Mental health consumer parents’ recommendations for designing psychoeducation interventions for their minor children.

Riebschleger, Joanne; Onaga, Esther; Tableman, Betty; Bybee, Deborah

doi:10.1037/prj0000071

Cited by 13 publications

(13 citation statements)

References 6 publications

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“…The YES program does provide an early response to the requests for more mental health information echoed among youth that have a parent or other family member with a mental health disorder (57). The active learning format of the YES program and the readability of the KMIR scale seems aligns with the recommendation of parent mental health consumers for delivering mental health literacy programs that are fun and developmentally appropriate (85).…”

Section: Discussionmentioning

confidence: 72%

Mental Health Literacy of Youth That Have a Family Member With a Mental Illness: Outcomes From a New Program and Scale

et al. 2019

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A program evaluation examined mental health literacy levels and coping outcomes for youth (ages 10–16), before and at the end of their participation in a manualized, school-based mental health literacy program called Youth Education and Support (YES). Most of the youth reportedly had a parent or other family member with a mental health disorder such as depression, anxiety, and/or substance abuse. The mental health literacy levels of program participants from pre to post were evaluated with the developing Knowledge of Mental Illness and Recovery (K-MIR) scale. This scale was validated using item-response theory, demonstrating good psychometric properties. Youth answered two coping questions about their use of positive coping during the program and coping skills compared from pre to post intervention. Findings revealed that youth levels of mental health literacy increased significantly from pre to post program participation. Over 90% of the youth reported an improved use of positive coping strategies from pre to post intervention. The program appeared to deliver enhanced levels of literacy and coping for this sample of youth. The scale appeared to be appropriate to measure youth mental health literacy. Recommendations for practice, policy, and research are offered.

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Section: Discussionmentioning

confidence: 72%

Mental Health Literacy of Youth That Have a Family Member With a Mental Illness: Outcomes From a New Program and Scale

et al. 2019

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“…One area that seemed clearer is that some authors suggested children should learn that mental illness was a health condition and it could often get better with treatment and recovery [ 68 , 91 , 102 ]. Some suggested that children be taught that mental illness affects at least one in five people and is therefore a very common health condition that affects many people, as well their families [ 13 ].…”

Section: Resultsmentioning

confidence: 99%

“…Theme two: Reducing mental health stigma. Mental health consumer parents said that their minor children received most of their knowledge about mental illness from the media; they said this led the children to have stigmatized views of people with mental illness [ 102 ]. A plethora of studies focused on mental health literacy help to reduce children’s assumptions or “attitudes” that people with mental illness are incompetent, unstable, immoral, violent and people to be avoided [ 92 ].…”

Section: Resultsmentioning

confidence: 99%

“…In addition, it is important to recognize the strengths of children of a parent with a mental illness; for example, some children of a parent with a mental illness report that they have strong skills in crisis management, problem solving, and caregiving [ 69 , 70 ]. It is also important that children of a parent with a mental illness learn how and when to help, or not help, others, including parents and other family members [ 102 ].…”

Section: Resultsmentioning

confidence: 99%

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Mental Health Literacy Content for Children of Parents with a Mental Illness: Thematic Analysis of a Literature Review

et al. 2017

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Millions of children have a parent with a mental illness (COPMI). These children are at higher risk of acquiring behavioural, developmental and emotional difficulties. Most children, including COPMI, have low levels of mental health literacy (MHL), meaning they do not have accurate, non-stigmatized information. There is limited knowledge about what kind of MHL content should be delivered to children. The aim of this exploratory study is to identify the knowledge content needed for general population children and COPMI to increase their MHL. A second aim is to explore content for emerging children’s MHL scales. Researchers created and analyzed a literature review database. Thematic analysis yielded five main mental health knowledge themes for children: (1) attaining an overview of mental illness and recovery; (2) reducing mental health stigma; (3) building developmental resiliencies; (4) increasing help-seeking capacities; and (5) identifying risk factors for mental illness. COPMI appeared to need the same kind of MHL knowledge content, but with extra family-contextual content such as dealing with stigma experiences, managing stress, and communicating about parental mental illness. There is a need for MHL programs, validated scales, and research on what works for prevention and early intervention with COPMI children.

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“…Most of the psychology specialty in colleges and universities has a station for a master's degree, but there are few teachers and institutes with high-level academic education, and even fewer institutes can recruit doctorates every year, which has a direct impact on the match between academic education and specialty setting for teachers in colleges and universities (Riebschleger, Onaga, Tableman & Bybee, 2014). health education.…”

Section: Mismatch Of Specialty Setting With Academic Education Accordmentioning

confidence: 99%

Problems and Countermeasures of Mental Health Education of College Students under the Background of Big Data

2018

EDUC SCI-THEOR PRACT

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Along with the unceasing improvement of the social information level, the big data idea and the technology change people's thinking cognition and the work habit, and also have become the important topics for studying the mental health education of college students. Based on the opportunities and challenges resulting from big data in mental health education of college students, this paper analyzes and explains such issues as the complicated educational management system, insufficient integration of discipline construction, the lack of standardization of teaching arrangements and the low level of "three-oriented" faculty in mental health education of college students. In order to strengthen the consciousness of data analysis and the concept of information education, the paper puts forward such scientific countermeasures as building big data platforms, health service institutions and educational teaching models, improving mental health education activities and building sound security mechanisms for mental health education in colleges and universities, so as to realize the organic integration of big data and college students' mental health education, and lay a solid foundation for the future of college mental health education.

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Mental health consumer parents’ recommendations for designing psychoeducation interventions for their minor children.

Abstract: The next step is youth psychoeducation intervention development and evaluation. Parents, youth, and professionals should be included in the program planning.

Cited by 13 publications

References 6 publications

Mental Health Literacy of Youth That Have a Family Member With a Mental Illness: Outcomes From a New Program and Scale

Mental Health Literacy of Youth That Have a Family Member With a Mental Illness: Outcomes From a New Program and Scale

Mental Health Literacy Content for Children of Parents with a Mental Illness: Thematic Analysis of a Literature Review

Problems and Countermeasures of Mental Health Education of College Students under the Background of Big Data

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