Competent Mental Health Research Articles

Can mental health competence reduce the higher risk of smoking initiation among teenagers with parents who smoke?

BackgroundParental smoking strongly influences adolescent smoking, yet few studies have examined factors that may protect against this. We investigated whether skills-based components of positive mental health (‘mental health competence’, MHC) modified the association between parental and teenager smoking, in the UK-representative Millennium Cohort Study (approximately 18 000 children, born 2000–02; analytic sample: n = 10 133).MethodsCohort members (CMs) reported at 14 years (y) whether they had ever smoked cigarettes. A dichotomized variable indicated whether one/both parents smoked when CMs were 11 y. A four-class latent MHC measure captured learning skills and prosocial behaviours at 11 y: High, High–Moderate, Moderate, Low. We examined effect measure modification (on the additive scale) by comparing risk differences (RDs) for CM smoking according to parental smoking, within each MHC class. We then estimated RDs for CM smoking according to combinations of parental smoking and MHC. Analyses accounted for confounding, sample design, attrition and item missingness.ResultsCMs were more likely to smoke cigarettes if their parent(s) smoked (27%) than CMs with no parent(s) who smoked (11%; RD: 16%). When stratified by MHC, RDs were stronger for low MHC (21%; 95% CI 11–31%) than other MHC classes (ranging: 7–11%). Compared to CMs with high MHC and non-smoker parents, those with low MHC and parent(s) who smoked had an RD of 28% (95% CI 20–36%). This was greater than the sum of RDs for those with low MHC and non-smoker parent(s) [7% (2–14%)] plus those with high MHC and whose parent(s) smoked [11% (7–15%)]. There was limited effect measure modification by moderate or High–Moderate MHC.ConclusionImproving MHC to moderate levels may help reduce intergenerational transference of smoking.

1461Neighbourhood disadvantage and early childhood mental health inequities across a population of children at school-entry

Abstract Background Mental health inequities are shaped by the environments where children develop, including neighbourhoods. Children living in disadvantaged neighbourhoods tend to have poorer development outcomes, yet little evidence has examined positive mental health outcomes, like competence, in young children. Methods We examined associations between neighbourhood disadvantage and young children’s competence, as well as mental health difficulties (internalising and externalising), holding constant demographic characteristics and maternal education using multilevel logistic regression (Markov Chain Monte Carlo estimation). Data were from the 2018 Australian Early Development Census, including over 250,000 children entering their first year of school (age approximately 5 years). Results Children living in Australia’s most disadvantaged neighbourhoods had higher odds of externalising difficulties (AOR: 1.34; 95% credible interval 1.29 to 1.38), internalising difficulties (AOR: 1.29; 95% credible interval 1.24 to 1.33), and lower odds of competence (AOR: 0.72; 95% credible interval 0.69 to 0.74) than children in the least disadvantaged neighbourhoods. Conclusions Across both mental health difficulties and competence, neighbourhood-level inequities were evident. Future research should identify specific neighbourhood features that could address these inequities. Availability of population linked geospatial and child development data in Australia offers opportunities to address these gaps and is prioritised as the next step in this research program. Key messages Children in disadvantaged neighbourhoods face lower likelihood of positive mental health (competence) and higher likelihood of mental health difficulties. Identifying specific neighbourhood features that could address these inequities is a priority.

Promoting emotion regulation in young children with autism via parent-mediated intervention: lessons learned from an initial investigation

Emotion regulation is critical for mental health and social competence. Many children with autism spectrum disorder struggle to regulate emotions yet there are few evidence-based programs to support this skill. This study examined whether parent-mediated intervention for emotion regulation holds promise in improving this skill among young children with autism spectrum disorder. A multiple probe single-case design evaluated potential efficacy with five parent-child dyads. Results of visual analyses generally did not support effects of the intervention on parent support for emotion regulation and children’s demonstration of this skill in semi-structured tasks. However, follow-up interviews indicated that parents found the intervention useful and applied strategies in daily life. Parent interview data suggested a broad range of child treatment responses.

