Chcmhs009 Provide Early Intervention, Health Prevention and Promotion Programs Assessment Answer

Task 1 

Title

A Comprehensive School-Based Programme for Mental Health Empowering Youth

Introduction

We propose a school-based early intervention and health promotion program for adolescents aged 12 to 18 as a response to the rising incidence of mental health issues among adolescents.

Aims and Objectives

• Increment mindfulness and comprehension of emotional wellness issues by 30% in one year or less
• By the end of the second year, provide coping skills training to 80% of the target population
• Lay out peer support programs in half of the participating schools inside the primary year
• Make mental health screening and referral services more readily available to all participants

Identification of need

A growing cause for concern is the prevalence of mental health issues among adolescents. As indicated by the World Wellbeing Association, it is assessed that around 10-20% of teenagers overall experience psychological well-being issues (Ho et al. 2017). According to the National Institute of Mental Health, 20% of teenagers aged 13 to 18 in the United States have suffered a serious mental condition at some point in their lives. These data underline the critical need for early intervention and prevention programmes aimed specifically at this age group.

Comparison of Similar Programs

Several programmes target youth mental health, such as "Youth Mental Health First Aid", "Sources of Strength", and "Mental Health First Aid for Teens". Adolescents' mental health literacy has improved, stigma has been reduced, and help-seeking behaviours have improved thanks to these programs (Purcell et al. 2019). The evidence-based approaches, interactive workshops, and inclusion of peer support systems make these programs successful.

Relevant Stakeholders and Their Roles

Selected health promotion programs

Mental Health Literacy Workshops

These workshops will mean to expand mindfulness and comprehension of emotional well-being issues, including normal problems like uneasiness and despondency (Liu et al. 2020).

Emotional Regulation and Coping Skills Training

This part will focus on training teenagers in viable methodologies to oversee pressure, manage feelings, and fabricate strength.

Peer Support Programs

Peer support projects will be laid out, where prepared understudy tutors will give direction, compassion, and consolation to their companions, cultivating a feeling of having a place and diminishing social seclusion (Purcell et al. 2019).

School Counseling Services

Mental health topics will be taught to school counsellors, and more money will be given to help them be better able to help people one-on-one and in groups (Merikangas et al. 2022).

Parent Education and Involvement

The support system at home will be strengthened by educating parents on adolescent mental health and equipping them with effective communication and support skills.

Mental Health Screening and Referral

Implementing a routine mental health screening procedure will aid in the identification of at-risk individuals who may require extra assistance.

Promotion of Physical Well-being

The program will emphasise the importance of regular physical activity, healthy eating, and getting enough sleep due to the close connection between mental and physical health.

Task 2

Description of Program Features

To address adolescents' mental health requirements, the Macquarie Fields Student Community Centre's "Empowering Youth for Mental Health" program will incorporate strategies for early intervention, promotion, and prevention that are supported by evidence.

Features

• Workshops on mental health literacy to raise awareness and comprehension of mental health issues.
• Adolescents can benefit from training sessions on emotional regulation and coping skills for stress management and resilience building (Merikangas et al. 2022).
• Programs for peer support to establish a welcoming environment and lessen social isolation
• Upgraded school advising administrations with prepared advocates giving individual and gathering directing (Dowell et al. 2022).
• Parent education and participation in programmes to increase family support.
• Mental health screening and referral systems are used to identify and assist at-risk persons.
• Physical well-being is promoted via activities, nutrition education, and a focus on the significance of regular physical exercise and proper sleep.

Aims and Objectives of the Program

The point of "Engaging Youth for Mental Health: The Macquarie Fields Student Community Centre's "Comprehensive School-Based Programme" raises awareness, teaches coping skills, creates a supportive atmosphere, and strengthens collaboration between schools, parents, and mental health specialists to enhance teenagers' mental health. In the first year, the programme aims to raise mental health awareness by 30%, train 80% of the target population in coping skills, establish peer support programmes in 50% of participating schools, and increase mental health screening and referral services for all participants.

