Mental Health First Aid Training Research Articles

Mental Health First Aid experiences: a qualitative investigation into the emotional impact of Mental Health First Aid responsibilities and the significance of self-compassion

Mental illness is increasingly imposing significant economic burdens, manifesting in various ways such as elevated business expenses due to absenteeism and staff turnover, as well as heightened pressure on healthcare services. Mental Health First Aid (MHFA) is an effective tool to support people with ill mental health. This study explored the experiences of MHFA volunteers with the aim of enhancing understanding of how best to provide support for them. Twelve students who had completed the two-day MHFA training course participated in a semi-structured interview. Results indicated that being a Mental Health First Aider (MHFAer) was a responsibility highly valued by participants; however, data highlighted that anxiety associated with this role was of utmost significance. The study revealed the inherent compassion of MHFA volunteers; however, it also underscored that for many participants, this compassion came at the cost of neglecting self-compassion. This study suggests a need to enhance the support materials for MHFA volunteers, alongside a model of compassionate self-care for enhancing personal coping, health and wellbeing.

Evaluating Mental Health First Aid for Illinois Agricultural Communities.

Introduction. Mental Health First Aid (MHFA) was created to teach individuals how to identify, understand, and respond to signs of mental illnesses and substance use disorders. Programs like this may be essential for agricultural communities where suicide rates have increased, and mental health stigma has been a barrier to this population. This study evaluated how effective MHFA and Youth MHFA were for participants from agricultural communities. Methods. Participants completed the MHFA (N = 38) and Youth MHFA (N = 66) programs in 2021-2022, and Extension educators offered both programs as a part of outreach efforts within agricultural contexts. Participants completed pre-, post-, and post-only evaluations as standardized by the National Council for Mental Wellbeing. Results. After completing the MHFA and Youth MHFA training, participants increased their knowledge, confidence, and skills in various mental health topics. This includes early indicators of mental health challenges, the ability to have supportive conversations, and how to provide resources to others. For example, most participants felt they became more knowledgeable about MHFA (69%) and the ability to recognize the signs and symptoms of mental health or substance use challenges (65%). Conclusion. This research has implications for supporting agricultural workers through additional mental health training, managing farm stress, and understanding mental health stigma within this community.

Remote mental health first aid training for correctional officers: A pilot study.

Mental health first aid (MHFA) training is a low-cost, evidence-based intervention that teaches trainees to recognize signs of mental distress. Thirty correctional officers (COs) were recruited to participate in a remote MHFA intervention study. The COs were divided into three MHFA training sessions, with no more than 10 COs per group. Data collection assessments included pretest and posttest surveys and a focus group meeting. Of the 30 eligible CO participants, 27 completed the study, including follow-up assessments. Nine COs participated in a focus group meeting-one third (n = 9) of the CO participants identified as female, and the remaining identified as male. Most CO participants self-identified as White (n = 17), and two thirds (n = 18) of the CO participants were 35-54 years old. There was a strong military influence, with about close to half (48%) of COs identifying as a veteran. A paired sample t test was used to analyze whether there were any differences in mental health knowledge scores from pre- and postintervention. There were no significant differences between the pre- and postintervention results for the five MHFA knowledge items. The Wilcoxon signed-rank test was used to analyze differences in pre- and postintervention data for mental health referral items. From pre- to posttraining, COs reported that it would be easier to make a mental health referral for someone experiencing a mental health challenge (Z = -2.087, p = .037). At 12 weeks, COs referred 2.6 (SD: 4.30, range 1-20) people incarcerated for mental health services. The reasons for referral included: "suicidal thoughts," "experiencing anxiety over being incarcerated during COVID," and "considering self-harm." A phenomenological approach was used to analyze the focus group meeting. The themes identified were: (a) COs experience with MHFA training was viewed positively (facilitators); (b) there is a need to improve mental wellness in correctional settings (barriers); and (c) mental health referral process for incarcerated individuals needs enhancement when implementing MHFA (barriers). MHFA training for COs is necessary to equip COs with the skills to safely support and refer incarcerated people experiencing a mental health crisis. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

