Mental health
3. Languishing
4. Mental Disorders

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8
Q

Compared to flourishing adults, moderatley mentally healthy & languashing have:

A
  • Physcho - Social Impairenment (poorer r/s)
  • Physical health (e.g more cardiovascular disease)
  • Productivity ( e.g missed days at work)
    BUT correlational
  • Longer term evidence
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9
Q

Who are the target group for interventions to promote mental health?

A
  1. Children & adolescents
  2. Parents of young children
  3. Older individuals
  4. Individuals who have experienced trauma
  5. Those more at risk due to socio economic factors or env factors
  6. Individuals who already have a mental iillness
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10
Q

What did Kessler et al (2007) say ab children?

A

Mental illness usually starts in childhood and adolescents

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11
Q

What did Harrop & Trower (2001) say ab children?

A

Childhood = a time of remarkable turbulence and instibility
- friendship groups
- school env
- level of independence
- dynamic w parents / guardians

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12
Q

What results in long lasting negative impact of a mental illness AND long lasting positive impact of mental
health

A
  • Independence from parents and guardians
  • educational attainment
  • development of peer support networks
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13
Q

Keyes 2006 - said flourishing was most common in what group?

A

12-14 year olds

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14
Q

Keyes 2006 - said moderate mental health was most common in what group?

A

15-18 year olds

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15
Q

What else did keyes 2006 say?

A
  • Adolescents w/out MH = not always mentally healthy
  • Flourishing adolescents = founf to function bettwe
    than moderatly mentally healthy or languishing
    adolecents
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16
Q

As measures of mental health increased what else happened (keyes)

A

Conduct problems decreased ( arrests etc)
-Psychosocial functioning increased (self determination)

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17
Q

What are threaths to mental healths in older individuals?

A
  • Age discrimintaion
  • Barriers to participation in meaningful activities
  • Social inclusion
  • Poorer physical health
  • Poverty
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18
Q

What can promoting MH in older individual do… (according to Age Concern & Mental Health Foundation 2006)

A

1.Benefit each of us personally

2.Benefit society by maximinsing the conributions that older ppl can make

3.Benefit society by minimising costs of care related to poor mental health

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19
Q

APA defines SES (socio-economic status) as the social standing or class of an (1)_____ or (2)_____. It is often measured as a combination of (3)__________ ,(4) ______ and (5)___________

A
  1. individual
  2. group
  3. education
  4. income
  5. occupation
20
Q

What is lower SES status associated w (according to Mamot 2020)?

A

Poorer health outcomes

21
Q

What is lower SES status associated w (according to Hobel et al .,2017 & Macintyre et al 2018) ?

A

poorer mental health

22
Q

Do interventions already to reduce effects of pov and unltimatley inequality on mental health already exist?

A

Some effecrive interventions exist but less evidence regarding community based interventions and policy level interventions (Wahlbeck et al 2017)

23
Q

The general pop = according to keyes - what % of adults are in the flourishing group

A

18% - so over 80% will benefit from increased mental health

24
Q

Interventions to promote mental health - Macro ?

A

Large scale interventions - supportive environments, public policy & public health campaigns

25
Q

meso & micro interventions to promote MH?

A
  • smaller communites: families & individuals
    • Early stage of life - midwife visits during pregnancy
    • Pre-school education and psychological interventions
    • School based interventions
    • Unemployment interventions
    • Stress prevention workplace programmes
26
Q

What was Meilstrup et al (2020) aim?

A

To investigate socio-economic status, emotional symptoms, self efficacy & social competence

27
Q

Who were Meilstrup et al (2020) ppts?

A

3969 adolescents ages 11-15

28
Q

What was Meilstrup et al (2020) design?

A

Cross sectional

28
Q

What was Meilstrup et al (2020) results?

A

Lower SES adolescents had higher rates of emotional symptoms and lowere levels of self efficacy and social competence

29
Q

What did Meilstrups results suggest?

A

If we can increases self-efficacy and soical competance - we may be able to break the link between SES and emotional symptoms

30
Q

Who was the Perry Pre-School Project developed by?

A

Charles Eugene Beatty (school president) and psychologist David Weikart

31
Q

What was the Perry Pre-School project?

A

Landmark study that changed the trajectory of early years education

32
Q

What was the aim of the Perry Pre-School project?

A

To improve disadvantaged children’s capacity for future success in school and in life by promoting young children’s intellectual, soical and physical development

33
Q

Who were th ppts in the Perry Pre-School Project?

A

123 AFrican AMerican pre school students aged 3-4 = living in poverty and assessed to be at high risk of school failure - 58 were enterd into the preschool programme

34
Q

What were the Project Component of the Perry Pre-School Project?

A

Daily 2 1/2 hour classroom session & weekly 1 1/2 hour home visit for each child over 1 years olds

Cog & social skills supported through = individual teaching and learning - A key feature of the cirriculum = active learning - children = sipported to initiate their own play & activites

35
Q

What was the Perry Pre-School Project results? - (Schweinhart & Weikart 1993) - by age 27

A

At age 27 - children who had experiencced the programme:
- Completed more schooling
- Commited fewer crimes
- Had higher rates of employment
- Earned a higher income

              - Financially the programme had achieved a 
               return of $7.16 for every dollor invested
         
             - Financial benfits = mainly accrued in form of 
              decreased welfare and criminal justice costs                             
              & higher earnings
36
Q

What was the Perry Pre-School Project results? - (Schweinhart 2005) - by age 40

A
  • Fewer teenage pregnancies
  • More likely to have graduated from high school
  • More likely to hold a job and have higher earning
  • Commited fewer crimes
  • More likely to have their own home & car
  • Financiall the programme = achived a return of more than $17 for every dollor invested
37
Q

What are the limitations of taking a school approach?

A
  • Quality if evidence has been apprased and low to moderate w many studies having methodological issues
  • Most studies tenf to be short term w little long term follow up
  • Gaps in teacher learning and support can create problems w proramme delivery
  • Whole school approaches which involve diff levels of school personnel, wider communities and other agencies and last for at least a year
38
Q

Interventions at the workplace?

A

w/p = good setting for interventions - most adults of working age = in employment so potential coverage = high

39
Q

What are the costs associated w poor mental health in the workplace (IN WALES)? according to Friedili & Parsonage 2009)?

A

£1.2billion a year
- Sickness absence
- Reduced productivity due to presentsim
- Increased staff turnover

40
Q

What may interventions in the workplace do?

A
  • increase recognition of employers that MH =
    important
  • prevent MH prob which are work related
  • conduct awareness training for line managers and MH first aiders
  • offer better access to help
  • offer effective rehabilitation for indic who need to take
    time off
41
Q

Eval of workplace interventions?

A

Health crae professionlas report higher levels of sickness absence, dissatisfaction, distress and ‘brunout’ at work

42
Q

What about the ‘whole system’ approach?

A

= suggested as a successful method for improving staff wellbeing

= These involve identification and response to local need, engagment of staff at all levels & involvement & training of management

43
Q

Evaluative research of whole system app? - method?

A

Systematic reviews of 11 studies to assess interv whioch used a whole system app to improving the health and wellbeing of care workers

44
Q

Evaluative research of whole system app? - results?

A

All studies = partly effective, involvement & clear leadership if managment & flexible interventions to encourage employee engagment = particularly important for the success of interventions

45
Q

What is the school place intervention?

A
  • A school based intervention which = aimed to reduce stigma & promote mental health in adolescents
  • Compared a contact and education intervention w an education aloone intervention

HYPOTHESIS = Contact & Education combined will = better than education alone

Psychological Interventions Module (9 decks)

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