Natural history of mental health competence from childhood to adolescence

BackgroundMental health competence (MHC) involves psychosocial capabilities such as regulating emotions, interacting well with peers and caring for others, and predicts a range of health and social outcomes. This study...

Achieving culturally competent mental health care: A mixed-methods study drawing on the perspectives of UK nursing students.

This study aimed to examine the degree of cross-cultural competency among UK mental health student nurses, and the care delivery challenges arising from their internalized cultural assumptions. This study adopted a mixed-methods design. Participants were final-year nursing students in the United Kingdom. The results revealed participants had a moderate level of cultural awareness and competency but highlighted many challenges to providing cross-cultural care arising from the meanings, enablers, and values they attributed to culturally competent mental health care. As cultural competency is considered an essential characteristic of effective nursing care, greater attention should be paid to how student nurses assimilate cultural awareness to develop confidence in their day-to-day practice.

Psychometric Analysis of the Dating Anxiety Scale for Adolescents in Samples of Polish and U.S. Young Adults: Examining the Factor Structure, Measurement Invariance, Item Functioning, and Convergent Validity.

This study explored whether the Dating Anxiety Scale for Adolescents (DAS-A), which was originally developed in the United States to assess dating anxiety in adolescents, is appropriate for use in samples of young adults from Poland and the United States. The factor structure, measurement invariance across country, gender and relationship status, degree of precision across latent levels of the DAS and the functioning of individual items, and convergent validity were examined in a sample of 309 Polish and 405 U.S. young adults. The confirmatory factor analysis (CFA) supported the original three-factor measurement model of the DAS. Invariance tests revealed factor loadings and item thresholds that differed across subgroups, supporting partial metric and partial scalar invariance. The MIRT analysis showed that all items adequately discriminated participants with low and high anxiety. Dating anxiety latent factor correlations with mental health and interpersonal competence were significant in the expected negative directions. The results call for careful interpretation of research involving the DAS in cultural, gender, and relationship status groups, particularly when the primary goal is to compare mean levels of dating anxiety. Further development of the scale is recommended before it can be used across country, gender, and relationship status groups.

Developing mental health and addiction competencies in social work students using simulation-based learning

ABSTRACT Social workers are one of the core professionals on the mental health workforce and most work with individuals, families, and communities with mental health and addiction concerns. Schools of social work have a responsibility to adequately prepare students for practice in the field of mental health and addictions, but there are gaps in social work education and training. This paper describes a social work practice in mental health course that has been re-designed to focus on developing student competence in mental health, addictions, and suicide risk assessment. We formed an advisory committee consisting of faculty, MSW and PhD students, as well as community social workers. The re-designed course uses simulation-based learning and a form of blended learning known as a flipped classroom approach. We developed educational online modules that provide opportunities for students to increase knowledge on mental health and addictions and give more time to focus on practice in the classroom. Simulation-based learning provides students with opportunities to practice in the classroom with a simulated client. This paper will describe how simulation can be used to teach and assess mental health and addiction competencies. We will discuss implications for social work education and practice.

Global Women During the COVID-19 Pandemic

Global Women During the COVID-19 Pandemic

Emotional competence as a factor of preserving and strengthening the mental health of teachers

This article presents the results of a study of the correlation between emotional competence of teachers and the level of their mental health. Emotional competence and mental health issues are re- viewed in the context of the work of a school teachers in this study. The topic is high on the ‘Rouhani Zhangyru’ program as it addresses mental health issues to identify possible causes of depression, suicide and other mental health problems as a result of teachers’ low emotional competence. The study deepens and expands knowledge regarding the correlation between mental health and emotional competence, in particular, the ability of teachers to manage their own and others’ emotions, teachers’ understanding of their own and others’ emotions and the impact of these skills on main- taining mental health. At this work the concepts of “mental health” and “emotional competence” are concretized. The research results can be used to analyze the causes of psychophysiological disorders, difficult, conflicting communication in various spheres of human life. Recommendations for the preservation and strengthening of the mental health of teachers may be used by practical psychologists, counseling psychologists. It is possible to apply the research results in the practice of psychological counseling, psychocorrection and psychotherapy of various mental states and relationships, behavioral disorders, borderline personality disorders, deviant behavior, post-traumatic syndromes. Key words: emotional competence, mental health, high school teachers.