MENTAL HEALTH FIRST AID TRAINING: EVIDENCE OF ITS EFFECTIVENESS FOR MENTAL HEALTH PROMOTION AMONG OLDER ADULTS

Abstract Background About 15% of adults aged 60 and over have a mental health disorder. However, stigma and lack of knowledge of mental health resources act as barriers for them to seek professional help. Mental Health First Aid (MHFA) is an evidence-based program that teaches participants how to identify, understand and respond to signs of mental illnesses and substance use disorders. The Older Adults version of this training focuses on the unique experiences and needs of older adults. This study evaluated the effectiveness of a Substance Abuse and Mental Health Services Administration (SAMHSA) funded MHFA training program among older adults. Method: Data were collected from MHFA training sessions delivered to 27 staff and 36 residents at two assisted living facilities from January to March 2023. A quasi-experimental, pre-post design was used. Two outcomes mental health literacy and stigma were measured at the pretest, posttest, and 4 months after the the training. A paired sample t-test was performed to test the differences between the pre- and post-test. Results Statistically significant improvements in self-confidence in promoting help-seeking and reduction in stigmatizing attitudes were observed among participants in post-tests and 4-month tests. Participants reported increased knowledge in how to provide initial support to someone who may be mental health crisis and help connect them to the appropriate care. Conclusion Results indicate MHFA is likely to improve mental health awareness and reduce stigma among older adults. This study adds new evidence to the literature on the MHFA program’s effectiveness among older adults and their caregivers.

Mental Health First Aid training for China: protocol for a randomised controlled trial

ABSTRACT Objective This study involves a cluster randomised controlled trial (cRCT) of the effectiveness of Mental Health First Aid (MHFA) Training for China. Method A two-arm wait- list cRCT will be conducted in 6 settings: 2 health services, 2 workplaces and 2 community settings in Shanghai. We aim to include a total of 120 participants. The cluster level will be defined as the setting. Intervention settings will be paired according to type and one of each pair will be randomly allocated to the intervention (the MHFA Training for China) or the wait-list control group, with a 1:1 allocation. Participants will be asked to complete questionnaires at baseline (T1) and 1 month (T2) and 7 months after completing the training (T3). Participants in the control group will be asked to complete questionnaires at corresponding times. The primary outcome will be intended support towards someone experiencing a mental health problem or in a mental health crisis. Secondary outcome measures will include recognition of depression in a vignette; beliefs about the helpfulness of interventions; helping actions; confidence in providing mental health first aid; and stigmatising attitudes towards a person with a mental health problem. Results Findings will demonstrate whether the culturally adapted MHFA Training for China can enhance intended support, knowledge, attitudes and supportive actions towards someone developing a mental health problem or in a mental health crisis. Discussion Findings could provide evidence for disseminating MHFA Training for China more widely, potentially improving support for people experiencing mental health problems and benefiting their wellbeing. Trial registration The trial is registered with the International Standard Randomised Controlled Trial Number’ (ISRCTN) Registry. Date 18 February 2023, ISRCTN21096283.

Mental health first aid training among healthcare French students: a qualitative study.

Healthcare students are a population more at risk for mental health issues, especially anxiety, depression, and suicidal thoughts. The health faculty of Université Paris Cité in France, Paris has implemented a Mental Health First Aid (MHFA) course aiming to improve students' mental health literacy, self-care and peer-support and to decrease stigma about mental illness. We conducted a qualitative study exploring the lived experience of this MHFA training course among healthcare students so to better assess its implementation within this specific context and population. This qualitative study used the five-stage inductive process to analyze the structure of lived experience (IPSE) approach. All the healthcare students that had completed the 2-day MHFA training were approached to participate. Data was collected through individual semi-structured interviews and inclusion continued until data saturation was reached. Data analysis was based on an inductive, descriptive, and structuring procedure to determine the structure of lived experience characterized by the central axes of experience. Twenty students were included. Data analysis produced a common structure of lived experience based on three central axes of experience, (1) a personal experience, (2) a student experience and (3) a professional experience. The participants all experienced this course intertwined within these 3 axes. Their motivation to take the course was personal -being of feeling concerned by the topic-, was study-oriented - to learn and revise psychiatry- and was professional - so to develop both practical and soft skills. In their personal experience, participants reported a transformative experience and some interventions with friends and family, while both in their student and professional experience, they felt frustrated with both the content and the form of the course. The results reported similar outcomes reported in the literature about skills, knowledge, and awareness; but mostly produce original avenues about how to better adapt such course to this specific population so to better address students' expectations and mental health issues. This MHFA course -with an adapted content addressing eating disorders, self-mutilations and sexual and gender-based violence - could be part of the early curriculum of healthcare students. The latter could then benefit from a level 2/advanced MHFA course years later specifically tailored for healthcare professionals.

