The Mental Health of Australians 2: Report on the 2007 National Survey of Mental Health and Wellbeing

Slade, Tim; Johnston, Amy; Teesson, Maree; Whiteford, Harvey; Burgess, Philip; Pirkis, Jane; Saw, Suzy

doi:10.1037/e676562010-001

Cited by 243 publications

(274 citation statements)

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“…Yet, access to care for (20-25% get help) [15] and outcomes of mental disorders remain deficient. For example, in Australia prior to 2008, young people had the worst access to mental health care at any time across the lifespan, with only 13% of young men and 30% of young women accessed help for mental health problems [16]. Similarly, only 20-25% of Canadian youth in need of help currently access any mental health services [15,17].…”

Section: Early Intervention In Psychosis and Youth Mental Health Servmentioning

confidence: 99%

From early intervention in psychosis to youth mental health reform: a review of the evolution and transformation of mental health services for young people

Malla

Iyer

McGorry

et al. 2015

Soc Psychiatry Psychiatr Epidemiol

157

163

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Abstract:Purpose: Developments in the field of early intervention in psychotic disorders have encouraged further examination of and interest in youth mental health incorporating all levels of severity of mental disorders. Methods:The authors have briefly reviewed the relevant current state of knowledge, challenges and the service and research response across four countries (Australia, Ireland, the U.K. and Canada) most active in this field.Results: Here we present information on response to principal challenges associated with improving youth mental services in each country. Australia has developed a model comprised of a distinct front line youth mental health service (Headspace) to be implemented across the country and initially stimulated by success in early intervention in psychosis;in Ireland, Headstrong has been driven primarily through advocacy and philanthropy resulting in front line services (Jigsaw) which are being implemented across different jurisdictions; in the UK a limited regional response has addressed mostly problems with transition from child-adolescent to adult mental health services; and in Canada a national multi-site research initiative involving transformation of youth mental health services has been launched with public and philanthropic funding, with the expectation that results of this study will inform implementation of a transformed model of service across the country including indigenous peoples. Conclusions:There is evidence that several countries are now engaged in transformation of youth mental health services and in evaluation of these initiatives.

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Section: Early Intervention In Psychosis and Youth Mental Health Servmentioning

confidence: 99%

From early intervention in psychosis to youth mental health reform: a review of the evolution and transformation of mental health services for young people

Malla

Iyer

McGorry

et al. 2015

Soc Psychiatry Psychiatr Epidemiol

157

163

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“…For example, Slade et al (2009) reported results from the 2007 National Survey of Mental Health and Wellbeing conducted by the Australian Bureau of Statistics. The survey was designed to estimate the prevalence of common mental disorders defined according to clinical diagnostic criteria, as directed by both the International Classification of Diseases 10th Revision (ICD-10) and the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM-IV).…”

Section: Mental Health Is An Issue Of Contemporary International Concernmentioning

confidence: 99%

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Askell–Williams

Cefai

2014

Teaching and Teacher Education

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There is international concern about the prevalence and severity of mental health difficulties and the impact such difficulties have upon individuals, families, communities and societies. Policy makers identify schools as strategic settings for promoting students' positive mental health, such as through the explicit teaching of social and emotional skills. Promoting students' mental health requires teachers to possess particular types of subject-matter knowledge, pedagogical knowledge, and knowledge of learners and their characteristics. However, mental health promotion is not typically addressed in pre-or in-service teacher education, thus raising questions about teachers' capabilities to enact policy directives for mental health promotion in schools. This paper reports a questionnaire study of 1029 Australian and Maltese teachers' perspectives about their capabilities for mental health promotion. Multilevel modelling showed significant response variations between teachers and between schools on 11 outcome factors. Maltese teachers' responses were significantly lower than Australian teachers on three outcome factors, namely, Knowledge, Teaching Resources and providing Parenting Support. Differences were also apparent between teachers of secondary and primary students, and between male and female teachers. Years of teaching experience did not show significant effects, highlighting that mental health promotion is a new area of professional learning for teachers. This study indicates that policy directives that situate mental health promotion initiatives in educational settings must be accompanied by opportunities for teachers and schools to build their capabilities in this relatively new domain of school and teacher responsibility. Our participating teachers have reported on issues of international concern, indicating that further attention to the capabilities of teachers and schools for mental health promotion in diverse cultural settings is warranted.