Resources

Sustainability of the Program

To guarantee the supportability of the program at the Macquarie Fields Understudy public venue, we will look for assorted financing sources, including government awards and corporate sponsorships (Sanchez et al. 2018). Establishing relationships with local mental health organisations and educational institutions will provide ongoing support. Long-term funding, strong connections, and a stable programme structure can ensure the program's stability and ability to assist Macquarie Fields teens' mental health needs.

Access to the Program

All community students will be able to participate in the Macquarie Fields Student Community Centre's "Empowering Youth for Mental Health" program (Imran et al. 2020). It will be implemented during school hours or after-school hours to make participation by students simple. By providing individualised resources and support, efforts will be made to address barriers such as disabilities or language barriers.

Accountability and Reporting Requirements

Clear guidelines, policies, and procedures will be established to track the progress of the "Empowering Youth for Mental Health" program and ensure accountability. Standard checking of program exercises, member participation, and commitment will be led (O’Donnell and Meaney, 2017). Detailing systems, including progress reports, studies, and assessments, will be carried out to evaluate program results and make important changes.

Contingency Protocols

Monitoring and Evaluation requirements

To evaluate the program's efficacy and make informed decisions regarding its improvement, there will be requirements for monitoring and evaluation. Monitoring program activities, participant feedback, and engagement levels on an ongoing basis will be necessary for this. Pre-and post-appraisals, overviews, and subjective input will be gathered to assess program results and recognize regions for the upgrade. Adjustments to the program will be guided by regular reviews and analysis, ensuring its continued effectiveness.

Task 3

The "Empowering Youth for Mental Health" programme requires a well-structured action plan including activities, resources, and timelines. This plan will facilitate the planning-to-implementation transfer. Forward action:

1.Activity: Establish Programme Management Programme

Resiurce: coordinators, programme management staff

Weeks 1-2

Description: Form a programme implementation team. This team will organise, allocate, and execute the programme (Fernandes & O’Sullivan, 2023).

2. Activity: Secure funding

Reseouce: Financial Budget

Weeks 1-4

Descroption: Find government grants and corporate sponsorships. Develop grant bids and fundraise to fund the programme.

3.Activity: Train Facilitators

Resource: Workshop instructors

Timefreame: Weeks 3-6

Description: Advertise and hire qualified facilitators for mental health literacy courses, emotional regulation and coping skills training, and peer support programmes. Specialise them in programme content, delivery, and participant interaction.

4. School and Stakeholder Collaboration

Resouce: School counsellors, parents, mental health experts, community organisations

Timeframe: Weeks 4-8

Description: Collaborate with schools, school counsellors, parents, mental health experts, and community organisations to secure programme support and participation. Define roles, expectations, and communication.

5. Planning: Schedule Workshops and activites

Resource: Venues, gear

Weeks 6-10

Description: Find accessible workshops and events. Schedule workshops, counselling, peer support, and other programme activities around school and after-school hours.

6. Develop and Distribute Programme Materials

Resources: Materials budget

Weeks 8-12

Description: Create workshop and activity handouts, worksheets, and information packs. Make sure facilitators and participants get all the resources they need.

7. Implement Mental Health Screening and Referral System

Resources: School counsellors

Weeks 10-14

Description: Teach school counsellors mental health screenings and referrals. Establish methods for detecting at-risk persons and providing prompt support.

8. Launch Peer Support Programmes

Resources: Peer mentors

Weeks 12-16

Description: Pair trained student mentors with classmates who need guidance, empathy, and encouragement in participating schools. Build community and reduce social isolation.

9. Educate and Involve Parents

Resources: Parenting resources

Weeks 14-18

Description: Teach parents about teenage mental health and how to support them. Promote parental involvement in the programme and a supportive home.

10. Activity: Continuous Evaluation

Resources: Assessment tools

Time: Ongoing

Description: Monitor programme progress, engagement, and results. Participant comments, pre- and post-assessments, and statistics can improve programmes. Adjustments and programme efficacy are guided by regular reviews and analyses.

11. Establish Reporting and Accountability Mechanisms

Resources: Programme policies and procedures

Week 16–20

Description: Establish explicit policies and procedures to track programme activity, participant participation, and programme accountability. Use progress reports, surveys, and evaluations to evaluate programme results and identify areas for improvement.