Korean Immigrants' Perception of Mental Well-Being and Help-Seeking Behaviors.

This article describes a study that investigated Korean immigrants' perception of mental well-being and help-seeking behaviors with particular focus on those with mental illness. Participants with probable diagnoses of anxiety or depression were more likely to recognize their mental health problems and their impact than those without such diagnoses. However, many of them did not acknowledge experiencing mental health problems and did not show high likelihood of seeking professional mental health services. The cultural beliefs and the lack of culturally competent mental health services appeared to contribute to the low levels of recognition of mental health problems and also the low rates of mental health service utilization. The participants listed mental health professionals' ability to communicate in the language of their preference, confidentiality, and affordability as significant factors in their decision to seek professional help. The study findings emphasize the great need of mental health educational programs within the Korean immigrant community. The findings also suggest that resources and infrastructures be secured for the provision of culturally competent mental health services for this population.

An Integrated Mental Health and Acute Care Clinical Rotation on a Dedicated Education Unit.

Traditional mental health clinical experiences expose students to an environment that may not prepare them to address mental health needs in hospital settings. The purpose is of this project was to evaluate the implementation of an integrated mental health and acute care clinical model on a dedicated education unit (DEU). In this pilot project, students provided dually focused medical and mental health care on assigned patients. A preclass and postclass survey measured their perceptions of mental health competency. There were no statistically significant differences between the 2 groups (integrated model on the DEU compared with a traditional experience on an acute care and inpatient behavioral health unit). All groups reported increased mental health competency. Both groups showed similar improvements from the preclass to the postclass survey on perceived competence, suggesting that an integrated acute care and mental health clinical practicum may be equivalent to the traditional model.

Field condemns hate‐fueled attacks of Asian Americans, offers MH supports

Earlier this month, a senseless tragedy related to racial bias against the Asian community rocked the nation, and the mental health community is weighing in with calls for available culturally competent mental health services to address training gaps and cope with discrimination issues.

Brief training in child and adolescent mental health: Impact on the knowledge and attitudes of pediatric nurses in Nigeria.

Poor knowledge and stigmatizing attitudes of healthcare professionals constitute a significant barrier to child and adolescent mental health care worldwide. This study aimed to determine the effect of a training intervention on the knowledge and attitudes of pediatric nurses to child mental health problems at a Nigerian tertiary hospital. A two group pretest-posttest study design was undertaken. A total of 156 pediatric nurses were recruited, and participants in the intervention group received a brief child mental health training based on the World Health Organization's mhGAP training manual. Knowledge and attitudes to child mental health problems were obtained at baseline, and post intervention. There were no differences in knowledge or attitudes across the two groups at baseline. Post intervention, there was a significant increase in the mean post knowledge scores of the intervention group compared with the control group (t = 3.8, p < .001). The effect size of the intervention was 0.62. There were no significant differences in mean post attitude scores across groups. Incorporating children and adolescents mental health competencies into the training of nurses had a modest effect on their knowledge, but limited effect on their attitudes.

Demographic and Psychosocial Factors Associated with Suicidal Ideation among Resettled Bhutanese Refugees.

This study aims to identify socio-demographic and psychosocial characteristics associated with the suicidal ideation among resettled Bhutanese refugees in the United States. Structured interviews were conducted with 200 resettled Bhutanese refugees in Columbus, Ohio. Multivariable logistic regression analysis was conducted to identify variables associated with suicidal ideation. Most participants were male (59.0%), married (77.9%), 55% reported no formal education, 12% were of Dalit ("lower") caste, and 6.2% reported suicidal ideation. Multivariable logistic regression analysis included four variables that were significant at p < 0.05 in bivariate analyses: caste, post-settlement difficulties, mental health diagnosis, and social support. Higher odds of suicidal ideation were linked to mental health diagnosis [adjusted odds ratio (AOR): 8.7], low social support (AOR: 23.6), and post-settlement difficulties (AOR: 1.4). In the multivariable model, untouchable caste had elevated odds of suicidal ideation but statistically not significant. Culturally competent mental health services are needed to support individuals at risk for suicidal ideation.