Athletic Training Students’ Mental Health Recognition and Referral Skills, Part 2: Perceptions of Pedagogical Strategies

Context The increased prevalence of mental health conditions and the use of telehealth for patient care have exposed gaps in athletic training professional and continuing education. Here, we explore athletic training students’ perceptions of virtual pedagogical strategies for the delivery and application of concepts related to mental health recognition and referral, which may help educators determine best practices. Objective To examine students’ experiences and perceptions of Mental Health First Aid (MHFA) training, case-based learning, and standardized patient encounters. Design Qualitative portion of a sequential, explanatory mixed-methods design. Setting Individual interviews via video conference. Patients or Other Participants A convenience sample of graduate athletic training students from Commission on Accreditation of Athletic Training Education-accredited professional athletic training programs who participated in the MHFA training and secondary encounters were recruited. Twenty-two participants (11 from each intervention group; 45.5% male, 54.5% female; age = 24.59 ± 2.3) were interviewed. Data Collection and Analysis Interviews were recorded using Zoom and then transcribed. The Qualitative Analysis Guide of Leuven method was used to analyze the data to determine emergent themes. Strategies to enhance trustworthiness included an audit trail, member checks, and peer debriefing. Results Five higher order themes emerged from the interview data, as follows: (1) perceived value of MHFA training, (2) engaged learning and facilitated feedback, (3) capability, (4) comfort and confidence, and (5) authenticity. These themes were organized into the following 3 overarching dimensions: knowledge, skills, and pedagogy. Participants described how the opportunity to apply their knowledge and practice their skills with an athletic training-specific scenario helped them feel more equipped for future patient care. Conclusions Regardless of simulation strategy, the opportunity to practice influenced participants’ knowledge and feelings of confidence and capability. The MHFA training and simulated encounters were engaging techniques that incorporated feedback and provided elements of authentic patient interaction.

Athletic Training Students’ Mental Health Recognition and Referral Skills, Part 1: A Randomized Controlled Trial

Context The increased prevalence of mental health conditions and athletic training education’s heightened focus on behavioral and mental health necessitate an examination of teaching techniques for this material. This study explores the impact of virtual pedagogical strategies on athletic training students’ knowledge and confidence with mental health recognition and referral to help educators determine best practices for content delivery. Objective This study examined the effect of Mental Health First Aid (MHFA) training on students’ knowledge and confidence in mental health recognition and referral. The impact of group allocation (standardized patient [SP] encounters, case-based learning [CBL], and control) on these outcomes was also assessed. Design Randomized controllled trial portion from a sequential, explanatory mixed-methods design. Setting Online learning environment. Patients or Other Participants Convenience sample of 70 students (25 men, 44 women, 1 nonbinary; aged 23.38 ± 2.27 years) from Commission on Accreditation of Athletic Training Education-accredited graduate-level professional athletic training programs. Intervention(s) All participants completed MHFA training followed by either no intervention, an SP encounter, or CBL activity. Main Outcome Measure(s) Mental health recognition and referral skills as measured by an electronic knowledge assessment and self-reported confidence scale whose content validity were established by an expert panel. Results A mixed-model analysis of variance showed significant improvement from pretest to posttest for both knowledge and confidence [knowledge: F(1,67) = 70.31, P < .001; confidence: F(1,67) = 206.41, P < .001]. This relationship was similar among all 3 groups. No significant difference in knowledge or confidence was found between the control, SP, and CBL groups. Conclusions With the increased need to care for patients’ behavioral and mental health, professional athletic training programs and continuing education should consider incorporating MHFA training to improve content knowledge and confidence in skills. While no numerical difference between the groups was shown by this study, supplementation with simulation through CBL or SP encounters provides an opportunity for application specific to athletic training practice, which may help reinforce concepts and enhance clinical readiness.

