Mental Health Awareness Programs

By Stephen Butler
06-06-2017
 Mental health is a real problem in the world today and reaches into every aspect of our
society. Too often those who suffer, fall through the cracks. Are we part of the solution, or are
we part of the problem? This paper looks at the need for awareness, as well as the impact and
effectiveness of mental health awareness programs in schools. It further examines what we can
do as a school to battle the stigma around mental health to build a school community of trust and
understanding, as well as explore the concepts of youth-led programming.

What mental health is, and what it is not

The WHO defines mental health as, a state of well-being in which every individual
realizes his or her own potential, can cope with the normal stresses of life, can work productively
and fruitfully, and is able to make a contribution to her or his community (World Health
Organisation, 2014). This means that experiences outside of these parameters are identified as
poor mental health, or mental illness. A common stigma surrounding mental health is the
assumption that anyone suffering from mental illness must be visibly sick, or crazy (Bulanda,
Bruhn, Byro-Johnson, & Zentmyer, 2014; Pinfold, Toulmin, Thornicroft, Huxley, Farmer, &
Graham, 2003). This is far from the case. This stigma has become extremely entrenched in
Australian society to the detriment of those who suffer (Department of Health, n.d.). During
recent years, programs like R U OK and the implementation of Mental Health Awareness week
in Australia, have assisted in reducing the impact of these stigmas. The larger problem is that 1
in 5 Australians will experience mental illness during their lifetime (Facts and stats about mental
illness in Australia, 2014). Mental health effects far more people than our culture would lead us
to believe.

The purpose of mental health awareness programmes

Having compassion for one another is not a new concept. Compassion and caring for our
fellow man has been an ideal that has been around for centuries in one form or another. In
modern times, we are often bombarded in the media about issues and legislations surrounding
the combating of these problems. We hear about it in our community centres and places of
worship. We see advertisements daily on television, and bus stops with endorsements such as,
anti-bullying, anti-cyber-bullying, depression support, assistant to quit smoking, etc. The need to
combat mental illness from a larger platform has been widely recognised by Federal and State
Governments. However, the real action needs to take place on a person to person basis in a much
more communal setting to shatter the stigma surrounding mental health. During the October
2013 General Conference of the Church of Jesus Christ of Latter Day Saints, Elder Jeffery R.
Holland explains this best by saying,

The Apostle Peter wrote that disciples of Jesus Christ are to have compassion one of
another. In that spirit I wish to speak to those who suffer from some form of mental
illness or emotional disorder, whether those afflictions be slight or severe, of brief
duration or persistent over a lifetime. We sense the complexity of such matters when we
hear professionals speak of neuroses and psychoses, of genetic predispositions and
chromosome defects, of bipolarity, paranoia, and schizophrenia. However bewildering
this all may be, these afflictions are some of the realities of mortal life, and there should
be no more shame in acknowledging them than in acknowledging a battle with high blood
pressure or the sudden appearance of a malignant tumour.

It is important that we, as a society, remove the stigmas of mental health and promote a positive
mindset of understanding, support, and acceptance towards those suffering from poor mental
health. This type of approach will allow the individuals who are suffering to seek the help and
support that they require without feeling ashamed of their condition.

What the literature says

Historically, it has been the role of the student counsellor to deal with the mental health
issues with students. However, as this role has developed, it has also changed in nature over the
years. School counsellors tend to have other roles outside of the mental health of the students at
their schools (DeKruyf, Auger, & Trice-Black, 2013). As the role of a school counsellor evolves
the need for positive mental health role models must be redefined to include peers and other
school leaders.

Our youth can provide the foundation for our understanding of what good mental health
awareness includes, and have the opportunity to lead us as a society into the future. A culture of
acceptance can be changed through the efforts of these programs. The impact of mental health
awareness programs in schools has demonstrated significant positive outcomes (Weare, & Nind,
2011). The future of these programs is in the hands of our youth.

The best avenue of support for these programs are the very youth that they are intended to
help. When the promotion of mental health awareness is brought to the forefront and taught by
the youth, they give themselves and their peers the tools to combat the effects of mental illness, a
positive shift in attitude and social culture can prevail. An analysis of the data shows that the
implementation of health promotion taught by youth should be started in middle school years to
achieve the best possible outcomes (Bulanda et al., 2014). By allowing the youth to take the reins
to effect positive change, we are changing the engrained negative stigmatism in the culture of an
entire generation.

Mental health awareness programs have had significant amounts of success in changing
culture. These youth-driven programs have been shown to reduce the stigma surrounding mental
illness and lower instances of discrimination in school settings (Pinfold, 2003). These types of
programs are important to the increase of well-being in our schools.

These programs are co-run by the efforts of the teachers and administrators who receive
professional training and support. This training and support can assist teachers dealing with the
issues of students, as well as themselves and their colleagues (Battaglia, Coverdale, & Bushong,
1990). Even in a youth-driven program, teachers and administrators are still guiding the students
on the path to good health and well-being.