КОМПЕТЕНТНОСТЬ В СФЕРЕ ПСИХИЧЕСКОГО ЗДОРОВЬЯ: СУЩНОСТЬ, СТРУКТУРА, СПОСОБЫ ПОВЫШЕНИЯ

The paper argues for the importance of sociological analysis of the factors that determine the level of mental health such as public awareness of mental health, access to qualified help in case of mental deterioration and attitudes towards people with mental disorders. The expediency of using the term «competence in the field of mental health» in assessing the social conditionality of a mental state is shown. A three-component structure of mental health competence, being contradictory in its orientation and content, is defined. Based on the analysis of sociological research results, the study reveals the features of cognitive, affective and behavioral components of the competence as being manifested in individuals with different health status. There are identified and described stereotypes of public consciousness that significantly increase the level of social distance between mentally healthy people and people with mental disorders (for example, «depression is a manifestation of character», «a mentally ill person is unpredictable and dangerous», «consulting psychiatrists is a last resort»). The author notes the interrelation and interdependence of stigmatization and self-stigmatization, as well as the impossibility of solving the problem of communication solely by forming an adequate attitude towards people with mental disabilities in the social environment. The author suggests using a generalized characteristic of certain social groups whose educational training and activity can increase the level of the population’s competence in the field of mental health. These social groups, in particular, include medical workers, students of secondary specialized and higher educational institutions. The paper provides practical recommendations for solving problems of mental health competence intended for specialists in medicine, education, psychology and sociology.

Workforce challenges in digital health implementation: How are clinical psychology training programmes developing digital competences?

ObjectivesDigital practice in psychological services is a rapidly expanding and innovative area which is supporting continuation of clinical provision during the COVID-19 pandemic. Training the workforce to deliver safe and effective online psychological provision is key to service success and relies on accurate mapping of competences and current training needs. This paper discusses the initial stage for developing the first digital mental health competence framework for applied psychology in the UK. It reports on the digital training currently provided nationally and barriers/facilitators to acquiring these competencies.MethodsEighteen of the thirty UK Clinical Psychology Doctoral training programmes completed a 16-item survey. This mapped current digital health teaching and skills acquisition for trainee Clinical Psychologists throughout their 3-year pre-registration training. Furthermore, potential barriers and facilitators to developing these digital skills for both trainee and qualified Clinical Psychologists were investigated.ResultsThe quantitative analysis highlighted the majority of respondents viewed developing digital mental health competencies with importance, but were not integrating this into teaching or clinical placements activity. The qualitative, inductive content analysis revealed seven key themes influencing the development of digital mental health skills, with the majority of respondents identifying with two themes; the need for practice guidelines (50% of respondents) and opportunities for digital mental health experience.ConclusionsThe findings suggest the need for a greater focus on developing the digital health knowledge, skills, and confidence across trainee and qualified Clinical Psychologists. Strategic analysis indicated the need to develop a framework for digital mental health competences across the curriculum and placement experience. Easily accessible learning packages may support the implementation of training nationally.

Improving the mental health of abandoned children: Experiences from a global online intervention.

In today's world of global migration and urbanization, millions of children are separated from parents. Their mental health and future competences as citizens depend on the quality of care from foster parents and group home staff in nonparental care settings. Caregivers are challenged by poor work conditions, too many children, and a lack of knowledge about care for traumatized children. How can our profession match this challenge by upscaling interventions? Digital designs for applications of psychology are growing, recently accelerated by the COVID-19 crisis. From 2008, the author developed a blended learning intervention. In partnerships with nongovernmental organizations and government agencies, care recommendations from an international network of researchers are transformed into start-up seminars for staff, followed by a 6-month online classroom education. Students learn and practice how to train local caregiver groups in attachment-based care, using training sessions developed in local languages, adjusted to culture. At present, the author's Fairstart Foundation educated 500 staff from partners in 26 countries, who have trained the caregivers of some 40,000 children. The theoretical, logistic and technical steps from research to daily caregiver-child practices are described, to inspire discussions of how online designs and international partnerships may benefit underserved populations. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

