This document provides an update on actions from the Winterbourne View Joint Improvement Programme Board. It discusses that there are currently around 3,500 people in hospital placements for learning disabilities or autism, with 1,200 in assessment and treatment units, and over 400 having no identified commissioner. It outlines plans for commissioners to review all inpatient cases by June 2013 and develop personalized community support plans, with the goal of all individuals receiving community support by June 2014. The document also discusses the development of a framework for these reviews and future guidance.
This presentation to a public health strategy workshop discussed how we could embed behaviour change at population level into our public health strategy
The document discusses behavior change and behavior change communication (BCC) strategies for targeted interventions. It states that behavior determines health risk and interventions aim to change risky behaviors to safe behaviors. BCC uses dialogue and messages to bring about behavior change at individual, community, and societal levels. Effective BCC recognizes that behavior change is a process that occurs in stages from knowledge to practice. BCC should be paired with other strategies like enabling environments and is most effective with community participation. Peer education is highlighted as a key BCC method for targeted interventions.
This document announces a meeting to discuss developing leadership for population health improvement. The meeting will bring together leaders of innovative health initiatives, experts in leadership development, and other knowledgeable observers. Participants will discuss the most important threats to population health and strategies to address them. They will also explore how to engage different sectors of society in health improvement efforts and what factors determine the success of such initiatives. Additionally, the meeting aims to identify the knowledge, skills, and strategies needed for effective leadership in population health improvement.
The document summarizes key concepts related to developing recovery-oriented systems of care (ROSC). It discusses the importance of peer support services and integrating recovery concepts beyond just treatment. ROSCs aim to support individuals' long-term recovery by coordinating services across systems and communities. The document outlines challenges to developing ROSCs and strategies to address them, like increasing access to early intervention, improving treatment outcomes, and sustaining long-term recovery support.
The document discusses rehabilitation and recovery in mental health. It defines rehabilitation as services that facilitate adaptation for people with disabilities. Recovery is defined as the lived experience of overcoming challenges of disability, whether illness is present or not. Key aspects of recovery include hope, personal responsibility, self-advocacy, education, and support. Recovery-oriented services have characteristics like conveying hope, respecting choice, and supporting wellness and community participation.
This document discusses working with communities for public health programs. It defines a community and explains that true community participation involves communities being actively involved in assessing needs, identifying problems, setting priorities, making decisions, and sharing responsibility for planning, implementing, monitoring and evaluating health programs. The benefits of community participation include making programs more successful, relevant and sustainable by incorporating local knowledge and gaining community support, motivation and self-reliance. Health workers should get to know the community, discuss their concerns and needs, and support community organization by forming committees and selecting volunteers and leaders. Community leaders are important for influencing others and helping health workers gain the community's trust and confidence.
This document summarizes a lecture on collaborative healthcare education given by Dr. Karen Pardue and Dr. Shelley Cohen Konrad at the University of New England. It discusses Mary Switzer as a pioneer of interprofessional collaboration. It outlines the importance of interprofessional education (IPE) in advancing patient care and controlling costs. IPE principles from organizations like the WHO and IOM are presented. Studies show IPE reduces stereotypes and improves understanding of roles. The University of New England's IPE initiatives for students and faculty are described, including case-based learning using the example of patient Pat Chalmers.
This document provides an update on actions from the Winterbourne View Joint Improvement Programme Board. It discusses that there are currently around 3,500 people in hospital placements for learning disabilities or autism, with 1,200 in assessment and treatment units, and over 400 having no identified commissioner. It outlines plans for commissioners to review all inpatient cases by June 2013 and develop personalized community support plans, with the goal of all individuals receiving community support by June 2014. The document also discusses the development of a framework for these reviews and future guidance.
This presentation to a public health strategy workshop discussed how we could embed behaviour change at population level into our public health strategy
The document discusses behavior change and behavior change communication (BCC) strategies for targeted interventions. It states that behavior determines health risk and interventions aim to change risky behaviors to safe behaviors. BCC uses dialogue and messages to bring about behavior change at individual, community, and societal levels. Effective BCC recognizes that behavior change is a process that occurs in stages from knowledge to practice. BCC should be paired with other strategies like enabling environments and is most effective with community participation. Peer education is highlighted as a key BCC method for targeted interventions.
This document announces a meeting to discuss developing leadership for population health improvement. The meeting will bring together leaders of innovative health initiatives, experts in leadership development, and other knowledgeable observers. Participants will discuss the most important threats to population health and strategies to address them. They will also explore how to engage different sectors of society in health improvement efforts and what factors determine the success of such initiatives. Additionally, the meeting aims to identify the knowledge, skills, and strategies needed for effective leadership in population health improvement.
The document summarizes key concepts related to developing recovery-oriented systems of care (ROSC). It discusses the importance of peer support services and integrating recovery concepts beyond just treatment. ROSCs aim to support individuals' long-term recovery by coordinating services across systems and communities. The document outlines challenges to developing ROSCs and strategies to address them, like increasing access to early intervention, improving treatment outcomes, and sustaining long-term recovery support.
The document discusses rehabilitation and recovery in mental health. It defines rehabilitation as services that facilitate adaptation for people with disabilities. Recovery is defined as the lived experience of overcoming challenges of disability, whether illness is present or not. Key aspects of recovery include hope, personal responsibility, self-advocacy, education, and support. Recovery-oriented services have characteristics like conveying hope, respecting choice, and supporting wellness and community participation.
This document discusses working with communities for public health programs. It defines a community and explains that true community participation involves communities being actively involved in assessing needs, identifying problems, setting priorities, making decisions, and sharing responsibility for planning, implementing, monitoring and evaluating health programs. The benefits of community participation include making programs more successful, relevant and sustainable by incorporating local knowledge and gaining community support, motivation and self-reliance. Health workers should get to know the community, discuss their concerns and needs, and support community organization by forming committees and selecting volunteers and leaders. Community leaders are important for influencing others and helping health workers gain the community's trust and confidence.
This document summarizes a lecture on collaborative healthcare education given by Dr. Karen Pardue and Dr. Shelley Cohen Konrad at the University of New England. It discusses Mary Switzer as a pioneer of interprofessional collaboration. It outlines the importance of interprofessional education (IPE) in advancing patient care and controlling costs. IPE principles from organizations like the WHO and IOM are presented. Studies show IPE reduces stereotypes and improves understanding of roles. The University of New England's IPE initiatives for students and faculty are described, including case-based learning using the example of patient Pat Chalmers.