The Effects of Mental Health First Aid Preparation on Nursing Student Self-Efficacy in their Response to Mental Health Issues

Background: Past studies show a high prevalence of nursing students experience depressive symptoms at varying levels of severity. Teaching nursing students early in their studies how to recognize these symptoms in themselves, their peers, or clients, and how to take appropriate action, may promote better outcomes. Studies in Australia and England have found that Mental Health First Aid (MHFA) increases nursing students’ self-confidence when supporting those experiencing mental health crises. Limited Canadian studies regarding MHFA training exist.

Implementing Mental Health First Aid Training in a Doctor of Pharmacy Program

ObjectiveIn this study, we aimed to describe the implementation of Mental Health First Aid (MHFA) training as a required curricular component in a Doctor of Pharmacy (PharmD) program; and analyze the impact of MHFA training on student pharmacist’s perceptions of stigma, comfort, confidence, and willingness to intervene when someone is experiencing a mental health issue. MethodsStudent pharmacists completed an all-day MHFA training as a required element of the PharmD curriculum during the spring of 2022. Pre- and post-survey was completed by students during the in-person training. Questions included items from the Opening Minds to Stigma Scale for Healthcare Providers; question, persuade, refer gatekeeper training for suicide prevention; and questions developed by the authors to assess the impact of the training on participant-reported stigma, confidence, and willingness to provide care to those potentially experiencing a mental issue. ResultsA total of 235 student pharmacists completed the MHFA training. A statistically significant reduction of stigma was seen for 9 of the 15 statements from Opening Minds to Stigma Scale for Healthcare Providers. Additionally, all responses related to comfort and willingness to provide care and confidence improved significantly after completing MHFA. ConclusionMHFA training was implemented as a mandatory requirement for all student pharmacists in the didactic portion of a PharmD program. This training led to reduced stigma around mental illness and improved confidence, comfort, and willingness to intervene among student pharmacists.

The Effectiveness of Online Mental Health First Aid Training in Community Rugby: A Mixed-Methods Approach

Mental Health First Aid (MHFA) training exists to improve supportive behaviours towards peers, increase mental health literacy, and reduce stigma. Community sport clubs have potential to successfully deliver mental health programs. This study investigated the effectiveness of online MHFA training undertaken by members of the rugby community and evaluated the feasibility and usefulness of the online delivery mode and users' engagement with it. A mixed-methods approach was used to provide depth of understanding through qualitative analysis, combined with quantitative outcomes. Online surveys examining participants' knowledge and perceptions were administered pre- and post-MHFA training. Significant improvements (p < 0.05) across all assessed domains were observed post- compared to pre-MHFA training. A large effect size was identified in relation to advice giving and sign and symptom identification. A moderate effect size pre- to post-improvement was identified for users' perceptions of therapy's effectiveness, the ability of people with severe mental health conditions to recover, and benefit of a healthcare professional. Participants endorsed the MHFA program to improve mental health literacy, advance non-technical skills, and improve confidence. MHFA training can increase the awareness and knowledge of mental health issues in key individuals in community sport clubs and enable them to aid people with mental health concerns. Online MHFA training is associated with improved mental health literacy and may be a suitable and economically sustainable model for community sport.

Mental Health First Aid crisis role-plays between pharmacists and simulated patients with lived experience: a thematic analysis of debrief.

