Promotion

More documents

Recommendations

Info

MENTAL HEALTH PROMOTION 63 WHO (1997) The Jakarta Declaration of Leading Health Promotion into the 21st Century. Geneva: WHO. WHO (1998a) Fifty-First World Health Assembly (WHO/47): Health Promotion. Copenhagen: WHO. WHO (1998b) Health Promotion Evaluation: Recommendations for Policymakers. Geneva: WHO. Available at http://www.who.dk/document/e60706.pdf (accessed 20 March 2006). WHO (2000) Report of the Technical Programme: Fifth Global Conference on Health Promotion: Bridging the Equity Gap, Mexico, 5–9 June. Geneva: WHO. WHO (2001) Mental Health: Strengthening Mental Health Promotion, Fact sheet 220. Geneva: WHO. WHO (2003) Bangkok Charter for Health Promotion in a Globalized World. Geneva: WHO. Wight, D., Abraham, C. and Scott, S. (1998) Towards a psychosexual theoretical framework for sexual health promotion, Health Education Research, 13(3): 317–30.
4 Infancy and childhood (0–5 years and 6–12 years) Sylvia Tilford Editors’ foreword According to Article 24 of the United Nations Convention on the Rights of the Child ‘health is the basis of a good quality of life and mental health is of overriding importance in this’ (United Nations 1989). This chapter will consider the important task of promoting mental health in the first phase of the lifespan. In addition to its importance for childhood itself clear associations have been demonstrated between mental health in childhood and adulthood (Rutter 1996). The division between this chapter and Chapter 5 is broadly in line with the age of transfer, in many countries, from primary to secondary education. Three special issues have been selected for this phase of the lifespan. The first is inequalities in child mental health, the second concerns childhood itself and the way that societal conceptions of children influence the development of mental health and the third is the promotion of mental health of children experiencing major life events. Introduction The chapter will begin with comment on the nature of children and childhood followed by discussion of the determinants of mental health and the identification of vulnerable populations. Children’s perceptions of mental health will be noted prior to reviewing the evidence on the effectiveness of activities designed to promote mental health for the pre-school years (0–5 years) and the primary school years (5–12 years). The chapter will conclude with a consideration of policy measures to support the promotion of child mental health; some examples of good mental health promotion practice; and an assessment of the extent to which theory and principles inform current mental health promotion practice. The nature of children and childhood According to the Convention on the Rights of a Child (United Nations 1989) anyone under the age of 18 is described as a child. Many statements on childhood designate it as the period prior to achieving the maturity to take on adult responsibilities, although there is no consistency either within or between countries in denoting adult status for
Page 1 and 2:
Mental Health Promotion A LIFESPAN
Page 4 and 5:
Mental Health Promotion A Lifespan
Page 6 and 7:
Contents List of figures, tables an
Page 8 and 9:
LIST OF FIGURES, TABLES AND BOXES v
Page 10:
LIST OF CONTRIBUTORS ix Support Str
Page 13 and 14:
xii MENTAL HEALTH PROMOTION 1997).
Page 16 and 17:
Acknowledgements First our thanks g
Page 18 and 19:
1 Introduction Mima Cattan Mental h
Page 20 and 21:
INTRODUCTION 3 ‘resilience’,
Page 22 and 23:
INTRODUCTION 5 Secker (1998: 64) su
Page 24 and 25:
INTRODUCTION 7 Delamothe, T. (2005)
Page 26 and 27:
WHAT IS MENTAL HEALTH? 9 Lazarus 19
Page 28 and 29:
so resources are concentrated or di
Page 30 and 31: WHAT IS MENTAL HEALTH? 13 What is s
Page 32 and 33: WHAT IS MENTAL HEALTH? 15 this worl
Page 34 and 35: Theories of mental health Resilienc
Page 36 and 37: He argued that this making sense wa
Page 38 and 39: 1 The basic needs of food, drink, s
Page 40 and 41: WHAT IS MENTAL HEALTH? 23 between e
Page 42 and 43: Table 2.1 Comparison of theories re
Page 44 and 45: WHAT IS MENTAL HEALTH? 27 the cultu
Page 46 and 47: WHAT IS MENTAL HEALTH? 29 Antonovsk
Page 48 and 49: WHAT IS MENTAL HEALTH? 31 Marmot, M
Page 50 and 51: 3 Mental health promotion Sylvia Ti
Page 52 and 53: care should be relevant to all coun
Page 54 and 55: • Building alliances for health a
Page 56 and 57: MENTAL HEALTH PROMOTION 39 health p
Page 58 and 59: MENTAL HEALTH PROMOTION 41 example,
Page 60 and 61: Moving beyond definitions there hav