The document discusses motivation, perception, and Maslow's hierarchy of needs. It defines motivation as the willingness to do something and perception as understanding or interpreting something. Maslow's hierarchy proposes that people are motivated to fulfill basic physiological needs, safety needs, social needs, esteem needs, and self-actualization needs. The document also covers theories of motivation including McGregor's Theory X and Y, contingency theory, and Herzberg's two-factor theory.
Psychosocial rehabilitation (PSR) is a process that facilitates individuals with mental impairments or disabilities to reach their optimal level of independent functioning in the community. PSR involves occupational therapists, psychiatrists, nurses, social workers, rehabilitation counselors, and clinical psychologists who provide structured activities, case management, medications, and therapy. Activities in PSR include psychoeducation, family intervention, social skills training, cognitive remediation, and job placement. PSR in Malaysia focuses on serving those with severe mental illnesses like schizophrenia and bipolar disorder through inpatient and community-based rehabilitation programs.
This document describes psychosocial rehabilitation (PSR). The objectives of the presentation are to describe PSR, identify its goals and principles, and describe its services. PSR promotes personal recovery, community integration, and quality of life for those with mental illness. It focuses on developing skills and accessing resources to succeed in various life environments. The goals of PSR are for clients to set their own goals rather than having others set goals for them. It also supports people having meaningful lives through employment, education, and other factors of good mental health.
3. Provide information:
- Explain clearly in simple terms
- Check understanding
- Answer questions fully and honestly
4. Support informed decision making:
- Discuss options and help weigh pros and cons
- Respect the client’s right to decide
- Offer additional help and follow up as needed
The document discusses professional development mentoring programs, describing mentoring as a flexible relationship where an experienced professional guides and teaches a mentee. It outlines the benefits of mentoring, including knowledge sharing, skills development, and confidence building. Guidelines are provided for effective mentoring programs, including establishing learning goals, monitoring progress, and evaluating the relationship.
Behaviour change is a complex process influenced by numerous factors at the individual and societal levels. There are several key stages in the process:
1) Knowledge and awareness of the issue and potential solutions.
2) Developing positive attitudes and intentions to change behaviour.
3) Translating intentions into action through skills development and addressing environmental barriers.
4) Maintaining changed behaviours over time with support.
Successful behaviour change interventions identify relevant target populations, goals, and influencing factors to design strategies addressing where individuals and groups are along the continuum from unaware to actively maintaining new behaviours.
This document summarizes a longer document about factors that influence human behavior and how understanding these factors can help develop effective communications strategies. It discusses three levels that influence behavior - personal, social, and environmental factors. Personal factors include knowledge, attitudes, habits, and beliefs. Social factors refer to interpersonal influences, and environmental factors include local and wider contextual influences. The document also provides overviews of behavioral economics principles and theories of behavior change. It emphasizes that to effectively influence behavior, communications strategies need to address factors at multiple levels rather than just focusing on one.
For professional development, I need to use evidence to analyse and incorporate the experiences so that I can form an instructive part for my future practice and work. Professional growth and development is strongly encouraged. So it is advised to become involved with professional associations (Boyle, 2013, p.12). I should participate in professional conferences. Involvement and attending in conferences, helps to develop in professional skills as well as forming and maintaining professional relationship with colleagues. Placement can put me at a distinct advantage when applying for future employment.
The document summarizes a community psychiatric rehabilitation (CPR) program, including its goals, eligibility, services provided, and core components. The CPR program provides mental health services to adults and children, with the goals of maximizing independent functioning and reducing hospitalizations. Core services include evaluation, community support, crisis intervention, medication administration and services, consultation, and psychosocial rehabilitation. Eligibility requires a diagnosis of a serious mental illness and evidence that the condition is long-term or persistent in nature.
Interprofessional care is an essential part of the health service delivery system. It helps to achieve improved care and to deliver the optimal and desired health outcomes by working together, sharing and learning skills. Health care organisation is a collective sum of many leaders and followers. Successful delivery of interprofessional care relies on the contribution of interprofessional care team
leaders and health care professionals from all groups. The role of the interprofessional care team leader is vital to ensuring continuity and consistency of care and to mobilise and motivate health care professionals for the effective delivery of health services. Medical professionals usually lead interprofessional care teams. Interprofessional care leaders require various skills and competencies
for the successful delivery of interprofessional care.
Counselors play a critical role in helping people who are experiencing mental or emotional problems to get their lives back on track. And it is one of the treatment options for mentally ill peoples for its deal with wellness, personal growth, and career, education, and empowerment concerns. The purpose of the study is to assess the practice of counseling and its effectiveness in Jimma University Teaching Hospital (JUTH) and Amanuel Mental Health Specialized Hospital (AMHSH). It guided by mixed research design, quantitative and qualitative data about study variables was collected from 123 patients from both institutions, Qualitative data were analyzed by direct quotation according to the theme of the questions. Descriptive percentage and ANOVA analysis were used to analyze quantitative data. Descriptive statistics showed that there is a difference in the applications of counseling within the institution Analysis of ANOVA showed counseling is more effective in the treatment of depression and substance abuse. The difference in counseling provision in both institutions is also supported by qualitative analysis of the data. So, JUTH has to incorporate counseling service in the part of treatment, and AMUSH has to work on addressing a huge number of in need patients by expanding the institution.
This document discusses interprofessional collaboration from a social work perspective. It begins with a case study of a 31-year-old woman named Patricia Chalmers who is resistant to addressing her health issues. It then provides definitions of interprofessional practice that emphasize team-based care and goals that cannot be achieved alone. The document outlines why interprofessional collaboration is important to improve population health, enhance patient care, and control costs. It discusses social work values and ethics around interdisciplinary teams, including respecting colleagues and contributing to decisions that affect client well-being. The role of social workers on interprofessional teams is also examined.
Based on the report from the Washington State Board of Health, this presentation, made to the State
and King County Boards of Health on December 13, 2007, suggests a public health model for approaching delivery
of mental health services.
Understanding Personality Disorders By Tom BurnsAnsel Group Ltd
Article for the Insight Supplement of Mental Health Today Magazine July/August 2010. Tom Burns, CEO of the Ansel Group, provides an insight into this patient group and provides some messages around organising services to best meet their needs.
This document was produced for a Webinar for the Association of Directors of Public Health (ADHP www.adph.org.uk ) on 27th April 2017 in partnership with Public Health England (PHE www.gov.uk/phe) Hertfordshire County Council (www.hertfordshire.gov.uk) and the Health Psychology in Public Health Network (HPPHN www.hppn.org.uk ).