Healthcare professionals, including pharmacists, can recognise and assist people experiencing mental health crises. Despite this, little is known about how pharmacists assist and engage with people presenting with signs and symptoms of mental health crises. This study aimed to (i) examine pharmacists' mental health crisis assessment language during simulated patient role-plays (SPRPs) and (ii) explore participants' experiences of participating in SPRPs of Mental Health First Aid (MHFA) scenarios. Fifty-nine MHFA-trained pharmacy staff participated in audio-recorded SPRPs of three crisis scenarios enacted by a mental health consumer educator (MHCE). Post-SPRP, pharmacy staff members (including role-playing and observing participants), engaged in reflective debrief discussions with the facilitator and MHCEs. Debrief discussions were transcribed verbatim and analysed using inductive thematic analysis and suicide assessment language was explored. The majority of role-playing pharmacists asked about suicidal ideation using appropriate, direct language (n = 8). Qualitative analyses of debrief discussions yielded four themes: (i) Relationship with the consumer, (ii) Verbal and non-verbal communication, (iii) Challenges with crisis assessment, which included difficulties associated with initiating conversations about suicide and mania, and (iv) Reflective learning. While pharmacists demonstrated the appropriate suicide assessment language post-MHFA training, pharmacists felt uncomfortable initiating conversations around suicide and lacked confidence during crisis assessments. SPRPs provided pharmacists with opportunities to reflect on and practice MHFA skills in a safe learning environment. Future research exploring how MHFA training and SPRPs impact pharmacists' ability to provide MHFA in real-world settings is warranted.

Evaluation of a training program to support the implementation of a community pharmacist-led support service for people living with severe and persistent mental illness

BackgroundWith appropriate training, community pharmacists can support people living with severe and persistent mental illness (SPMI) by identifying and managing medication-related issues and physical health concerns. The Bridging the Gap between Physical and Mental Illness in Community Pharmacy (PharMIbridge) randomized controlled trial (RCT) tested the impact of an individualized, pharmacist-led support service for people living with SPMI. Objective(s)To evaluate the impact of the PharMIbridge training program on pharmacy participants’ knowledge and confidence, as well as stigma and attitudes, in relation to supporting, and providing services to, people living with SPMI; compared to Mental Health First Aid (MHFA) training alone. MethodsPharmacy staff (n = 140) from 55 community pharmacies across 4 RCT regions attended face-to-face training. Both intervention group (IG) and comparator group (CG) participants received MHFA training while IG participants received additional PharMIbridge training, involving role-plays and mental health consumer educators (MHCEs). A questionnaire including validated instruments was administered at baseline, after training and after 12 months. Comparative analyses included paired t tests and mixed between/within analysis of variance (ANOVA). ResultsPre and post-training surveys were completed by 136 participants, most of which were pharmacists. Both IG and CG participants had significant reductions in stigma (P < 0.001) post-training. IG participants’ confidence and knowledge regarding metabolic monitoring significantly improved compared to CG (P < 0.001). IG participants were significantly more confident and comfortable in providing medication counseling, compared to CG participants (P < 0.05). ConclusionMHFA training reduced participants’ stigma toward mental health. However, the purpose-designed PharMIbridge training program provided pharmacists with additional knowledge and skills to confidently support the physical health care needs of people living with SPMI. The inclusion of role-plays and MHCEs allowed pharmacists to self-reflect and practice skills in safe, supportive environments. Future studies should continue to involve MHCEs in pharmacy training and explore whether these improvements are sustainable.

Assessing the Utility of Mental Health First Aid Training for Physician Assistant Students.

Physician assistant (PA) students are at increased risk for anxiety and depression compared with the general population. The demands of studying medicine can contribute to a decline in mental health, which may impede a student's ability to progress in his or her PA program. Mental Health First Aid (MHFA) is one strategy that can be used to increase mental health literacy, promote help-seeking behavior, reduce stigma, and improve confidence in providing help to individuals showing signs of a mental health disorder. The aim of this outcomes assessment was to assess PA students' satisfaction with the MHFA course and their posttraining confidence in using the skills learned. Participants were PA students (N = 435) across 9 PA programs in their didactic year of training who had completed an MHFA course through the PA Foundation's Mental Health Outreach Fellowship. MHFA postcourse evaluations, completed by the PA students, were analyzed to determine PA students' satisfaction with the course and their posttraining confidence in using the skills learned to help both themselves as well as the general population. The mean of the MHFA course evaluation items corresponding to satisfaction with the course was 4.82 (maximum score of 5), and the mean of the items corresponding to posttraining confidence in using the skills learned was 4.74 (maximum score of 5). When asked, "Would you recommend this course to others?" 99.3% of the PA students trained in MHFA answered "yes," indicating a high level of satisfaction with the training they had received. PA students who received MHFA training from the PA Foundation's Mental Health Outreach fellows showed high levels of satisfaction with the MHFA course and posttraining confidence in using the skills learned.