GPs\u2019 views on the use of depression screening and GP-targeted feedback: a qualitative study

PurposeThe first aim of this qualitative study was to identify general practitioners’ (GPs’) views on depression screening combined with GP-targeted feedback in primary care. The second aim was to determine the needs and preferences of GPs with respect to GP-targeted feedback to enhance the efficacy of depression screening.MethodsA semistructured qualitative interview was conducted with officially registered GPs in Hamburg (Germany). Interviews were audio recorded and transcribed verbatim. An inductive approach was used to code the transcripts.ResultsNine GPs (27 to 70 years; 5 male) from Hamburg, Germany, participated. Regarding depression screening combined with GP-targeted feedback, five thematic groups were identified: application of screening; screening and patient–physician relationships; GPs’ attitudes towards screening; benefits and concerns related to screening; and GPs’ needs and preferences regarding feedback. While the negative aspects of screening can be described in rather general terms (e.g., screening determines the mental health competence, screening threatens the doctor–patient relationship, revealing questions harm the patients), its advantages were very specific (e.g., promoting the identification of undetected cases, relief of the daily workload, wider communication channel to reach more patients). Standardized GP-targeted feedback of the screening results was perceived as helpful and purposeful. GPs preferred feedback materials that eased their clinical workload (e.g., short text with visuals, pictures, or images).ConclusionAddressing GPs’ needs is essential when implementing depression screening tools in clinical practice. To overcome prejudices and enhance the efficacy of screening, further education for GPs on the purpose and application on depression screening may be needed. Standardized GP-targeted feedback in combination with depression screening could be the missing link to improve the detection of depression in primary care.

Youth mental health competencies in regional general practice.

General practitioners (GPs) are key health professionals for referrals to mental health specialists. Youth mental health issues are particularly challenging, requiring a competent assessment and understanding of appropriate referral pathways. We surveyed local GPs about their understanding of youth mental health problems and needs to competently look after young patients. GPs working in the Hunter region were contacted via email, fax and post over a 6-month period in 2019. Seventy-five GPs participated. They reported 577 of 1698 (34%) of young people seen 2 weeks prior to being surveyed presented with a mental health problem. Predominantly, referrals were to private practice psychologists and Headspace. Almost a third (31%) reported having limited understanding of 'at-risk mental state' and are 'not always comfortable' when facing a young person with a mental health problem. Nearly all (95%) expressed interest in attending specialised training. GPs identified treatment costs, scarce access to psychiatrists and limited patient engagement as the main obstacles to help young people. Effective treatment of a mental health problem relies on early identification. GPs are seeing young people on a regular basis but don't feel well equipped for this task and are keen to up-skill, which needs to be addressed by targeted training.

The availability of LGBT-specific mental health and substance abuse treatment in the United States.

To examine the availability and facility-level predictors of LGBT-specific mental health and substance abuse treatment in the United States. 2016 National Survey of Substance Abuse Treatment Services, 2016 National Mental Health Service Survey, and 2015-2016 Gallup Daily tracking survey. Logistic regression models and average marginal effects were used to identify characteristics of facilities that offer LGBT-specific programs. Linear regression models were used to estimate the association between the state-level proportion of LGBT people and the proportion of facilities that offer LGBT-specific programs. Secondary data analysis. Cases with missing values for any predictor were excluded. 12.6 percent of mental health and 17.6 percent of substance abuse facilities reported LGBT-specific programs. Several facility characteristics were statistically associated with the likelihood of mental health and substance abuse facilities providing LGBT-specific programs, including offering outpatient or residential treatment, private ownership, religious affiliation, and payment type. The proportion of LGBT adults living within each state was statistically associated with state-level density of LGBT-specific mental health programs, but not substance abuse programs. Findings suggest limited availability of culturally competent mental health and substance abuse treatment, despite well-documented need.