The document discusses community empowerment and its role in improving health. It defines empowerment as "an enabling process through which individuals and communities take control over their lives and their environment". It describes empowerment occurring on individual, organizational, family, and community levels. Community empowerment is the process of enhancing a community's capacity to control its own life, initiate change, mobilize resources, obtain services, and counter health risks collectively. The role of community health nurses is to identify their own power base and facilitate empowerment of individuals and communities.
Community Wellbeing - What has Social Prescribing got to offer Public Health
IPH, Open, Conference, Belfast, Northern, Ireland, Dublin, Titanic, October, 2014, Public, Health
The document discusses concepts and interventions for promoting mental health. It defines mental health promotion as focusing on enabling positive mental health at the population level by building competencies, resources, and strengths. The need for mental health promotion is explained by its role in prevention, treatment, and rehabilitation. Effective implementation requires sound theory, training, evaluation, and fidelity across settings. Proven interventions discussed include life stage interventions, community interventions, resilience training, and the Triple P positive parenting program.
Chapter one introduction to health educationhajji abdiqani
The document outlines an introductory course on health education, defining key terms like health, health education, and the various approaches used. It describes health as a state of complete physical, mental, and social well-being, and defines health education as experiences designed to facilitate voluntary actions for health. The document also discusses the basic principles of health education, including that it should be needs-based and aim to change behaviors through effective communication strategies.
The document discusses motivation, perception, and Maslow's hierarchy of needs. It defines motivation as the willingness to do something and perception as understanding or interpreting something. Maslow's hierarchy proposes that people are motivated to fulfill basic physiological needs, safety needs, social needs, esteem needs, and self-actualization needs. The document also covers theories of motivation including McGregor's Theory X and Y, contingency theory, and Herzberg's two-factor theory.
Psychosocial rehabilitation (PSR) is a process that facilitates individuals with mental impairments or disabilities to reach their optimal level of independent functioning in the community. PSR involves occupational therapists, psychiatrists, nurses, social workers, rehabilitation counselors, and clinical psychologists who provide structured activities, case management, medications, and therapy. Activities in PSR include psychoeducation, family intervention, social skills training, cognitive remediation, and job placement. PSR in Malaysia focuses on serving those with severe mental illnesses like schizophrenia and bipolar disorder through inpatient and community-based rehabilitation programs.
This document describes psychosocial rehabilitation (PSR). The objectives of the presentation are to describe PSR, identify its goals and principles, and describe its services. PSR promotes personal recovery, community integration, and quality of life for those with mental illness. It focuses on developing skills and accessing resources to succeed in various life environments. The goals of PSR are for clients to set their own goals rather than having others set goals for them. It also supports people having meaningful lives through employment, education, and other factors of good mental health.
3. Provide information:
- Explain clearly in simple terms
- Check understanding
- Answer questions fully and honestly
4. Support informed decision making:
- Discuss options and help weigh pros and cons
- Respect the client’s right to decide
- Offer additional help and follow up as needed
The document discusses professional development mentoring programs, describing mentoring as a flexible relationship where an experienced professional guides and teaches a mentee. It outlines the benefits of mentoring, including knowledge sharing, skills development, and confidence building. Guidelines are provided for effective mentoring programs, including establishing learning goals, monitoring progress, and evaluating the relationship.
Behaviour change is a complex process influenced by numerous factors at the individual and societal levels. There are several key stages in the process:
1) Knowledge and awareness of the issue and potential solutions.
2) Developing positive attitudes and intentions to change behaviour.
3) Translating intentions into action through skills development and addressing environmental barriers.
4) Maintaining changed behaviours over time with support.
Successful behaviour change interventions identify relevant target populations, goals, and influencing factors to design strategies addressing where individuals and groups are along the continuum from unaware to actively maintaining new behaviours.
This document summarizes a longer document about factors that influence human behavior and how understanding these factors can help develop effective communications strategies. It discusses three levels that influence behavior - personal, social, and environmental factors. Personal factors include knowledge, attitudes, habits, and beliefs. Social factors refer to interpersonal influences, and environmental factors include local and wider contextual influences. The document also provides overviews of behavioral economics principles and theories of behavior change. It emphasizes that to effectively influence behavior, communications strategies need to address factors at multiple levels rather than just focusing on one.
For professional development, I need to use evidence to analyse and incorporate the experiences so that I can form an instructive part for my future practice and work. Professional growth and development is strongly encouraged. So it is advised to become involved with professional associations (Boyle, 2013, p.12). I should participate in professional conferences. Involvement and attending in conferences, helps to develop in professional skills as well as forming and maintaining professional relationship with colleagues. Placement can put me at a distinct advantage when applying for future employment.
The document summarizes a community psychiatric rehabilitation (CPR) program, including its goals, eligibility, services provided, and core components. The CPR program provides mental health services to adults and children, with the goals of maximizing independent functioning and reducing hospitalizations. Core services include evaluation, community support, crisis intervention, medication administration and services, consultation, and psychosocial rehabilitation. Eligibility requires a diagnosis of a serious mental illness and evidence that the condition is long-term or persistent in nature.
Interprofessional care is an essential part of the health service delivery system. It helps to achieve improved care and to deliver the optimal and desired health outcomes by working together, sharing and learning skills. Health care organisation is a collective sum of many leaders and followers. Successful delivery of interprofessional care relies on the contribution of interprofessional care team
leaders and health care professionals from all groups. The role of the interprofessional care team leader is vital to ensuring continuity and consistency of care and to mobilise and motivate health care professionals for the effective delivery of health services. Medical professionals usually lead interprofessional care teams. Interprofessional care leaders require various skills and competencies
for the successful delivery of interprofessional care.
Counselors play a critical role in helping people who are experiencing mental or emotional problems to get their lives back on track. And it is one of the treatment options for mentally ill peoples for its deal with wellness, personal growth, and career, education, and empowerment concerns. The purpose of the study is to assess the practice of counseling and its effectiveness in Jimma University Teaching Hospital (JUTH) and Amanuel Mental Health Specialized Hospital (AMHSH). It guided by mixed research design, quantitative and qualitative data about study variables was collected from 123 patients from both institutions, Qualitative data were analyzed by direct quotation according to the theme of the questions. Descriptive percentage and ANOVA analysis were used to analyze quantitative data. Descriptive statistics showed that there is a difference in the applications of counseling within the institution Analysis of ANOVA showed counseling is more effective in the treatment of depression and substance abuse. The difference in counseling provision in both institutions is also supported by qualitative analysis of the data. So, JUTH has to incorporate counseling service in the part of treatment, and AMUSH has to work on addressing a huge number of in need patients by expanding the institution.