Mental Health First Aid training for paramedic students: An evaluation study

BackgroundThe combination of first-year placements, an increasing proportion of mental health callouts, and the high incidence of mental illness in health-professional tertiary students means standard curricula may not adequately prepare early-year paramedic students for mental health challenges. MethodsA retrospective online survey was used to explore the experiences of paramedic students who have completed Mental Health First Aid (MHFA) training within their undergraduate studies. The content-validated survey explored the relevance, appropriateness, and novelty of MHFA training, and invited participants to reflect on the course strengths and weaknesses. ResultsThe majority of 102 respondents, predominantly female first- and second-year paramedic students aged 18–24 years, agreed the content was relevant (86%) and appropriate (88%), with 73% agreeing they would recommend to other university students. Thematic analysis identified strengths of the course as perceived increases in mental health literacy and empowerment to act on mental health concerns. A weakness was students perceived the course did not prepare them adequately for clinical practice. ConclusionThe inclusion of MHFA early in paramedic curricula is appropriate and relevant, increasing mental health literacy and empowering students to recognise and act upon mental health concerns. Application of practical scenarios may further enhance student learning experiences.

Pharmacists and Mental Health First Aid training: A comparative analysis of confidence, mental health assistance behaviours and perceived barriers.

Pharmacists are aptly positioned to provide first aid-level assistance to patients experiencing a mental health problem or crisis, yet often lack confidence or perceive barriers to intervention. One potential solution is Mental Health First Aid (MHFA) training-an evidence-based psycho-educational programme. This study evaluates MHFA training within pharmacy by (1) assessing pharmacists' perceptions of the prevalence of patients experiencing a mental health-related problem or crisis, (2) investigating whether MHFA is associated with increased confidence, intervention and assistance quality and (3) examining perceived intervention barriers. Pharmacists working in Australia were surveyed. The survey included validated measures and research objectives were assessed using descriptives and ANOVAs. One hundred sixty-one pharmacists were included; 90 MHFA trained and 71 untrained. Overall, 86% of reported encountering at least one patient perceived to be experiencing a mental health problem or crisis in the last year. MHFA trained pharmacists reported being more confident, with notable differences in their confidence to recognize signs, approach and ask someone about suicide. Pharmacists did not intervene ~25% of the time in which a problem/ crisis was identified. When they did intervene, results suggest the assistance was similar in content. Intervention barriers were reported to impede MHFA trained pharmacists significantly less than untrained pharmacists. Results suggest pharmacists frequently encounter patients experiencing a mental health problem or crisis and that MHFA training may support pharmacists in helping these patients. Future research can utilize experimental methods to provide causal evidence as to the utility of MHFA training for pharmacists and patients.

Impact of Mental Health First Aid Training Courses on Patients' Mental Health.

Background With the prevalence of mental issues worldwide, more and more people are suffering from psychological torture. Mental Health Gap Action Program (mhGAP) has been introduced to improve the life quality of humans. Objectives To explore and synthesize evidence of participants' experience of mental health first aid (MHFA) training course. Method Peer-reviewed qualitative evidence was systematically reviewed and thematically synthesized. Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medical Literature Analysis and Retrieval System Online (MEDLINE), Psychological Information (PsycINFO), PubMed, Psych ARTICLES, Web of Science, Joanna Briggs Institute (JBI), and National Institute for Health and Care Excellence (NICE) databases were searched for the inception of the present study. The study's quality was appraised using the Critical Appraisal Checklist for Qualitative Research of Joanna Briggs Institute (JBI) appraisal tool. All the participants who have attended the MHFA training course (excluding instructors) setting were included. Results Six papers published between 2005 and 2019 were included for thematic synthesis. The review indicated that MHFA had been a positive experience for participants. Conclusions MHFA courses can provide participants with professional knowledge of mental health counseling and improve their knowledge, practice, and attitudes towards their patients. Professional MHFA training courses should therefore be popularized and promoted among other populations.

