Mental Health First Aid 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.

Evaluation of Mental Health First Aid Training and Simulated Psychosis Care Role-Plays for Pharmacy Education

ObjectiveThis study explored the impact of Mental Health First Aid (MHFA) training and simulated psychosis care role-plays on pharmacy students’ stigma, confidence, and behaviors when supporting people experiencing mental health symptoms or crises. MethodsMHFA training was delivered to final year pharmacy students. Post-MHFA training, students were invited to participate in simulated psychosis care role-plays (co-designed and content validated with mental health stakeholders) with trained actors. Role-plays were observed by peers, tutors, and mental health consumer educators (MHCEs). Students immediately engaged in self-assessment, feedback, and debrief discussions with peers, tutors, and MHCEs. Quantitative analyses (ANOVA and chi-square tests) were conducted on scores awarded by each rater (self, tutor, MHCE) and for each scenario (n = 3). Students completed a 15-item survey exploring mental health stigma and mental health confidence, at 3 timepoints (pre-MHFA training, post-MHFA training, and post-role-plays). Survey scores were analyzed using paired t tests. ResultsOf 209 MHFA-trained students, 86 participated in role-play. The self-assessment mean score was the lowest and the MHCEs’ mean score highest. Post-MHFA training, 14 survey item scores significantly improved, implying reduced stigma and increased confidence in providing psychosis care. Post-role-play scores suggested improvements in 12 survey items. ConclusionPsychosis care role-plays are associated with short-term improvements in pharmacy students’ stigma and mental health confidence post-MHFA training; students’ self-assessment scores are lower than tutors and MHCEs. It is recommended that future studies further integrate observed behaviors with self-reported data and use simulated patients in clinical practice to evaluate MHFA outcomes longitudinally.

Socio-cultural adaptation of Mental Health First Aid to insular religious communities: the case of ultra-Orthodox society in Israel

ABSTRACT Objective The introduction of Mental Health First Aid (MHFA) in Israel has required a dynamic adaptation of the curriculum to the local social, cultural and religious context. The adaptation to the Jewish ultra-Orthodox community has been particularly rigorous and challenging. This article aims to analyse this process, its principles and steps, as well as the challenges and dilemmas it entails. Method The article employs a qualitative case study design, specifically, the instrumental case study. The adaptation procedure includes five steps: engaging local experts, organising focus groups, collaboration with communities, pilot testing in diverse communities, and iterative feedback loops. The article draws primarily on the perspectives of 45 community members, rabbis and health professionals who participated in four focus groups. Results The adaptation in ultra-Orthodox society addressed stigmatisation, silencing and concealment of mental health issues; gender segregation; educational gaps; and cultural misunderstandings of healthcare approaches. We demonstrate the need to modify the language, scenarios and examples in the curriculum, and engage with religious leaders and educational institutions. This process raises professional and ethical dilemmas, such as how MHFA should approach topics that remain unspoken in ultra-Orthodox communities. Discussion This case demonstrates that cultural adaptation is vital but may be insufficient. Attention should also be paid to social and structural forces, such as social hierarchies and systemic discrimination. A structurally competent approach should be adopted. This is the first case of accommodating MHFA for an insular religious group. It can contribute to adapting MHFA to other insular, encompassing, high-tension religious communities worldwide.

Mental health priorities and cultural-responsiveness of the Mental Health First Aid (MHFA) training for Asian immigrant populations in Greater Boston, Massachusetts