This document discusses interprofessional collaboration from a social work perspective. It begins with a case study of a 31-year-old woman named Patricia Chalmers who is resistant to addressing her health issues. It then provides definitions of interprofessional practice that emphasize team-based care and goals that cannot be achieved alone. The document outlines why interprofessional collaboration is important to improve population health, enhance patient care, and control costs. It discusses social work values and ethics around interdisciplinary teams, including respecting colleagues and contributing to decisions that affect client well-being. The role of social workers on interprofessional teams is also examined.
Based on the report from the Washington State Board of Health, this presentation, made to the State
and King County Boards of Health on December 13, 2007, suggests a public health model for approaching delivery
of mental health services.
Understanding Personality Disorders By Tom BurnsAnsel Group Ltd
Article for the Insight Supplement of Mental Health Today Magazine July/August 2010. Tom Burns, CEO of the Ansel Group, provides an insight into this patient group and provides some messages around organising services to best meet their needs.
This document was produced for a Webinar for the Association of Directors of Public Health (ADHP www.adph.org.uk ) on 27th April 2017 in partnership with Public Health England (PHE www.gov.uk/phe) Hertfordshire County Council (www.hertfordshire.gov.uk) and the Health Psychology in Public Health Network (HPPHN www.hppn.org.uk ).
The document discusses community empowerment and its role in improving health. It defines empowerment as "an enabling process through which individuals and communities take control over their lives and their environment". It describes empowerment occurring on individual, organizational, family, and community levels. Community empowerment is the process of enhancing a community's capacity to control its own life, initiate change, mobilize resources, obtain services, and counter health risks collectively. The role of community health nurses is to identify their own power base and facilitate empowerment of individuals and communities.
Community Wellbeing - What has Social Prescribing got to offer Public Health
IPH, Open, Conference, Belfast, Northern, Ireland, Dublin, Titanic, October, 2014, Public, Health
The document discusses concepts and interventions for promoting mental health. It defines mental health promotion as focusing on enabling positive mental health at the population level by building competencies, resources, and strengths. The need for mental health promotion is explained by its role in prevention, treatment, and rehabilitation. Effective implementation requires sound theory, training, evaluation, and fidelity across settings. Proven interventions discussed include life stage interventions, community interventions, resilience training, and the Triple P positive parenting program.
Chapter one introduction to health educationhajji abdiqani
The document outlines an introductory course on health education, defining key terms like health, health education, and the various approaches used. It describes health as a state of complete physical, mental, and social well-being, and defines health education as experiences designed to facilitate voluntary actions for health. The document also discusses the basic principles of health education, including that it should be needs-based and aim to change behaviors through effective communication strategies.
Chapter one introduction to health education slide sharetimacade
This document outlines the introduction to a course on health education, defining key terms like health, health education, settings for health education, and principles of health education. The course will cover topics such as health and human behavior, working with communities, health communication, and planning health education programs. The document provides learning objectives and instructional methods for the course.
This document discusses health education and promotion. It defines key terms like health, disease, illness, and wellness. It outlines the aims, principles, and methods of health education, including individual methods like counseling and interviews, and group methods like discussions, role-plays, and brainstorming. It describes the roles of health educators in communicating, assessing needs, planning and implementing strategies, and conducting research. The document emphasizes that health education aims to enable behavior and lifestyle changes conducive to health promotion.
A presentation from Tevor Hopkins from Asset Based Consulting (http://www.assetbasedconsulting.co.uk) on an Asset Based Approach to mapping Health and Wellbeing. This presentation was organised by the LGA to support West Midlands Health and Wellbeing Boards.
Nursing As A Profession notes set -1 (2).pptxsaranyaamu
This document outlines the definition, principles, objectives, concepts, philosophy and functions of nursing. It defines nursing as assisting individuals in performing activities to maintain or regain health and helping them gain independence. The basic principles of nursing are safety, effectiveness, comfort and individuality. The objectives are to provide expert bedside care, integrate theory and practice, and develop skills and personality. The concepts of nursing are to promote health, prevent disease, assist healing and ease suffering. The philosophy views nursing as both an art and science. The functions of a nurse include caregiver, communicator, teacher, advocate, counselor, leader, manager and change agent.
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
COUNSELING Disciplines and ideas in the appliedpptx.......ppptxxxMichelleGariando
The document discusses the six stages of the counseling process: 1) relationship building, 2) assessment and diagnosis, 3) formulation of counseling goals, 4) intervention and problem solving, 5) termination and follow-up, and 6) research and evaluation. Each stage is important for establishing trust, understanding the client's needs, creating a treatment plan, providing counseling techniques, ending the relationship, and evaluating the effectiveness of the counseling. The stages together form a comprehensive approach for helping clients address their concerns.
CODES OF PROFESSIONAL CONDUCT FOR NURSES.pptxanjalatchi
Kindness, fairness, caring, trustworthiness, emotional stability, empathy, and compassion are components that make you human on a personal level and serve you well as a nurse. You exhibit strong communication skills. You communicate well with patients and colleagues — sometimes at their worst life moments.
Health education aims to encourage healthy behaviors and proper use of health services. It involves manipulating knowledge, attitudes, and skills to maintain and improve health. The document discusses four approaches to health education: regulatory, service-based, education-focused, and primary healthcare-centered. Principles for effective health education include credibility, interest, participation, motivation, comprehension, reinforcement, learning by doing, progression from known to unknown, leading by example, building relationships, and feedback. Methods include individual, group, and mass approaches using various audiovisual aids. Planning and evaluation of programs involves defining problems, setting objectives, allocating resources, implementation, monitoring, and reassessment.
The document discusses behaviour change communication (BCC), defining it as an interactive process that promotes positive health behaviors through various communication channels. It outlines the key elements and stages of BCC, including awareness, knowledge, attitude change, practice of new behaviors, and reinforcement. The document also covers audience segmentation, approaches and channels for BCC, and how to define objectives for behavior change communication.
This document provides an overview of health education, including definitions, principles, approaches, and roles. It defines key terms like health education, health promotion, and health literacy. It describes different models of health education and discusses the roles of health educators as well as organizations involved in health education like the Central Health Education Bureau. Specific methods of health education are also outlined such as group discussions, counseling, and the use of mass communication channels.
