Efficacy of integrated islamic interventions on mental health of Pakistani patients: A systematic review

Nurses suffering in silence: Addressing the stigma of mental health in nursing and healthcare.

BackgroundSchools have a major role in promoting children’s physical and psychological health and well-being and the mental health literacy of all key stakeholders, especially teachers, is critical to achieving this goal. Teachers’ knowledge and beliefs about psychological problems influence the way they deal with their students’ mental health issues. This study is a preliminary investigation evaluating the effectiveness and feasibility of a School Mental Health Programme (SMHP) developed by the World Health Organization’s Eastern Mediterranean Regional Office (WHO-EMRO) in improving mental health literacy and self-efficacy among school teachers in an inner-city area of urban Lahore.MethodsTeachers were randomly assigned to 3 days standardized WHO-EMRO School Mental Health Manual based Intervention (n = 118) or to a wait list delayed intervention control group (n = 113). Teachers were assessed pre and post training and at 3 months follow up using measures for mental health literacy (Primary outcome) and self-efficacy. School Heads completed the WHO School Psychosocial Profile and students reported socioemotional skills and psychological problems using Strengths and Difficulties questionnaire at baseline and 3 months post intervention.ResultsCompared with waitlist group, teachers in intervention group presented a significant increase in mental health literacy (F2,181 = 8.92; P < 0.001), as well as better teacher’s self-efficacy in classroom management and student engagement (F2,181 = 16.45; P ≤ 0.000 and F2,181 = 4.65; P ≤ 0.011, respectively). Increase confidence in helping students with mental health problems was also noted in the intervention arm (F2,181 = 15.96 P ≤ 0.000). Improvement in overall school environment was also found. No statistical difference in the emotional and behavioural difficulties in students was noticed at 3 months.ConclusionThis study is one of the first preliminary investigation of WHO-EMRO school mental health intervention in Pakistan. The study showed that intervention led to significant improvement in mental health literacy and self-efficacy among teachers, which was largely sustained over time. Despite a major limitation of lack of clustering and likely contamination affecting follow up outcomes, the study showed promising results in the context of mental health promotion, prevention and early intervention in schools in Lahore, Pakistan. A larger cluster randomised trial is justified, given the level of participant engagement and acceptability by schools.Trail Registration: ClinicalTrials.gov registry (NCT02937714) Registered 13th October 2016, https://register.clinicaltrials.gov.

Opportunities in mental health services research.

The objective of this scoping review is to map the literature describing couple- and family-oriented interventions and outcomes to prevent mental health problems and promote mental health. Literature involving couple- and family-focused mental health interventions has gained increased attention over the past two decades, yet little is known about the efficacy of these interventions for promoting mental health and preventing mental disorders. Despite recognition that the most sustainable method for reducing the increasing burden of mental disorders is primary prevention, there has been no systematic investigation of relevant couple- and family-focused interventions. This scoping review will consider studies that include couples or multiple family members who have participated in couple- and family-focused interventions aimed at primary prevention of mental disorders and promotion of mental health. This study will include experimental, quasi-experimental, and observational study designs, as well as qualitative studies. Conference abstracts, posters, editorials, commentaries, and opinion papers will be excluded. Multiple databases will be searched, including PubMed (MEDLINE), CINAHL, ERIC, PsycINFO (via EBSCO), Web of Science, Scopus, and Research Information Sharing Service (RISS). Trial registers and gray literature will also be searched. Two independent reviewers will screen the abstract/title of retrieved citations using inclusion and exclusion criteria. After screening titles and abstracts of identified citations, relevant studies will be retrieved in full. Using a data extraction instrument developed specifically for this review, eligible studies will be extracted and presented in diagrammatic or tabular form, accompanied by a narrative summary.

Policy Recommendations to Promote Integrated Mental Health Care for Children and Youth.