Page 62 and 63: MENTAL HEALTH PROMOTION 45 support
Page 64 and 65: educe, in time, the overall levels
Page 66 and 67: MENTAL HEALTH PROMOTION 49 for some
Page 68 and 69: MENTAL HEALTH PROMOTION 51 individu
Page 70 and 71: Box 3.3 The Millennium Development
Page 72 and 73: mental health centres in the USA in
Page 74 and 75: MENTAL HEALTH PROMOTION 57 behaviou
Page 76 and 77: Box 3.5 Some summary questions for
Page 78 and 79: MENTAL HEALTH PROMOTION 61 Health P
Page 82 and 83: differing areas of life. In most We
Page 84 and 85: Box 4.1 Summary points on children
Page 86 and 87: issue is the promotion of the menta
Page 88 and 89: INFANCY AND CHILDHOOD 71 Culture an
Page 90 and 91: INFANCY AND CHILDHOOD 73 have been
Page 92 and 93: Physical environmental influences T
Page 94 and 95: identified. For example, License (2
Page 96 and 97: Extensive national and local levels
Page 98 and 99: programme addressing the inter-rela
Page 100 and 101: Box 4.7 Living in a Home Zone and c
Page 102 and 103: INFANCY AND CHILDHOOD 85 were less
Page 104 and 105: Anti-bullying interventions There h
Page 106 and 107: age children are concerned the WHO
Page 108 and 109: children would be told they were va
Page 110 and 111: INFANCY AND CHILDHOOD 93 this. Some
Page 112 and 113: References INFANCY AND CHILDHOOD 95
Page 114 and 115: INFANCY AND CHILDHOOD 97 Humphreys,
Page 116 and 117: INFANCY AND CHILDHOOD 99 Thurston,
Page 118 and 119: ADOLESCENCE AND EMERGING ADULTHOOD
Page 120 and 121: effective and sustained way with yo
Page 124 and 125: deficits, often by teaching skills.
Page 126 and 127: and grief exemplifies different cop
Page 130 and 131:
(www.tcd.ie/College.Health/healthpr
Page 132 and 133:
Economic A key factor that underpin
Page 134 and 135:
ADOLESCENCE AND EMERGING ADULTHOOD
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
health activities (Turner 2002). Sp
Page 144 and 145:
• There is a lack of support, gui
Page 146 and 147:
Notes 1 For a useful discussion on
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
6 Adulthood: increasing responsibil
Page 156 and 157:
community responsibilities. Issues
Page 158 and 159:
Chapter 5, is said to develop as a
Page 160 and 161:
ADULTHOOD 143 children (Lesesne and
Page 162 and 163:
ADULTHOOD 145 identified language b
Page 164 and 165:
elationship, both positive and nega
Page 166 and 167:
mental health differences between m
Page 168 and 169:
Box 6.6 Summary of the main determi
Page 170 and 171:
ADULTHOOD 153 stress; self-esteem;
Page 172 and 173:
ADULTHOOD 155 environment would nee
Page 174 and 175:
ADULTHOOD 157 direct impact through
Page 176 and 177:
ADULTHOOD 159 Debates about evidenc
Page 178 and 179:
ADULTHOOD 161 • Integrated nation
Page 180 and 181:
Table 6.2 Mental Health National Se
Page 182 and 183:
• reducing barriers to work to im
Page 184 and 185:
The application of health promotion
Page 186 and 187:
ADULTHOOD 169 Report 2001-2003. Dor
Page 188 and 189:
ADULTHOOD 171 K.R. Fox and S.H. Bou
Page 190 and 191:
ADULTHOOD 173 Oakley, A., Hickey, D
Page 192 and 193:
ADULTHOOD 175 WHO (World Health Org
Page 194 and 195:
their health. Some senses, such as
Page 196 and 197:
Although this is a slightly differe
Page 198 and 199:
is that older people have fewer res
Page 200 and 201:
people’s experiences of lonelines
Page 202 and 203:
life events (Andersson 1992). Accor
Page 204 and 205:
Diversity among older people It is
Page 206 and 207:
OLDER PEOPLE: THE RETIREMENT YEARS
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Examples of good practice OLDER PEO
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
CONCLUDING COMMENTS AND THE FUTURE
Page 234 and 235:
Debates We will return briefly to t
Page 236 and 237:
of Government policies on child pov
Page 238 and 239:
leading to reinforcement of those s
Page 240 and 241:
Priorities for future actions CONCL
Page 242 and 243:
CONCLUDING COMMENTS AND THE FUTURE
Page 244 and 245:
References APPENDIX 1 227 Bale, C.
Page 246 and 247:
Mental health promotion requires a
Page 248 and 249:
APPENDIX 3 231 Observatories in Eng
Page 250 and 251:
GLOSSARY 233 Discrimination: to set
Page 252 and 253:
References GLOSSARY 235 APA (Americ
Page 254 and 255:
Braitstein, P., 140 Braunholtz, S.,
Page 256 and 257:
evidence base of mental health prom
Page 258 and 259:
L Labonte, R., 24 Laing, R.D., 9 La
Page 260 and 261:
National Office for the Information
Page 262 and 263:
social cognitive models, 57 social
Page 264 and 265:
Young Carers’ Project, 127 Young
show all

Promotion

Create successful ePaper yourself

Delete template?

Save as template?