This document discusses health communication and education. It defines health communication as an approach that aims to change behaviors in a target audience regarding a specific health problem within a set timeframe. Effective health communication has clear objectives, targets a specific audience, addresses a defined problem, and establishes a timeframe. It uses strategies from various disciplines like diffusion theory, social marketing, behavior analysis, and anthropology to promote health behaviors and status through information, education, and communication activities targeted at audiences.
Behaviour Change Communication is an interactive process of any intervention with individuals, group or community to develop communication strategies to promote positive health behaviours which are appropriate to the current social conditions and thereby help the society to solve their pressing health problems
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
The document discusses the importance of lived experience expertise in mental health services. It summarizes that:
1) The Dorset Wellbeing and Recovery Partnership puts people with lived experience of mental health problems at the heart of service design, training, and delivery alongside professional expertise.
2) Recovery is about taking back control over one's life and problems, not seeing them as uncontrollable or only manageable by experts.
3) Peer workers are important because those in recovery understand both the ways systems currently help and fail people, and how they could better support recovery journeys.
This document discusses concepts, types, vision, mission statements, philosophy, aims and objectives of nursing management. It defines key concepts in nursing management such as effective communication and resource management. It outlines different types of management including autocratic, democratic, participative, and laissez faire. It describes the aims and objectives of nursing management which include effective utilization of resources and enabling different parts of the nursing organization to function harmoniously. The document also discusses formulation, characteristics, classification and examples of nursing objectives. It covers the philosophy, vision, and mission of the nursing profession and provides examples of vision and mission statements in nursing.
Similar to Collaboration, Connection and a Strengths-based Approach to Suicide Prevention (20)
This document outlines a research study comparing social marketing and community development approaches for Māori suicide prevention. It defines key terms, reviews literature on Māori suicide statistics and risk factors, describes social marketing and community development initiatives in New Zealand. Key informant interviews provided insights from experts. While both approaches have benefits, community development aligns more with Māori culture but data is lacking. Further research is needed to objectively compare the effectiveness of these approaches for Māori.
This document summarizes a workshop on suicide and the media held in New Zealand in September 2013. It discusses the Mindframe National Media Initiative, which aims to influence responsible media representation of suicide and mental illness issues. The workshop covered evidence on the impacts of media reporting on suicide, challenges in media coverage of suicide, and guidelines for discussing suicide safely and constructively in the media. It also addressed working collaboratively with the media and providing helpful information for audiences while avoiding sensationalism.
Dr Nicole Coupe - Preventing Māori suicide: Improving care and interventionMHF Suicide Prevention
This cultural assessment summarizes a study on preventing suicide among Māori in New Zealand. The study investigated over 700 cases of Māori suicide and self-harm annually. It formed an investigation team and advisory group to design a randomized controlled trial comparing a culturally-informed intervention ("Powhiri") to treatment as usual for Māori presenting with self-harm. Powhiri incorporated elements of Māori culture and problem-solving therapy. Preliminary findings showed Powhiri significantly decreased hopelessness and increased time before re-presentation with self-harm compared to the control group. The assessment calls for continuing to improve Māori cultural identity through culturally-informed problem solving interventions.
Identity satisfaction in sexual minorities: A queer kind of strength - Associ...MHF Suicide Prevention
Presentation by Associate Professor Mark Henrickson at the symposium LGBTTI Wellness & Suicide: What do we need to change? Hosted in Auckland on 27 February 2013 by Auckland DHB, Affinity Services, OUTLine NZ, Rainbow Youth and the Mental Health Foundation.
LGBTTI Wellness and Suicide: What do we need to change? - Mani Bruce MitchellMHF Suicide Prevention
The document discusses the need for changes to address issues affecting the LGBTQIA+ community such as wellness, suicide, bullying, violence, isolation, lack of resources and lack of human rights protections. It argues that too many lives have been lost already and calls for greater care, support and coordinated efforts across sectors to value all people equally and ensure safety, well-being and fulfillment of potential for everyone in the rainbow community, especially youth.
Presentation by Mathijs Lucassen at the symposium LGBTTI Wellness & Suicide: What do we need to change? Hosted in Auckland on 27 February 2013 by Auckland DHB, Affinity Services, OUTLine NZ, Rainbow Youth and the Mental Health Foundation.
Presentation by Moira Clunie at the symposium LGBTTI Wellness & Suicide: What do we need to change? Hosted in Auckland on 27 February 2013 by Auckland DHB, Affinity Services, OUTLine NZ, Rainbow Youth and the Mental Health Foundation.
Mental wellbeing - Auckland Council Social and Community Development ForumMHF Suicide Prevention
Presentation on flourishing, mental health promotion and opportunities for Auckland Council to promote welbeing in the community, to Auckland Council Social and Community Development Forum, 26 February 2013.
Suicide prevention - Auckland Council Social and Community Development ForumMHF Suicide Prevention
Presentation on suicide prevention and the work of Suicide Prevention Information New Zealand to Auckland Council Social and Community Development Forum, 26 February 2013.
Keri Lawson-Te Aho discusses suicide prevention for Māori in the first of three online seminars. She shares a story from her own whānau, looks at how the issue is different for Māori including culturally-specific risk and protective factors, and suggests a paradigm shift is needed to respond to Māori suicide more effectively. For more information about this seminar series, see: http://www.spinz.org.nz/page/323-webinars
Prof G Luke Larkin and Dr Annette Beautrais discuss strengthening protective factors & instilling hope in a webinar to mark World Suicide Prevention Day 2012. More information and video: http://www.spinz.org.nz/page/239-events-archive+webinar-for-world-suicide-prevention-day-2012
This document provides information on suicide prevention for Asian communities in New Zealand. It summarizes statistics on suicide rates nationally and among Asian populations from 2004-2009. It also discusses risk and protective factors for suicide, noting the importance of family, community, and culturally appropriate services. Current gaps are identified in research and resources for understanding suicidality in Asian communities in New Zealand.
Resistance often occurs when bereaved individuals feel a lack of power or control over the support being offered following a suicide. Acts of resistance can be positive when they allow bereaved people to voice their concerns and regain a sense of empowerment. It is important for support providers to understand why resistance occurs from the perspective of bereaved individuals in order to have collaborative relationships and provide effective support. Embracing, rather than controlling, resistance provides an opportunity to gain valuable insights and make improvements that better meet the needs of the bereaved.