BackgroundAsians and Asian Americans have the lowest rate of mental health service utilization (25%) in the US compared to other racial/ethnic groups (39 − 52%), despite high rates of depression, anxiety, and suicidal ideation. The lack of culturally-responsive mental health trainings hinders access to mental health services for these populations. We assessed the mental health priorities of Asian communities in Greater Boston and evaluated cultural responsiveness of the Mental Health First Aid (MHFA), a first-responder training teaching participants skills to recognize signs of mental health and substance use challenges, and how to appropriately respond.MethodsThis is community-based participatory research with the Boston Chinatown Neighborhood Center (BCNC), Asian Women For Health (AWFH), and the Addressing Disparities in Asian Populations through Translational Research (ADAPT) Coalition. We conducted focus groups with community-based organization staff and community members to assess mental health priorities of Asian populations in Boston, MA. We then evaluated the utility and cultural-responsiveness of the English-language MHFA for Asian populations through pre- and post-training questionnaires and focus groups with community participants. Paired t-tests were used to evaluate questionnaire responses. Thematic analysis was used to analyze interviews.ResultsIn total, ten staff and eight community members participated in focus groups, and 24 community members completed the MHFA and pre- and post-training questionnaires. Common mental health challenges in the Asian communities reported by participants were loneliness, high stigma around mental illnesses, academic pressure, and acculturation stress. Compared to pre-training, MHFA participants demonstrated lower personal mental health stigma (p < 0.001) and higher mental health literacy (p = 0.04) post-training. Participants also noted the lack of data statistics and case studies relevant to Asian populations in the training, and desired the training be offered in languages spoken by Asian ethnic subgroups (e.g., Chinese, Vietnamese).ConclusionCultural-responsiveness of the MHFA for Asian populations could be improved with the inclusion of data and case studies that capture common mental health challenges in the Asian communities and with translation of the MHFA to non-English languages predominant in Asian communities. Increasing the cultural relevance and language accessibility of the MHFA could facilitate wider adoption of these trainings across communities and help to reduce mental health stigma and gaps in literacy and service utilization.

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.

Improvements in Literacy, Stigmatic Views, and Microaggressions Towards Mental Illness for Undergraduate Criminal Justice Majors

Mental illness impacts billions, globally. While mental illness does not predict criminality, many individuals with mental health needs find themselves within the various decision points of the criminal legal system. Research shows that individuals experiencing a mental health challenge and/or crisis are at greater risk for a law enforcement encounter, police use-of-forth, detainment in jail, and court and correctional system involvement. Yet, research has found that increased knowledge surrounding mental illness can reduce negative criminal legal system involvement. As such, the current sample included undergraduate criminal justice students enrolled in an elective course that included Mental Health First Aid (MHFA)—an evidence-based intervention training. In the current study, MHFA was part of the course curriculum. Enrolled students completed both a pre- and post-test questionnaire (at the beginning and end of the course) to measure changes in their mental illness literacy for depression, mental illness stigma, and mental illness microaggressions. Results support the implementation of MHFA to undergraduate criminal justice students, as students had an increase in mental illness literacy, and decreases in mental illness stigma and microaggressions. These findings encourage more colleges and universities to offer MHFA to promote peer support as well as professional knowledge for those who will work within the criminal legal system.

Mental Health First Aid for Black Populations: Recommendations From the Neighborhood Healers Project

Community-based participatory action research can facilitate counseling psychologists’ engagement in social justice to benefit Black people’s mental health. One way to improve Black mental health is to equip credible and trustworthy community members with mental health knowledge and skills to support other community members experiencing mental health challenges. This study presents the Neighborhood Healers Project—a community-based participatory action research project that trains Black adults (Neighborhood Healers Fellows) in Mental Health First Aid (MHFA). During the inaugural 12-month fellowship year, we collected longitudinal qualitative data from N = 20 Fellows on the relevance of MHFA to Black people. In this paper, we examined their responses using reflexive thematic analysis. Findings included two themes with affiliated subthemes: (a) Liberatory Paradigm Shift and (b) For Us By Us: Culturally Relevant Curriculum. We conclude with implications for counseling psychologists.

MHFA pilot in correctional setting benefits COs, inmates

Observing the need and opportunity for corrections officers to effectively respond to at‐risk inmates experiencing a mental health crisis, Rutgers Health researchers, with the assistance of the National Council for Mental Wellbeing, conducted a Mental Health First Aid (MHFA) pilot program in a prison setting. The evidence‐based intervention was aimed at corrections officers (COs), who are considered to be the first line of response in a correctional setting.

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).