The effects of mental health

Even though mental health is often associated with an individual, the effects of poor
mental health have a broader scope of influence. Poor mental health has the potential to filter
through the school setting, and into the other members of the community. It is important to be
mindful of the mental well-being of, not only the students, but the staff and the parents who
together make up the school community. Any sort of turbulence in this trinity of trust has the
potential for creating a negative impact on the mental health of any, or all. In the event of a teen
suicide, for example, the effects will be widespread. Not only will it affect the students, but it
will also effect the teachers and parents. The influence of a death has the potential to reach
beyond the borders of our school and affect others outside of our school community.
Limitations

The empirical data shows that mental health can be improved for teachers and students of
secondary schools, but steps must be taken to increase intervention time, and incorporate
improvements to these interventions through the continued training of school staff (Kidger,
Stone, Tilling, Brockman, Campbell, Ford, & Gunnell, 2016).

It has also been said that for an optimal outcome, that the longevity of any mental health
awareness program in school for more than one year is crucial (Wells, Barlow, & Stewart-
Brown, 2003). Meaning that the current mental health awareness week that is held in Australia
annually is not an adequate amount of time to change the culture surrounding mental illness in
schools.

What we can do

At Nordsville College we endeavour to make a difference. Through our youth-based

mental health awareness program, we intend to change the culture and stigma surrounding
mental health at our school. Our policy is to extend a hand to all who are in need, and to make
sure that no one is left behind. We believe that a positive outlook is crucial in the matter of
student and faculty well-being. Through positive change in our school, our goal is to ensure that
no one feels alone. We will accomplish this by changing the culture of our society one child at a
time. I used to think that the worst thing in life was to end up all alone. Its not. The worst thing
in life is ending up with people who make you feel all alone - Robin Williams (Goldthwait,
2009).
 Reference List

Battaglia, J., Coverdale, J. H., & Bushong, C. P. (1990). Evaluation of a mental illness awareness
week program in public schools. The American journal of psychiatry, 147(3), 324.

Bulanda, J. J., Bruhn, C., Byro-Johnson, T., & Zentmyer, M. (2014). Addressing mental health
stigma among young adolescents: evaluation of a youth-led approach. Health & social work,
hlu008.

DeKruyf, L., Auger, R., & Trice-Black, S. (2013). The role of school counselors in meeting
students' mental health needs: examining issues of professional identity. Professional School
Counseling, 16(5), 271-282.

Goldthwait, B. 2009 (Producer & Director). (2009). Worlds Greatest Dad. [Motion Picture].
Washington, WA: Video On Demand.

Holland, J. (2013, October). Like a broken vessel. Paper presented at the 183rd Semi-annual
General Conference, Salt Lake City. Retrieved from https://www.lds.org/general-
conference/2013/10/like-a-broken-vessel?lang=eng

Kidger, J., Stone, T., Tilling, K., Brockman, R., Campbell, R., Ford, T., & Gunnell, D. (2016). A
pilot cluster randomised controlled trial of a support and training intervention to improve the
mental health of secondary school teachers and studentsthe WISE (Wellbeing in Secondary
Education) study. BMC public health, 16(1), 1060.

Mind Frame. (2014) Facts and stats about mental illness in Australia. Retrieved from
http://www.mindframe-media.info/for-mental-health-and-suicide-prevention/talking-to-media-
about-mental-illness/facts-and-stats

Pinfold, V., Toulmin, H., Thornicroft, G., Huxley, P., Farmer, P., & Graham, T. (2003).
Reducing psychiatric stigma and discrimination: evaluation of educational interventions in UK
secondary schools. The British Journal of Psychiatry, 182(4), 342-346.

The Department of Health. (n.d.) Stigma and discrimination. Retrieved from

http://www.health.gov.au/internet/main/publishing.nsf/Content/mental-pubs-s-stigma
Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools:
what does the evidence say?. Health promotion international, 26(suppl 1), i29-i69.

Wells, J., Barlow, J., & Stewart-Brown, S. (2003). A systematic review of universal approaches
to mental health promotion in schools. Health Education, 103(4), 197-220.

World Health Organisation. (2014). Mental health a state of well-being. Retrieved from
http://www.who.int/features/factfiles/mental_health/en/

Reference List (website)

http://assets1.ignimgs.com/2016/04/20/v4sigurd-older09282015bw15710jpg-65283e_1280w.jpg
(Viking Teen)

https://decopolisstudios.files.wordpress.com/2014/09/will-rogers-high-school-one-of-the-best-
art-deco-high-school-buildings-in-the-country.jpg (School Photo)

https://rlv.zcache.com/norwegian_coat_of_arms_scandinavian_heraldry_classic_round_sticker-
r52934055aed346539b718307f13c7c07_v9waf_8byvr_630.jpg?view_padding=%5B285%2C0%
2C285%2C0%5D (Coat of arms)

https://s-media-cache-
ak0.pinimg.com/originals/5f/d3/48/5fd3480561c9b83e5063aa1d453c33fa.jpg (Purple Viking)

https://vikingladyaine.files.wordpress.com/2013/04/1-dscf3216.jpg (Training Ground)

Butler, S. (2017). Nordsville College. Retrieved from

http://stephencb79@wixsite.com/nordsvillecollege
*this is an image of the website that was published for this assignment, however was removed
from the internet after the portrait was taken.

http://www.returnofkings.com/76064/21-quotes-of-the-vikings-havamal-to-guide-a-masculine-
lifestyle (Odin Quote from the high song of Odin)