This document discusses collaborating for suicide prevention through inclusive and tailored initiatives. It notes that every person has a unique and complex identity influenced by factors like gender, sexuality, culture and more. Initiatives should consider generic, inclusive approaches as well as those tailored to specific groups' needs. Groups like the LGBT community face higher suicide risks due to challenges including discrimination, bullying and lack of support. Both targeted and inclusive initiatives were discussed as having strengths and challenges to consider for collaboration on suicide prevention.
The document summarizes a symposium on suicide prevention for Pacific communities in New Zealand. It includes an outline of the agenda which involves introductions, discussing suicide prevention for Pacific communities, and the New Zealand Suicide Prevention Strategy. Statistics are provided showing Pacific peoples have the third highest suicide rates compared to other ethnic groups. The strategy aims to promote mental health, improve care for those experiencing mental health problems or who have attempted suicide, reduce access to means of suicide, support those affected by suicide, and expand evidence about effective interventions. An open discussion period is included on the agenda.
This document summarizes patterns of suicidal behavior among inmates in New Zealand prisons over the past 20 years. There were two distinct peaks in prison suicides, in 1984-1985 and 1994-1995, which were influenced by changes in health and correctional policies. Screening tools and mental health services have since been developed and expanded for prisoners to help address suicide risk, though continued collaboration between health and corrections sectors is still needed.
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3. Effective public health policies and treatment interventions require responsible gambling regulations and education, secondary prevention
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Collaboration, Connection and a Strengths-based Approach to Suicide Prevention
1. Collaboration, Connection and A
Strengthsbased Approach to Suicide
• Goal 3 of the The New Zealand Suicide Prevention Strategy
Prevention (Associate Minister of Health, 2006) focuses on improving the care
of people who make nonfatal suicide attempts.
• It suggests developing policies, strategies and services that lead to
better treatment, management and aftercare support for those
making nonfatal suicide attempts.
• It outlines areas of action including:
– Improving methods of treatment, management, aftercare and
support
Chris Bowden – Improving quality, continuity and accessibility of care
Lecturer, School of Education Studies, Victoria – Supporting families/whānau to care for someone who has made
University of Wellington. a suicide attempt
Chris.Bowden@vuw.ac.nz – Developing better aftercare and support systems for Māori who
have made a suicide attempt.
21 Nov 2007 SPINZ 2007 Symposium: Building the Jigsaw –
Collaborating for Suicide Prevention
The Need to Improve Services, Connect
With and Engage Youth
Improving Services
• Buston (2002) echoes these goals in her study of adolescent users • Hickie, Fogarty, Davenport, Luscomb & Burns (2007)
of mental health services.
identify some of the key challenges involved in
• She claims that further attention needs to be given to the developing new youthappropriate primary care
development of empathic communication skills by health services:
professionals working with young people who are experiencing
mental health problems.
– Increasing young people’s access to such services.
“The importance of support, empathy and accessibility were – Providing the style of services that young people most seek.
repeatedly stressed by respondents” (Buston, 2002, p.240). – Focusing workforce training and development largely on early
intervention models.
• She also highlights the need for health professionals to work on – Providing evidencebased psychological and medical services.
connecting with young people in a way that encourages them to
remain engaged with services:
• Hickie et al (2007) recognise the importance of
“Further development by clinicians of a manner which encourages developing integrated collaborative care models among
the patient to openup and which gives the impression of caring,
empathy and being listened to, should not be underestimated some of the solutions.
(Ong et al., 1995; Meryn, 1998).” (Buston, 2002, p.241).
Listening to Youth & Collaborating
Different and Diverse Across Disciplines
• McGorry (2007) reflecting on the public mental health “Our health system needs to take the next step forward in
system in Australia states: removing the barriers between health professionals and
young people. It needs to start listening to what we are
“A new ‘youth mental health’ approach is required that saying and what we are asking for. To know what works
best for us, the system has to become youthfriendly and
builds on, but is qualitatively different from, existing child youthoriented. (Victoria Tonin, Platform youth
and adolescent and adult approaches, which have both participation programe, ORYGEN Youth Health, 2007)”
struggled to address the mental health needs of (McGorry, 2007, p.S53).
teenagers and young adults” (McGorry, 2007, p.S54).
• In order to understand what supports the healthy
• Youth mental health services need to provide an intensive, development of young people and the best approaches
comprehensive and integrated service response to young for promoting wellbeing we need to synthesise and
people and their families, focused on symptom remission, integrate knowledge, not just from a wide range of
research fields, or even disciplines, but from across the
social and vocational recovery, and relapse prevention natural and social sciences and humanities (Eckersley
(McGorry, 2007). 2004, p.41).
1
2. Interdisciplinary Approach
• Much can be learnt from the study of human development, youth StrengthsBased Suicide Prevention
development and youth work, nursing and therapy.
Improving care, protection and treatment
• These disciplines contain concepts, research and knowledge that
can inform the development of a strengthsbased approach to Collaborating with youth to build competence and confidence
suicide prevention.
Fostering development and wellbeing and addressing risk
• Much of the work in these disciplines is strengthsbased. Reconnecting youth with their social world and life
• Some key themes within these disciplines are: Youth Life
Nursing Therapeutic
– Starting with the individual’s strengths. Development Histories
Care Alliance
– Participative – providing youth with opportunities to take part, influence
decisions that affect them. Theory
– Empowering – providing youth with competence and confidence.
– Educative – teaching youth 21st Century skills and knowledge but
acknowledging the flow of teaching and learning between youth and Nursing Youth Human Therapy
those who support them. Work Development
Relationships
What Can be Learned from Youth
Development?
• Focusing on young people’s strengths rather
than their failings is the underlying principle of
youth development (MYD, 2002).
• Reducing and preventing developmental deficits
and promoting developmental strengths are
parallel, unique and complimentary tracks.
• Figure 1 illustrates the relationship between
deficit and strengthsbased policy orientations.
(Benson, Mannes, Pittman & Ferber, 2004, p.785)
Suicide and Selfharm as Symptoms of Collapsed
Social Worlds
Connecting with Life Histories
“Traditionally young people have • Denov and Maclure (2007) state:
been labelled as ‘at risk’ on the “Life histories can provide listeners and readers with insights into the course of
basis of the symptoms rather human development and ‘the workings of the human mind’ (McAdams 2001,
than the causes of their p.307)”
situation” (Martin, 2002, p.20).