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“…The disorder is typically associated with significant life interference and distress, reduced occupational and educational achievement, lower socioeconomic status, and high rates of comorbidity with other mental disorders such as depression and substance use (Slade et al, 2009; Stein & Keen, 2000). Structured diagnostic interviews are often supplemented with child and parent report measures of anxiety symptoms in order to yield a comprehensive, multi-method, multi-informant evaluation of diagnostic information and associated symptoms.…”

Section: Social Anxiety Disordermentioning

confidence: 99%

Section: Social Anxiety Disordermentioning

confidence: 99%

Prevalence of anxiety disorders among children who stutter

Iverach

Jones

McLellan

et al. 2016

Journal of Fluency Disorders

105

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ANXIETY DISORDERS AMONG STUTTERING CHILDREN 2 Highlights Stuttering is a speech disorder that hampers communication in social situations  Roughly 22-60% of adults who stutter meet criteria for social anxiety disorder  No studies have evaluated the rate of anxiety disorders among stuttering children  Stuttering children demonstrated a significantly higher rate of anxiety disorders  Of note, 24% of stuttering children met criteria for social anxiety disorder AbstractPurpose: Stuttering during adulthood is associated with a heightened rate of anxiety disorders, especially social anxiety disorder. Given the early onset of both anxiety and stuttering, this comorbidity could be present among stuttering children.Method: Participants were 75 stuttering children 7-12 years and 150 matched non-stuttering control children. Multinomial and binary logistic regression models were used to estimate odds ratios for anxiety disorders, and two-sample t-tests compared scores on measures of anxiety and psycho-social difficulties.Results: Compared to non-stuttering controls, the stuttering group had six-fold increased odds for social anxiety disorder, seven-fold increased odds for subclinical generalized anxiety disorder, and four-fold increased odds for any anxiety disorder. Conclusion:These results show that, as is the case during adulthood, stuttering during childhood is associated with a significantly heightened rate of anxiety disorders. Future research is needed to determine the impact of those disorders on speech treatment outcomes.Keywords: Anxiety disorders; Social anxiety disorder; Diagnosis; Stuttering.ANXIETY DISORDERS AMONG STUTTERING CHILDREN 3 Prevalence of anxiety disorders among children who stutterFor some children who stutter, the negative social consequences of stuttering can begin as early as the preschool years, and continue across the lifespan. Non-stuttering preschool children have been found to negatively evaluate stuttering (Ezrati-Vinacour, Platzky, & Yairi, 2001) and may sometimes ignore, interrupt, mock, and walk away from stuttering children (Langevin, Packman, & Onslow, 2009). The communication difficulties and negative consequences of stuttering experienced by some children who stutter typically intensify during the school years, due to the increased importance of communication in social and classroom settings. Stuttering children have been rated as less popular, less likely to be considered leaders, and more likely to be considered bully victims, than their non-stuttering peers (Davis, Howell, & Cooke, 2002).Several studies have also confirmed that stuttering adolescents report a significantly higher rate of bullying than non-stuttering controls (Blood & Blood, 2004, 2007 Blood et al., 2011).Although negative consequences to stuttering may not occur for all children who stutter, these experiences have the capacity to adversely impact communication competence, selfesteem, social development, and even romantic attractiveness (Blood et al., 2011; Erickson & Block, 2013;Van Borsel, Brepoels, & De C...

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The Mental Health of Australians 2: Report on the 2007 National Survey of Mental Health and Wellbeing

Cited by 243 publications

References 0 publications

From early intervention in psychosis to youth mental health reform: a review of the evolution and transformation of mental health services for young people

From early intervention in psychosis to youth mental health reform: a review of the evolution and transformation of mental health services for young people

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Prevalence of anxiety disorders among children who stutter

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