Development of mental health first-aid guidelines for a person after a potentially traumatic event: A Delphi expert consensus study in Argentina and Chile

BackgroundExposure to potentially traumatic events increases the risk of a person developing a mental disorder. Training community members to offer support to a person during and after a traumatic situation may help lower this risk. This study reports on the cultural adaptation of Australian mental health first aid guidelines for individuals exposed to a potentially traumatic event to the Chilean and Argentinian context.MethodsA Delphi expert consensus study was conducted with two panels of experts, one of people with lived experience of trauma (either their own or as a carer; n = 26) and another one of health professionals (n = 41). A total of 158 items, drawn from guidelines developed by Australian experts in 2019, were translated to Spanish and evaluated in a two-round survey process. The panellists were asked to rate each item on a five-point Likert scale; statements were included in the final guidelines if 80% of both panels endorsed the item as “essential” or “important”.ResultsConsensus was achieved on 142 statements over two survey rounds. A total of 102 statements were included from the English-language guidelines, and 40 locally generated statements were accepted in the second round. Local experts endorsed a larger number of items compared to their counterparts in Australia and emphasised the importance of acknowledging the first aider’s limitations, both personally and as part of their helping role. Additional items about working as a team with other first responders and considering helping the person’s significant others were endorsed by the local panellists.ConclusionsThe study showed a high level of acceptance of the original actions suggested for inclusion in the guidelines for Australia, but also a significant number of new statements that highlight the importance of the adaptation process. Further research on the dissemination of these guidelines into a Mental Health First Aid training course for Chile and Argentina is still required.

Development of mental health first-aid guidelines for psychosis: a Delphi expert consensus study in Argentina and Chile

BackgroundPsychotic symptoms may be less common than anxiety or affective symptoms, but they are still frequent and typically highly debilitating. Community members can have a role in helping to identify, offer initial help and facilitate access to mental health services of individuals experiencing psychosis. Mental health first aid guidelines for helping a person experiencing psychosis have been developed for the global north. This study aimed to adapt the English- language guidelines for Chile and Argentina.MethodsA Delphi expert consensus study was conducted with two panels of experts, one of people with lived experience of psychosis (either their own or as a carer; n = 29) and another one of health professionals (n = 29). Overall, 249 survey items from the original English guidelines and 26 items suggested by the local team formed a total of 275 that were evaluated in the first round. Participants were invited to rate how essential or important those statements were for Chile and Argentina, and encouraged to suggest new statements if necessary. These were presented in a second round. Items with 80% of endorsement by both panels were included in the guidelines for Chile and Argentina.ResultsData were obtained over two survey rounds. Consensus was achieved on 244 statements, including 26 statements locally generated for the second round. Almost 20% of the English statements were not endorsed (n = 50), showing the applicability of the original guidelines but also the importance of culturally adapting them. Attributions and tasks expected to be delivered by first aiders were shrunk in favour of a greater involvement of mental health professionals. Self-help strategies were mostly not endorsed and as were items relating to respecting the person’s autonomy.ConclusionsWhile panellists agreed that first aiders should be aware of human rights principles, items based on recovery principles were only partially endorsed. Further research on the dissemination of these guidelines and development of a Mental Health First Aid training course for Chile and Argentina is still required.

Mental Health First Aid to prioritize MH in the workplace

Increasing employee productivity, morale and retention by cultivating a supportive team culture is one of the solutions cited by the National Council for Mental Well‐being (National Council) to address workforce challenges and the motivation behind offering its Mental Health First Aid (MHFA) at Work training to employers, company officials announced on Jan. 24.

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.

Development of mental health first-aid guidelines for suicide risk: a Delphi expert consensus study in Argentina and Chile