• The use of a lifehistories approach with young people who have engaged
We need to look at worlds in nonfatal suicidal behaviour may shed light on the individual’s
behaviour occurs in. experiences, choices made, actions taken, and consequences felt as well
as reveal imprtant information about local contexts, social structures and
Interventions based on symptoms cultural mores that influence young people’s behaviour.
are usually only going to address
a single factor (not getting the • Lifehistories may also be used to illuminate turnings (fundamental shifts in
bigger interconnected picture). roles and identity) and adaptations (alterations of behaviour and identity
over time) (Denov & Maclure, 2007) that may help suicidal youth
Interventions based on symptoms understand their behaviour, lives and find new ways of coping and adapting.
lead us to look at what is wrong
with the individual – deficits • Health professionals might use a lifehistories approach to both connect
based approach (Martin, 2002). with youth, provide young people with a voice and find it a useful tool for
beginning to collaborate with suicidal youth to find meaning and ways
forward for their recovery.
(Martin, 2002, p.21)
2
3. Life Trajectories and Human
Development
Getting to Know Youth
• The study of suicidal profiles across the life trajectory can help us • As Etherington (2007) states:
map distinctive pathways and better understand the cumulative “Life story research can help us coconstruct complex, multilayered
effects of risk and protective factors, including childhood adversity ‘narrative knowledge’ that we can hold alongside the ‘paradigmatic
and more recent events (Séguin, Lesage, Turecki, Bouchard, knowledge’ gained by using traditional research methods (Bruner,
Chawky, Tremblay, Daigle & Guy, 2007). 1986; Mishler, 1999; Polkinghorne, 1988)” (p.456).
• The use of Life charts can help in the examination of the duration, • It is not about finding the causal explanation – but about
development and characteristics of the suicidal process in young how young people make connections between life
people, particularly when based on psychological autopsy experiences, health issues, their sense of self and
information (Fortune, Stewart, Yadav & Hawton, 2006). identity.
• Examining the developmental influences and the unique trajectories
of young people is also a key area within the study of Human “If you want to know me, then you must know my story, for my
Development and the area of education for Human Service story defines who I am. And if I want to know myself, to gain
Professionals (Harms, 2005). insight into the meaning of my own life, then I, too, must come
to know my own story (McAdams, 1993, p.11)” (quoted in
Etherington, 2007, p.456).
Reconnecting with Humanity to Aid
Recovery
Defining a Therapeutic Alliance
• Recent notions of ‘recovery’ seem to encompass a • The therapeutic relationship, whether it exists within the context of therapy,
process whereby the individual can reclaim his/her self treatment, care or support calls for a perspective of collaboration that
enables the individual to define their own needs, use a language that makes
esteem, pride, choice, dignity, and meaning (Wright, Haigh sense to them and their significant other and empowers them to take control
of their life.
& McKeown, 2007).
• The therapeutic alliance is important for alleviating a suicidal individual’s
sense of powerlessness to change himself or herself or the environment,
• Health professionals need to embrace people’s humanity and facilitate the experience of success and mastery in dealing with his/her
situation.
to facilitate this process.
• It allows the person to take a new perspective or standpoint
(Söderberg, 2004).
“Recovery is about the whole person, identifying their strengths,
instilling hope, and helping to function at an optimal level by • It requires the presence of significant others who can reinforce the
allowing them to take responsibility for their life” (Townsend & individual’s new approach to the world.
Glasser, 2003, p.83, quoted in Wright, Haigh & McKeown,
• These relationships carry the potential for a development of selfesteem
2007, p.243) and selfworth and build on an active decision and personal commitment
for change (Söderberg, 2004).
Connecting with the Experts Young
What Can Be Learned from Therapy?
People
• Summer & Barber (2003) note that the strength of the • Suicidal young people are valuable sources of
collaborative relationship between patient and therapist expertise and knowledge and that if practitioners have
has been recognised as crucial by therapists from well developed communication skills, and are willing to
different theoretical backgrounds. see past the suicidal behaviour to meet the “expert”
within the individual they are more likely to find the
• Establishing this relationship is often seen as the first answers to what the person needs to stop their suicidal
step in treatment. behaviour and recover and thrive (Crockwell & Burford,
• Referred to variously as therapeutic, working or helping 1995).
alliance.
• Bordin (1979) defined it has having three components: • The importance of establishing a therapeutic alliance
1. Goals Shared goals. with the suicidal person is also something recognised
2. Task Accepted recognition of the tasks each person is to within New Zealand guidelines (NZGG, 2003) as
perfom in the relationship. something that can facilitate the disclosure of information
3. Bond – an attachment. and a sense of hopefulness and connectedness.
3
4. Collaborating with Youth to find
What Can Be Learned from Nursing?
Strengths
• Health professionals providing aftercare support, treatment and care also • Samuelsson, Wiklander, Åsberg & Saveman (2000) identified the following aspects of
care in their study of pyschiatric inpatients who had made suicide attempts:
need to see beyond the suicidal behaviour and help young people discover – Receiving understanding, confirmation (sympathy, allowing action, those who
or rediscover their strengths and potential. mediated hope and orientation towards the future).
– Understanding the patient’s world from their point of view in order to be able to
• Warelow and Edward (2007, p.134) state: rehabilitate hope.
– Warmth and support during initial treatment stage.
“Recovery or improvement in mental health was often achieved when people with – Being ‘in a nurses care’ giving a sense of security.
mental health issues discover or rediscover strengths and abilities for pursuing – Confidence and trust.
their own personal goals and developing a sense of self that allows them to grow – Aeccessibility – knowing they were welcome to contact the ward at any time.
or move beyond the symptomatology that deems them to have a mental illness in – Sensitivity to needs – the need to talk or the need to be left alone.
the first place (Edward & Warelow 2005; p.101)”
– Verbal contacts with staff (essential for healing and for desire to go on living).
• Warelow and Edward argue that ‘caring’ as a practice may assist people to • What wasn’t helpful:
become more resilient. – Nurses who were more interested in research than in the ‘person’.
– Nurses who took role of the ‘neutral spectator’ – rather than the close involved
• Psychiatric nurses have opportunities to interrupt an ongoing suicidal fellow creature.
process by intervening in suicide attempts and providing care to reduce the – Lack of understanding of the patient’s perspective and not accepting the patient’s
incidence of suicide (Samuelsson et al. 1997 cited in Sun, Long, Boore & suicidality.
Tsao, 2005, p.275). – Being treated like children, being guarded and controlled.
– Not being confirmed – led to feelings of being burdensome, desire to go home,
and further suicide attempts.
Nursing Care Theory
Nurses in the study indicated they
• Nursing care theory can guide the nursing care use dedicated nurses to initiate
for patients at high risk of suicide. and maintain a trusting
relationship with suicidal patients.