Mental Health and Psychosocial Support (MHPSS) needs among First Nation peoples in South America, Central America, Mexico, and the Spanish-speaking Caribbean are critical, yet often overlooked aspects of public health. This paper explores the multifaceted MHPSS needs of these communities, emphasizing how historical and contemporary factors significantly influence their mental and psychosocial health outcomes. Colonization, cultural dislocation, systemic discrimination, and socioeconomic challenges have created a complex landscape for mental and psychosocial health that necessitates a culturally sensitive and community-driven approach to MHPSS. The diverse cultural contexts of First Nation communities across these regions are examined, revealing unique traditions, languages, and belief systems that shape their understanding of mental and psychosocial health and well-being. These cultural elements play a crucial role in community resilience and coping strategies. However, the persistent impacts of colonization, including loss of land, language, and identity, continue to contribute to a high prevalence of mental and psychosocial health disorders, such as depression and anxiety. Additionally, the stigma surrounding mental and psychosocial health issues often prevents individuals from seeking help, exacerbating their struggles. The paper further highlights the importance of integrating traditional healing practices, appropriate native language use, and community-based approaches into MHPSS initiatives. By valuing local knowledge and involving community leaders and healers, interventions can be more effective and acceptable to Indigenous populations. Case studies from various communities are leveraged to illustrate successful MHPSS programs that respect cultural values while addressing contemporary mental health needs. The role of policy frameworks in supporting the MHPSS needs of First Nation peoples is discussed. Advocacy for appropriate funding, resources, and legislation is essential to ensure that mental and psychosocial health services are accessible and culturally and linguistically appropriate. The intersectionality of gender, age, and socioeconomic status within these communities also demands careful consideration, as different groups may experience unique pressures and challenges. In summary, addressing the MHPSS needs of First Nation peoples in South America, Central America, Mexico, and the Spanish-speaking Caribbean requires a holistic understanding of their cultural, historical, and social contexts. By fostering collaboration between governments, Indigenous leaders, and mental and psychosocial health professionals, effective solutions can be developed, leading to improved mental and psychosocial health outcomes and the promotion of cultural well-being within these communities. This paper underscores the urgency of tailored MHPSS strategies that honor First Nation identities while promoting healing and resilience.

Meeting the UN Sustainable Development Goals for mental health: why greater prioritization and adequately tracking progress are critical.

The importance of mental health considerations for critical care burns patients.

In 2004, the American Academy of Pediatrics (AAP) Board of Directors formed the Task Force on Mental Health and charged it with developing strategies to improve the quality of child and adolescent mental health* services in primary care. The task force acknowledged early in its deliberations that enhancing the mental health care that pediatricians and other primary care clinicians† provide to children and adolescents will require systemic interventions at the national, state, and community levels to improve the financing of mental health care and access to mental health specialty resources. Systemic strategies toward achieving these improvements are the subject of other publications of the task force: “ Strategies for System Change in Children's Mental Health: A Chapter Action Kit ” (chapter action kit),1 “Improving Mental Health Services in Primary Care: Reducing Administrative and Financial Barriers to Access and Collaboration,”2 and “Enhancing Pediatric Mental Health Care: Strategies for Preparing a Community.”3 The task force also recognized that enhanced mental health practice will require competencies not currently achieved by many primary care clinicians; in the policy statement “The Future of Pediatrics: Mental Health Competencies for Pediatric Primary Care,”4 the task force collaborated with the AAP Committee on Psychosocial Aspects of Child and Family Health to outline these competencies and propose strategies for achieving them. This report offers strategies for preparing the primary care practice itself for provision of enhanced mental health care services. The task force proposes incrementally applying chronic care principles to the care of children with mental health and substance abuse problems as primary care clinicians apply them to the care of children with chronic medical conditions such as asthma. Most primary care clinicians will find that significant gaps exist between their current practice and the proposed ideal. The task force offers guidance in … Address correspondence to Jane Meschan Foy, MD, Department of Pediatrics, Wake Forest University School of Medicine, Medical Center Blvd, Winston-Salem, NC 27157. E-mail: jmfoy{at}wfubmc.edu

Risks, roles and responsibilities: Evaluating falls in inpatient mental healthcare settings for older people

Global pandemic perspectives: public health, mental health, and lessons for the future

Differences in HIV Care Between Patients With and Without Severe Mental Illness

Rx Exercise: Physical Activity Is Good Medicine

The COVID-19 pandemic has taken a significant mental and emotional toll on critical care nurses. High patient acuity, staffing shortages, and increased care needs both in the hospital and in the community are contributing to increases in depression, anxiety, and overall burnout. Nurses who perceive, internalize, anticipate, and experience stigma may be hesitant to engage in mental health care and self-stewardship. Resultingly, stigma is a detriment to the mental health and overall well-being of critical care nurses. The American Nurses Association recognizes this stigma and is committed to dismantling stigma as a barrier to mental health care. Nurses may fear social and professional consequences associated with receiving mental health care. Nursing leaders and organizations can take steps to reduce stigma related to mental health care and support self-stewardship among critical care nurses.

Mitigating the Impact of Coronavirus Disease-2019 on Child and Family Behavioral Health: Suggested Policy Approaches