Mental Health First Aid Training with the Nepalese Community in Australia: An Evaluation of Effects on Knowledge, Confidence, Intentions, Willingness to have Contact and Stigmatizing Attitudes

The aim of this study was to evaluate the effectiveness of Mental Health First Aid (MHFA) training amongst the Nepalese community in Australia by exploring the impact on knowledge about mental health first aid, confidence and intentions to help, willingness to have contact and stigmatizing attitudes towards people with mental illness. We hypothesized that since MHFA has been extensively evaluated with other communities and has been found to be effective, it would therefore be effective with this community as well. MHFA training was conducted by an accredited Nepalese-Australian MHFA Instructor with 162 participants from the Nepalese community in four states of Australia. Participants completed an evaluation questionnaire prior to the training (pre-test) and at the end of the training (post-test). The evaluation questionnaire assessed participants? knowledge about what was taught in the course, ability to recognize depression as described in a vignette, confidence in providing help, intentions to provide help, and willingness to have contact and stigmatizing attitudes towards people with mental illness. There were large improvements from pre-test to post-test in knowledge, confidence and intentions to help, medium improvements in willingness to have contact, small-to-medium improvements in stigmatizing attitudes and small improvements in recognition of depression. Participants gave high ratings of the course and the instructor. MHFA training produced improvements in knowledge, confidence, intentions, willingness to have contact and stigmatizing attitudes. The training was also well received. Further research is needed to assess persistence of these effects following the course and any changes in mental health first aid provided to the community.

Referrals to Mental Health Services in Ohio: An Exploration of Time to First Referral After Completion of Mental Health First Aid Gatekeeper Training

Background: The college population is particularly vulnerable to mental health challenges. In 2020 only 46.2% of people with a mental illness received mental health services. Mental Health First Aid (MHFA) is a training course designed to teach people how to connect individuals in need of professional services to the appropriate resources. Methods: Mental Health First Aid (MHFA) trainings were offered to students, faculty, and staff at Kent State University. Data from 343 individuals, who completed the MHFA gatekeeper training, were analyzed to explore the impact of time and participant characteristics on the likelihood of first referral to mental health services after completion of the MHFA. Participants completed a pretraining and posttraining paper questionnaire on the day of MHFA training and received a monthly online follow-up survey to assess self-reported referrals over time. Results: After completing MHFA, the average time until first referral was approximately 3 months. Several participant characteristics were significantly associated with referral to mental health services. African American and Black participants who completed the training were more likely to make a referral as compared to White participants. Extraversion was associated with increased likelihood of making a referral, while emotional stability was associated with a decreased likelihood of making a referral. Conclusion: Participants were 5.7% less likely to first report referring with each passing month following the MHFA training, suggesting that there may be cause for an MHFA or similar gatekeeper “booster” course to highlight the importance of making referrals.

Intentions and confidence as predictors of mental health first aid: Findings from a longitudinal study.

Mental health first aid (MHFA) training can improve confidence and intention to help a person with a mental health problem, but there is limited research exploring whether this results in better support provided. This study aims to evaluate the relationship between a person's confidence and intention to help with the quality of support provided. Australian public servants who had received MHFA training or Physical First Aid training (n =152) completed questionnaires exploring attitudes and skills for assisting someone at work with a mental health problem. Data on confidence and intention to help was used to predict quality of support provided at 1 and 2-year follow-up. Data were analysed using linear and logistic regression. Intention to help predicted the quality of support for assisting someone at work at follow-up (rs=0.15-0.20, p <.0.05), while confidence in providing help only predicted quality of support 1-year later (rs = 0.42, p =.032). These relationships were significantly attenuated after controlling for personal stigma, desire for social distance, gender, age, language spoken at home, level of education and whether participant managed staff. Furthermore, there were some large associations between intentions to perform specific first aid actions and carrying out the same action at follow-up such as for encouraging professional help at 2-year follow-up (OR=8.20, p <0.05). Findings indicate that intended actions to support a person with a mental health problem can predict the quality of support provided up to 2 years later. Future research should clarify whether this support benefits the mental health of recipients.