Dedicated nurses assessed
patients suicidal thoughts, used
• Sun et al’s (2005) study highlighted the need for suicide index scales to assess
nurses to have the following skills: thoughts and feelings.
– Advanced communication qualities and skills to: Basic care included being there
for patients in their humanity,
• Effectively and continually assess suicidal patients; physically and emotionally,in
• Protect their safety; presence and time.
• ‘Be there’ for patients to provide basic care; Compassionate art of nursing
included six concepts:
• Use the compassionate art of nursing to provide advanced
care; Empathy, being nonjudgemental,
acceptance of patient as person
• Facilitate patients to heal and regain their desire to live.
first, sincerity, kindness and
Figure 2 respect for dignity.
Action/interaction strategies in the nursing care of patients who are suicidal (Sun et al. 2005, p.278)
Key Findings: Roles, Communication
Skills & Instilling Hope
Caring for Suicidal People
• Key Findings from Sun et al’s (2005) study:
• Nurses’ take on many roles when taking care of suicidal people: • Cutcliffe & Stevenson’s (2007) book argues
– Personcentred care Educator Counsellor that nurses need to move beyond
observational care because this may only
– Nurturer Consultant Advocate defer and not prevent, suicide.
– Crisis management • A key concept in the book is ‘reconnecting
the suicidal person/patient with humanity’
• Effective use of seven communication skills helped nurses acknowledge and argues that nurses need to provide
patients’ thoughts and feelings: suicidal people with:
– Listening and hearing Engaging Perceptive of moods – Intense, warm human contact because
– Open communication Facilitating disclosure suicidal people are often ‘disconnected’
from family and friends and lack
– Touch Use of silence support. This stage is about ‘being
with’ the person.
• Instilling hope was related to four concepts: – They need to move beyond this to also
– Encouraging or teaching positive thinking Promoting selfconfidence challenging the patient’s ideas and
– Valuing patients as people Teaching problemsolving thoughts about suicide and guide the
person back to life affirmation. This
stage is about ‘doing’ and
• In order to achieve all these nursing care strategies, nurses needed to reconnecting the person with pre
initiate and maintain therapeutic relationships with patients. suicidal ideas, feelings and hope.
– A third stage involves the suicidal
person embracing the hard work of re
investing in life.
4
5. Issues: Microfacism and the Evidence
Discourse
Ronald Maris, in the foreword to Cutcliffe and Stevenson’s • Smith (2007) notes that there is a need to break down “microfacism” which is at play
in the contemporary scientific arena.
(2007) book, notes the following practice implications of
the authors’ research: • Microfacism occurs when a dominant ideology excludes other forms of knowledge. It
seeks to protect a privileged status by promoting a ‘regime of truth”.
1. Nurses need to be comfortable with death and death
talk. • He claims that the evidencebased movement in health sciences is “outrageously
exclusionary and dangerously normative”.
2. Nurses need to talk in order to listen.
3. Nurses training needs to be more carefocused and less • He also notes that scholars not only have a scientific duty but an ethical obligation to
assessment focused. deconstruct regimes of power.
4. Nurses need to engage their patients and not merely • Collaboration across disciplines that can contribute to suicide prevention will
observe them. be difficult if some disciplines continue to act as facist structures and exclude
other forms of knowledge including that which comes from young people.
5. There is a need to move away from medicationbased
treatment. • Communities of practice: where knowledge emerges, is exchanged and is co
constructed through mutual discussion and where young people can have a voice
6. There is a need to move beyond suicide risk assessment should be encouraged.
to suicidal patient care (Maris notes that risk assessment
never saved anyone’s life). • Communities of practice are where social and intellectual capital are built through
research and practice communities working together. They are characterised by
7. A recovery not a cure model needs to be adopted (p.ix). processes of mutual negotiation, reciprocity, trust and cohesion exist (Smith, 2007).
Implications
• Those working together to prevent suicide and in particular in those young • It is important for health care professionals to be more than just
people who have already engaged in suicidal behaviour need to look at areas knowledgeable doers prevention activities need to be carried out within
of commonality across their services and disciplines and focus on aspects of an ethical framework of care with compassion and sensitivity
care, protection and treatment that seek to reduce risk and promote wellbeing otherwise young people will feel they are there to be controlled rather
and development. than cared for.
• Inclusive rather than exclusive communities of learning and practice • There is a need to go beyond offering ‘basic care’ which is important,
should be encouraged that draw upon a wide range of knowledge and
expertise to advance ‘best practice’, and ‘researchinformed practice’ and to also offering ‘advanced and compassionate care’ which could draw
‘evidencebased practice’. on the learning from the compassionate art of nursing.
• There needs to be a move away from the unhelpful debate about prevention • Health and human services professionals (and in particular tertiary
OR promotion. students) may need specific education in suicide prevention. This is
something that has been noted in social work education (Feldman &
• Research needs to be conducted on the best ways to develop and deliver Freedenthal, 2006).
integrated community and aftercare services (particularly for those young
people with serious mental health problems) by multidisciplinary teams that
include nurses, GP’s, psychiatrists, counsellors, youth workers, social workers • Human services and health professionals may also benefit from some
and educators. education focusing on adolescent and youth development so they better
understand the needs and worlds of young people and training in “basic
• There needs to be a greater recognition that young people occupy many
relationship” skills (Binder, Bongar & Messer, 1993 cited in Summers &
social worlds and contexts that influence their development, wellbeing and Barber, 2003) and how to build therapeutic or working alliances with
behaviour. young people.
Some Conclusions References
• Associate Minister of Health (2006).The New Zealand Suicide Prevention
• Strengthsbased suicide prevention in relation to youth Strategy 20062016, Wellington: Ministry of Health.
should:
– Focus on promoting healthy youth development and youth • Benson, P.L., Mannes, M., Pittman, K., Ferber, T. (2004). Youth development,
engagement in their communities and societies. developmental assets, and public policy. In R.M. Lerner & L. Steinberg (Eds.)
Handbook of Adolescent Psychology (2nd Ed.) NJ: John Wiley & Sons, Inc.
– Still acknowledge the need to address healthcompromising (Figure 25.1 “Approaches to Successful Development” p. 785.
behaviours, risk factors, and improve crisis intervention, care
and treatment. • Buston, K. (2002). Adolescents with mental health problems: What do they say
– Focus on health and human service professionals working with about mental health services? Journal of Adolescence, 25: 231242.
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– Break down barriers between services and youth, foster the • Cutcliffe, J.R. & Stevenson, C. (2007). Care of the suicidal person. China:
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