BackgroundSuicide continues to pose a significant global public health challenge and ranks as one of the leading causes of death worldwide. Given the prevalence of suicide risk in the community, there is a significant likelihood of encountering individuals who may be experiencing suicidal thoughts or plans, creating an opening for non-health professionals to offer support. This study aims to culturally adapt the original Australian Mental Health First Aid Guidelines for suicide risk to the Chilean and Argentine context.MethodsA two-round Delphi expert consensus study was conducted involving two panels, one comprising individuals with personal experience in suicide thoughts/attempts or caregiving for those with such experiences (n = 18), and the other consisting of professionals specialized in suicide assessment and support for individuals at risk (n = 25). They rated a total of 179 items mainly derived from guidelines developed by Australian experts and translated into Spanish (168), and new items included by the research team (11). The panel members were requested to assess each item utilizing a five-point Likert scale. During the second round, items that received moderate approval in the initial round were re-evaluated, and new items suggested by the local experts in the first round were also subjected to evaluation in the next round. Inclusion in the final guidelines required an 80% endorsement as “essential” or “important” from both panels.ResultsConsensus of approval was reached for 189 statements. Among these, 139 statements were derived from the English-language guidelines, while 50 locally generated statements were accepted during the second round. A significant difference from the original guideline was identified concerning the local experts’ reluctance to discuss actions collaboratively with adolescents. Furthermore, the local experts proposed the inclusion of an entirely new section addressing suicide risk in older individuals, particularly focusing on suicide methods and warning signs.ConclusionsA Delphi expert consensus study was conducted to culturally adapt mental health first aid guidelines for assessing suicide risk in Chile and Argentina. This study involved professionals and individuals with lived experience. While many items were endorsed, some related to inquiring about suicide risk and autonomy, particularly for adolescents, were not. An additional section for older individuals was introduced. Future research should explore the implementation and impact of these adapted guidelines in training courses. This is vital for enhancing mental health support and implementing effective suicide prevention strategies in Chile and Argentina.

Youth mental health first aid training with diverse educators.

Schools are the most likely place for students to receive formal or informal mental health services and support. Classroom educators often provide informal mental health support to students and referrals to school-based services. Despite their key role, educators often feel underprepared in recognizing concerning symptoms in youth and supporting student mental health. This mixed-methods study explored the effectiveness of in-person Youth Mental Health First Aid (YMHFA) training on a diverse sample of 106 educators (Mage = 22, SD = 1.9 years, 96% ethnic minorities): City Year AmeriCorps members who work in diverse low-income schools in Florida. We culturally adapted the program to better meet the needs of the participants and the students they serve as over 95% of the students they served were people of color. Quantitative survey data were collected at three time points (pre, post, and 3 months after the training) to examine whether YMHFA training better equipped classroom educators to support students' mental health. Overall, training was associated with improvements in mental health literacy, knowledge of school-based mental health providers, confidence, and intentions to engage in mental health first aid (MHFA) behaviors. Notably, educators reported greater engagement in mental health first aid behaviors at the 3-month follow-up than before training. No improvement in mental health stigma was observed. Some improvements (i.e., mental health literacy, intentions to help) were not sustained at the follow-up. Qualitative data generally supported quantitative findings and suggested that the YMHFA program with cultural consideration is suitable for this diverse sample of classroom educators. Educators' suggestions to improve the training to support culturally and linguistically diverse students' mental health are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

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 &amp;lt; .001; confidence: F(1,67) = 206.41, P &amp;lt; .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.

A mixed-methods project on the impact of the mental health first aid training on French university students' knowledge, attitudes and practices.

University students are increasingly affected by mental health problems and need prompt support. The aim of this project was to assess the impact of the mental health first aid (MHFA) training on students' knowledge, attitudes and practices (KAP) concerning mental health in the short, mid and long-term. Three studies were conducted in Bordeaux, France, from May 2021 to March 2022. The first study collected data from 55 students 1 to 6 months after they had followed the training to examine its efficacy in the mid-long term. The second study collected data immediately before and after the training to evaluate the KAP of 52 students in the short-term (1 to 10 days). The third study consisted of 14 semi-structured interviews with students trained since 2020 to identify the training's long-term impact (3 to 18 months). Descriptive statistics were used for studies one and two, and framework analyses for study three. Most participants reported that their KAP about mental health had improved after the training. In the first study, 94.2% of students reported being ready to intervene during a psychotic crisis in their peers. In the second study, 75.0% of students reported improved mental health-related knowledge and decreased stigma. All students in the third study reported that they had assisted at least one person after the training. These were the first data on the impact of the French MHFA on KAP. While not exhaustive, findings suggest that deploying the training would be beneficial to French students.