Meanings of well-being from the perspectives of youth recently diagnosed with psychosis

Lal, Shalini; Ungar, Michael; Malla, Ashok; Frankish, Jim; Suto, Melinda

doi:10.3109/09638237.2013.841866

Cited by 32 publications

(19 citation statements)

References 14 publications

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“…The self-help strategies reported by the participants are consistent with findings from studies that have shown that activities help change physical, emotional and cognitive states (Lal et al, 2013 ) and that meaningful activities and lifestyle modifications are factors influencing recovery (Windell & Norman, 2013 ) in early phases of mental health distress. The activities specifically mentioned as relieving and helpful in the present study (physical exercise, listening to music, experiencing nature, being with animals and work) have also all been reported as helpful in earlier recovery research (Borg & Kristiansen, 2008 ; Borg et al, 2013 ; Davidson et al, 2006 ; Lal et al, 2014 ; Lucock et al, 2007 ) and in the Nordic context (Borg & Davidson, 2008 ). In addition, the participants’ emphasis on a healthy and regular lifestyle and awareness of early triggers and warning signals are in line with earlier studies (Borg et al, 2009 ; Davidson et al, 2006 ; Suto et al, 2010 ; Veseth et al, 2012 ).…”

Section: Discussionmentioning

confidence: 51%

Coping with mental health issues: subjective experiences of self-help and helpful contextual factors at the start of mental health treatment

Biringer

Davidson

Sundfør³

et al. 2015

Journal of Mental Health

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Background: Self-help strategies and various contextual factors support recovery. However, more in-depth knowledge is needed about how self-help strategies and supportive environments facilitate the recovery process. Aims: To explore what individuals who have recently been referred to a specialist Community Mental Health Center experience as helpful and what they do to help themselves. Method: Ten service users participated in in-depth interviews within a collaborative-reflexive framework. A hermeneutic-phenomenological approach was used. Results: Participants described a variety of helpful strategies and environmental supports. Four relevant main themes were identified: helpful activities, helpful people and places, self-instruction and learning about mental problems and medication and self-medication. Conclusions: The process of recovery is initiated before people become users of mental health services. This study confirms that recovery takes place within the person’s daily life context and involves the interplay of contextual factors, such as family, friends, good places, work and other meaningful activities. The coping strategies reported may represent an important focus for attention and clinical intervention.

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Section: Discussionmentioning

confidence: 51%

Coping with mental health issues: subjective experiences of self-help and helpful contextual factors at the start of mental health treatment

Biringer

Davidson

Sundfør³

et al. 2015

Journal of Mental Health

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“…Resilience is generally understood as the capacity of an individual, family, community or environmental system to return to normative functioning after exposure to an atypical stressor (Ungar 2011;Allan and Ungar 2014). In the context of schools, resilience is observed when a student continues to engage and academically succeed even after he or she experiences a risk factor such as bullying or an episode of mental illness (Lal et al 2014). This understanding of resilience, which is centered on the individual or system that recovers from stress, has in recent years shifted to a more dynamic understanding of resilience as the quality of the interactions between systems and the resources they need to do well.…”

Section: A Social Ecological View Of Resiliencementioning

confidence: 99%

How Schools Enhance the Development of Young People’s Resilience

et al. 2017

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Using a social ecological understanding of resilience, this position paper explores how schools in different contexts and across cultures influence student resilience by providing them with seven resources that are associated with better developmental outcomes for children: (1) access to material resources; (2) access to supportive relationships; (3) development of a desirable personal identity; (4) experiences of power and control; (5) adherence to cultural traditions; (6) experiences of social justice; and (7) experiences of social cohesion with others. Drawing on results from studies around the world that have assessed these seven factors, this paper makes the case that educational institutions, in collaboration with families and communities, are a form of psychosocial intervention that can improve children's resilience. Positive outcomes are most likely when there are opportunities for children to experience support for multiple coping strategies that respond to the challenges they find in different environments at school and in their communities. Our review of the research suggests that schools may have the greatest impact on resilience among children who are the most disadvantaged.

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“…Qualitative investigations with young people diagnosed with FEP illustrate that they have a multi-dimensional perspective of their recovery and well-being that includes illness-related, social, moral, physical, and material or financial dimensions, and that meaningful activity engagement is also core to this process. [28][29][30][31] However, service providers may place more emphasis on symptom recovery and illness education, while not being attuned to addressing other aspects, such as social, physical, and meaningful activity engagement.…”

Section: Stakeholder Perspectives On Reasons For Disengagementmentioning

confidence: 99%

Service Engagement in First-Episode Psychosis: Current Issues and Future Directions

Lal

Malla

2015

Can J Psychiatry

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It has been reported that up to 50% of patients receiving mental health services disengage from treatment, with adolescents and young adults being particularly at high risk. Even in the context of specialized services in youth mental health, such as early intervention programs for psychosis, disengagement rates remain high. There is a need for extensive and innovative efforts to address the issue of service disengagement in first-episode psychosis (FEP). A multi-dimensional understanding of the phenomenon of engagement can help to inform the development of strategies to address this important clinical issue. In our paper, we propose a conceptual framework for understanding service engagement, provide an overview of the issues pertaining to service engagement in FEP, and suggest future directions for research and practice.

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Meanings of well-being from the perspectives of youth recently diagnosed with psychosis

Abstract: Our heuristic framework for conceptualizing well-being, grounded in the narrative accounts of youth participants, can inform the future planning and design of interventions, research, and outcome measures pertaining to the well-being of youth recently diagnosed with psychosis.

Cited by 32 publications

References 14 publications

Coping with mental health issues: subjective experiences of self-help and helpful contextual factors at the start of mental health treatment

Coping with mental health issues: subjective experiences of self-help and helpful contextual factors at the start of mental health treatment

How Schools Enhance the Development of Young People’s Resilience

Service Engagement in First-Episode Psychosis: Current Issues and Future Directions

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