12. Safety and Crisis Management

Resources: Crisis management strategy, assistance

Time: Ongoing

Description: Create safety protocols to ensure programme safety. Make emergency support services available and train personnel on emergency response practises.

13. In progress Resource Management

Resources: Human, financial, administrative resources

Time: Ongoing

Description: Optimise administrative, financial, and human resources to support programme operations. Assess resource needs, alter budgets, and use resources efficiently to maintain programme operations.

14. Activity: Monitoring & Eval1uation

Resources: Tools for assessment

Time: Ongoing

Description: Assess programme effectiveness by monitoring programme activities, participant feedback, and engagement. Surveys, assessments, and comments can help to evaluate results and improve. Make data-driven programme adjustments using evaluation results.

This action plan helps the "Empowering Youth for Mental Health" programme transition from planning to implementation. It specifies programme activities, resources, and timelines. Monitoring, evaluation, and changes will ensure the program's efficacy, while sustainability planning will ensure its continuation.

Task 4

Monitoring and assessment are vital to any program's efficacy, development, and improvement decisions. This role involves devising a monitoring plan, selecting instruments, evaluating the program's progress, and informing key stakeholders of its results.

Monitoring Strategy

• Define KPIs: These indicators should be quantitative, relevant, and reflect desired advances in mental health literacy, coping skills, peer support, counselling services, parental participation, mental health screening, and physical well-being. KPIs include mental health literacy percentage gain, peer support activities, and programme participant satisfaction (Wei et al., 2015).
• Select Monitoring Tools: Select data and programme tracking tools. Surveys, checklists, attendance records, participant feedback forms, and programme activity documents are monitored. These tools will assess programming implementation, participation, and satisfaction.
• Set Monitoring Frequency: Plan monitoring actions during programme execution. The program's timetable, activities, and resources determine data collection and monitoring frequency.
• Assign Monitoring Responsibility: Assign a person or team to collect data, manage monitoring instruments, and analyse it. Educate the team on data collecting, ethics, and confidentiality.
• Data Analysis and Reporting: Create a systematic method for data analysis and monitoring reports. Trends, gaps, difficulties, and improvement possibilities should be examined (Sivarajah et al. 2017).

Evaluation tools:

• Pre- and Post-Assessments: Assess participants' mental health literacy, coping skills, and well-being pre- and post-intervention. Validated surveys or scales can collect quantitative data and track progress.
• Participant Surveys: Ask programme participants about their experiences, satisfaction, and outcomes. To get participant feedback, surveys might be given periodically or after programme components.
• Focus groups included individual interviews with programme participants, parents, school employees, and mental health experts. Qualitative approaches will reveal the program's impact, strengths, and limitations, and offer improvements.
• Document Review: Review attendance records, progress reports, and feedback forms to understand programme execution and outcomes. Document review can supplement evaluation with qualitative data.

Stakeholder Communication Strategy:

• Establish Communication Channels: Find the best ways to reach programme donors, school officials, parents, community organisations, and participants. Regular meetings, email updates, newsletters, website postings, and stakeholder events are examples (Michela et al., 2022).
• Create Progress Reports: Summarise the program's successes, problems, and ongoing evaluation findings. These reports should showcase results, successes, and data-driven insights. Communicate programme progress through clear language, visuals, and evidence.
• Stakeholder Meetings: Inform stakeholders of programme monitoring and evaluation progress and results. To inform and involve stakeholders, these meetings might be scheduled or ad hoc. Communicate data and conclusions via charts, graphs, and infographics.
• Customised Communication: Customise communication for each group. Parents may prefer written updates, while school administrators may prefer face-to-face discussions. Consider how to best communicate, understand, and appreciate stakeholder information (Haller & Novita, 2021).

Celebrate Successes and Share Best Practises:

• Motivate stakeholders by highlighting programme successes. Recognise stakeholders and share implementation best practises. Invite stakeholders to give their perspectives.
• Continuous input Loop: Allow stakeholders to provide programme monitoring and evaluation input. Allow stakeholders to contribute input, suggestions, and improvements.

