AN INTRODUCTION TO MENTAL HEALTH - The Nossal Institute for ...

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• time to time e.g. immediately after lunch. Some group members will be familiar with a range of energising activities that they can lead. Standing up and singing a short song together is often effective. Various methods can be used to divide the class into sub-groups when this is required. One method is to ask each person in turn to say sequential numbers out loud (the first person says ‘1’, the second person says ‘2’ etc.) until the number of groups you require is reached, at which point the numbering begins again until all people have been allocated a number. For example, if three groups are required then the participants will count off 1, 2, 3, 1, 2, 3 etc until all participants have been allocated a 1, 2, or 3. All number ones form a group and all number twos form another group etc. Preparing for the training Prior to commencing the training it is essential that the facilitators carefully review each session, the case studies and other materials and adapt them appropriately to the local setting and culture (e.g. change names). You will need to allow a lot of time to plan for appropriate translation of the materials. It is important to have a thorough discussion about how best to translate terms that may not have equivalent meanings in the local language e.g. depression, psychosis, mental health first aid etc. If there is no meaningful local equivalent word or expression, then use the English words, and encourage the participants to do the same so that they eventually incorporate these terms into their own vocabulary. The ‘Information for presentation’ sections, case studies, role plays, handouts and symptom cards will all have to be carefully translated in advance. Also, look at the background information for each session to familiarise yourself with it, and prepare materials (e.g. cards for group work, information for presentations, etc.) as indicated. Facilitators may supply notepads and pens for the participants to take their own notes. Unless otherwise specified, it is advisable to arrange the seating in a circular or U configuration, as this allows for more open discussion and for easy transition into group work. Evaluating the training Be sure to evaluate the training by asking the participants for feedback with suggestions to further improve the program, before they leave at the end of the program. Session 12 will help you with this. The distribution of personalised Certificates of Attendance at the completion of the training is usually appreciated. AN INTRODUCTION TO MENTAL HEALTH 11
Including representation of people who have experienced a mental disorder The training will be enhanced if you are able to include the perspective of people who have been users of mental health services. Providing an opportunity for a person who has experienced a mental disorder to contribute to the training by telling his/her own story is recommended (but may not always be possible due to stigma). Support groups for mental health service users and their families have been formed in many urban settings, and contact with such organisations can facilitate inclusion of the user perspective. The person can share his/her experience of mental illness, of mental health services, and of the factors that supported and hindered recovery. It may also be beneficial for the group to have a discussion with mental health specialists, such as a psychiatrist. Useful background reading for the facilitator 1. World Health Organization. The World Health Report: 2001: Mental health: new understanding, new hope. Geneva: World Health Organization; 2001. Available from: http://www.who.int/whr/2001/en/index.html 2. WHO Mental Health Gap Action Programme. Scaling up care for mental, neurological, and substance use disorders. Geneva: World Health Organization; 2008. Available from: http://www.who.int/mental_health/mhgap_final_english.pdf 3. Mental Health Global Action Programme. Close the gap, dare to care. Geneva: World Health Organization: 2002. Available from: http://www.who.int/mental_health/media/en/265.pdf 4. WHO & World Health Organization of Family Doctors Integrating mental health into primary care: A global perspective. Geneve: World Health Organization; 2008. Available from: http://www.who.int/mental_health/resources/mentalhealth_PHC_2008.pdf 5. Saxena F, Andrew G. Barefoot Counselling: A manual for community workers. Goa: Sangath ; 2002. Available from: http://www.sangath.com/publications/pub%20pddf/BFCMain-web.pdf 6. WHO Guide to Mental and Neurological Health in Primary Care. Available from: http://www.mentalneurologicalprimarycare.org/downloads.asp 7. Mental Health First Aid website: http://www.mhfa.com.au/ 8. Patel V. Where there is no psychiatrist. A mental health care manual. London: Royal Collage of Psychiatrists; 2003. 12 AN INTRODUCTION TO MENTAL HEALTH
Page 1 and 2: AN INTRODUCTION TO MENTAL HEALTH Fa
Page 3 and 4: The development of this manual was
Page 5 and 6: T A B L E O F C O N T E N T S DAY T
Page 7 and 8: Contributors BasicNeeds: www.basicn
Page 9 and 10: Introduction Mental health is vital
Page 11: CHWs make a significant contributio
Page 15 and 16: Day Two Session 4 - Mental Health F
Page 17 and 18: Day Four Session 10 - Mental Health
Page 19 and 20: 1 DAY Session 1: Introduction to me
Page 21 and 22: To be a healthy person we need to h
Page 23 and 24: Appropriate treatment can help impr
Page 25 and 26: India. 8 These types of beliefs can
Page 27 and 28: Activity 4 : Symptoms of mental dis
Page 29 and 30: Symptoms of mental disorders table
Page 31 and 32: 7. Heart pounding 8. Muscle tension
Page 33 and 34: 19. Aggression 20. Believing others
Page 35 and 36: In this session we are going to dis
Page 37 and 38: Step 2 Divide participants into two
Page 39 and 40: INFORMATION FOR PRESENTATION Common
Page 41 and 42: ecome a disorder when the alcohol o
Page 43 and 44: Figure 2 - Some Common and Severe M
Page 45 and 46: 2. Mental disorders are a common pr
Page 47 and 48: have an important role to play in p
Page 49 and 50: 48 AN INTRODUCTION TO MENTAL HEALTH
Page 51 and 52: Step 2 - Case study and group work:
Page 53 and 54: Reasons why a person with a mental
Page 55 and 56: 2 DAY Session 5: Mental Health Firs
Page 57 and 58: “I hope they don’t ask me a que
Page 59 and 60: 6. Gently hold your breath and coun
Page 61 and 62: • If the person is thinking about
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Ask each group in turn to call out
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Tiredness and fatigue may lead to o
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Poor sleeping is a common symptom o
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• • • that they have great we
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3 DAY Session 7: Mental Health Firs
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9. Describe a good way to approach
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Provide the person with information
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• • • • • • • Stay ca
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• Empathetic - this means being
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INFORMATION FOR PRESENTATION Counse
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Diagram 4. The problem treatment cy
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Step 2 Ask participants to divide i
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• What type of problems might occ
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Step 2 Give a presentation based on
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• Like medications for physical i
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• • • Nausea or vomiting Slur
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3. Name two skills required for cou
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INFORMATION FOR PRESENTATION As we
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How does stigma and discrimination
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Step 2 Invite participants to comme
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Step 2 - How does gender relate to
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4 DAY Session 12: Presentation of g
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References 1. Herrman H, Saxena S,
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Appendix A : Introducing your other
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Appendix B : Factors affecting ment
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3. Hearing voices 4. Fear 112 AN IN
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7. Heart pounding 8. Muscle tension
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11. Mood swings 12. Lack of energy
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15. Thinking about suicide 16. Poor
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19. Aggression 20. Believing others
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Appendix D: Common and Severe Menta
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Case study E Ahanti is a 25 year ol
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Appendix F : Role plays Role Play 1
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and you say they are trying to harm
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Appendix H Counselling Skills Cards
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132 AN INTRODUCTION TO MENTAL HEALT
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BasicNeeds 158A, Parade, Leamington
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