Conclusion:

The "Empowering Youth for Mental Health" programme needs a good monitoring and evaluation plan. Clear KPIs, proper monitoring tools, and regular data gathering track programme progress. Strong communication informs important stakeholders on programme outcomes and progress, enabling transparency and collaboration. These tactics help the programme make informed decisions, demonstrate its impact, and develop for long-term success.

References

Dowell, T.L., Waters, A.M., Usher, W., Farrell, L.J., Donovan, C.L., Modecki, K.L., Zimmer-Gembeck, M.J., Castle, M. and Hinchey, J., 2022. Tackling mental health in youth sporting programs: a pilot study of a holistic program. In Key Topics in Sports Psychology (pp. 1-15). Cham: Springer Nature Switzerland.

Dray, J., Bowman, J., Campbell, E., Freund, M., Wolfenden, L., Hodder, R.K., McElwaine, K., Tremain, D., Bartlem, K., Bailey, J. and Small, T., 2017. A systematic review of universal resilience-focused interventions targeting child and adolescent mental health in the school setting. Journal of the American Academy of Child & Adolescent Psychiatry, 56(10), pp.813-824.

Fernandes, G. And O’ Sullivan, D., 2023. Project management practices in major university-industry R&D collaboration programs – a case study. The Journal of Technology Transfer, 48(1), 361-391. https://doi.org/10.1007/s10961-021-09915-9

Haller, T and Novita, S., 2021. Parents’ Perceptions of School Support During COVID-19: What Satisfies Parents? Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.700441

Ho, F.K.W., Louie, L.H.T., Wong, W.H.S., Chan, K.L., Tiwari, A., Chow, C.B., Ho, W., Wong, W., Chan, M., Chen, E.Y.H. and Cheung, Y.F., 2017. A sports-based youth development program, teen mental health, and physical fitness: an RCT. Pediatrics, 140(4).

Imran, N., Zeshan, M. and Pervaiz, Z., 2020. Mental health considerations for children & adolescents in COVID-19 Pandemic. Pakistan Journal of medical sciences, 36(COVID-19-S4), p.S67.

Liu, J.J., Bao, Y., Huang, X., Shi, J. and Lu, L., 2020. Mental health considerations for children quarantined because of COVID-19. The Lancet Child & Adolescent Health, 4(5), pp.347-349.

Merikangas, K.R., Nakamura, E.F. and Kessler, R.C., 2022. Epidemiology of mental disorders in children and adolescents. Dialogues in clinical neuroscience.

Michela, E., Rosenberg, J. M., Kimmons, R., Sultana, O., Burchfield, M. A and Thomas, T. 2022. We Are Trying to Communicate the Best We Can: Understanding Districts’ Communication on Twitter During the COVID-19 Pandemic. AERA Open. https://doi.org/10.1177/23328584221078542

O’Donnell, K.J. and Meaney, M.J., 2017. Fetal origins of mental health: the developmental origins of health and disease hypothesis. American Journal of Psychiatry, 174(4), pp.319-328.

Purcell, R., Gwyther, K. and Rice, S.M., 2019. Mental health in elite athletes: increased awareness requires an early intervention framework to respond to athlete needs. Sports medicine-open, 5(1), p.46.

Sanchez, A.L., Cornacchio, D., Poznanski, B., Golik, A.M., Chou, T. and Comer, J.S., 2018. The effectiveness of school-based mental health services for elementary-aged children: A meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 57(3), pp.153-165.

Sivarajah, U., Kamal, M. M., Irani, Z and Weerakkody, V. 2017., Critical analysis of Big Data challenges and analytical methods. Journal of Business Research, 70, 263-286. https://doi.org/10.1016/j.jbusres.2016.08.001

Wei, Y., McGrath, P.J., Hayden, J.and Kutcher, S., 2015. Mental health literacy measures evaluating knowledge, attitudes and help-seeking: a scoping review. BMC Psychiatry 15, 291. https://doi.org/10.1186/s12888-015-0681-9                

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