An exploration of youth and parents' experiences of child mental health service access

Zifkin, Cleo; Montreuil, Michèle; Beauséjour, M.; Picard, Stéphane; Gendron-Cloutier, Lauranne; Carnevale, Franco A.

doi:10.1016/j.apnu.2021.06.006

Cited by 10 publications

(9 citation statements)

References 19 publications

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“…For many parents in our study, their ability to seek and obtain care was hindered by not knowing when to seek help and where to access services, having to learn to navigate the mental heath care system, facing healthcare professionals' dismissal of their concerns and knowledge, and having limited financial resources to obtain services in the private sector or those not covered by insurance plans. Our findings are consistent with: (1) results of the handful of studies that have documented parents' lived experience of access to mental health services for child anxiety disorders both in Canada [44,45] and abroad [12,41,42]; (2) the few studies that have examined barriers to access in the context of child anxiety disorders [38][39][40][41][42]; and (3) the literature on the barriers parents face when accessing mental health services (not specific to anxiety) for their child [30][31][32][33][34][35][36]. The finding that the barriers related to parents' ability to obtain care identified in this study have been reported in other studies as noted above highlights the need to support parents, regardless of mental health condition for which care is sought, by strengthening their ability to identify mental health problems and ensuring information about available services and mental health care system navigation is readily available (e.g., primary care clinics).…”

Section: Ability Of Parents To Seek and Obtain Caresupporting

confidence: 87%

“…The poor availability of services was also a common theme in our study as was lack of timely services and interim supports. These findings are consistent with results of qualitative studies that have examined parents' lived experience of access in the context of child anxiety disorders [12,41,42,44,45], studies that have focused specifically on access to services for childhood anxiety [38][39][40], and the larger body of evidence on barriers parents face when accessing mental health services for their child (non-specific to anxiety or a mental health diagnosis) [30][31][32][33][34][35][36]. Our findings thus reinforce that for childhood anxiety as well as other childhood mental health disorders, service availability (whether services are physically available and can be reached in a timely manner) [26] necessitates ongoing investment and enhancement.…”

Section: Plos Onesupporting

confidence: 82%

“…A large body of evidence has documented the barriers parents face when accessing mental health services for their child [30][31][32][33][34][35][36]. However, these studies have not focused on childhood anxiety specifically or have been non-specific in terms of mental health diagnosis.…”

Section: Introductionmentioning

confidence: 99%

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Accessing mental health services for a child living with anxiety: Parents’ lived experience and recommendations

2023

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Background Little research attention has been given to understanding the lived experience of parents who access mental health services in the context of child anxiety disorders. This paper reports on findings specific to parents’ lived experience of accessing services for their child living with anxiety and the recommendations they provided for improving access. Methods We used the qualitative research approach of hermeneutic phenomenology. The sample included 54 Canadian parents of youth living with an anxiety disorder. Parents took part in one semi-structured and one open-ended interview. We used a 4 staged data analysis process informed by van Manen’s approach and Levesque and colleagues’ framework of access to healthcare. Results The majority of parents reported being female (85%), white (74%), and single parents (39%). Parents’ ability to seek and obtain services was affected by not knowing when or where to access services, having to learn to navigate the system, limited availability of services, lack of timely services and interim supports, limited financial resources, and clinicians’ dismissal of parental concerns and knowledge. Provider (ability to listen), parent (willingness to participate in therapy), child (same race/ethnicity as provider), and service characteristics (cultural sensitivity) influenced whether parents perceived services as approachable, acceptable, and appropriate. Parents’ recommendations focused on: (1) improving the availability, timeliness, and coordination of services, (2) providing supports for parents and the child to facilitate obtaining care (education, interim supports), (3) improving communication with and among healthcare professionals, (4) the need to recognize parents’ experience-based knowledge, and (5) encouraging parents to take care of themselves and advocate for their child. Conclusions Our findings point to possible avenues (parents’ ability, service characteristics) that can be targeted to improve service access. As experts on their situation, parents’ recommendations highlight priority needs of relevance to health care professionals and policymakers.

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Section: Ability Of Parents To Seek and Obtain Caresupporting

confidence: 87%

Section: Plos Onesupporting

confidence: 82%

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Accessing mental health services for a child living with anxiety: Parents’ lived experience and recommendations

2023

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“…e problems with CSMH have now become a public health concern. As a result of this, it is clear that educational institutions, such as colleges and universities, ought to pay attention to CSMH [1][2][3] and efficiently manage the data pertaining to the mental health of college students. Problems with mental health have a negative impact not only on the sound physical and mental development of individuals but also on the growth of the nation and society as a whole.…”

Section: Introductionmentioning

confidence: 99%

A Mental Health Management and Cognitive Behavior Analysis Model of College Students Using Multi-View Clustering Analysis Algorithm

Dong

Shen

2022

Computational Intelligence and Neuroscience

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In this new era that is full of social changes, ongoing economic transformation, an abundance of information resources, and a fast pace of life, the pressure that people feel to compete with one another is also increasing day by day. Because of the vast differences in people’s states of consciousness and worldviews, interpersonal relationships have become increasingly difficult to navigate. Students in higher education institutions will eventually emerge as the dominant demographic in society. Their mental health has a significant bearing on all aspects of life, including learning and future growth. An objective condition that must be met in order to guarantee that the next generation of talent will have a high level of overall quality is the improvement of the mental health of college students (CSMH) in the new era. One component of public health is the emotional well-being of students in higher education. The state of the public’s health is consistently ranked among the most urgent problems facing modern society. However, there is not much hope for the Chinese CSMH. In order to effectively manage their mental health, a variety of educational institutions, including colleges and universities, have proposed a large number of management strategies for CSMH. The vast majority of these strategies are not targeted, and they do not offer a variety of management strategies that are based on the many different psychological states. It is necessary to first be able to accurately predict the mental health status of each individual college student in order to achieve the goal of improving the mental health management of students attending colleges and universities. This study proposes using a multi-view K-means algorithm, abbreviated as MvK-means, to analyze the CSMH’s data on mental health. This is possible because the data can be obtained from multiple perspectives. This paper presents a multi-view strategy as well as a weight strategy in light of the fact that each point of view contributes in its own unique way. Different weight values should be assigned to each view’s data, which will ultimately result in an improved evaluation effect of the model. The findings of the experiments indicate that the model that was proposed has a beneficial impact on the analysis of the data pertaining to the mental health of college students.

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“…These unmanaged mental health difficulties may be associated with increased healthcare costs and utilization such as emergency department visits (Canadian Institute for Health Information, 2019), with high levels of functional impairment (Iorifino et al, 2018), and with poor long-term outcomes including poorer academic outcomes and substance use problems (Arria et al, 2019). Both youths and their caregivers report high levels of frustration and difficulty in accessing mental health care for a variety of reasons, including circuitous pathways to care, long wait times, low levels of knowledge and support regarding how to access care, and a dearth of early intervention and prevention efforts (Zifkin et al, 2021). Because schools operate as a de facto provider of mental health services and social-emotional learning curricula (Vaillancourt et al, 2021), schools are well-poised to provide prevention and early intervention services (Arango et al, 2018).…”

mentioning

confidence: 99%

Brief Digital Interventions: An Implementation-Sensitive Approach to Addressing School Mental Health Needs of Youth with Mild and Emerging Mental Health Difficulties

Cwinn

Barry

Weisz

et al. 2022

Canadian Journal of Community Mental Health

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Brief digital interventions (BDIs) may help address the mental health needs of students when realworld resource constraints limit access to in-person or longer-form care. This article describes BDIs, which are conceptualized as being at the intersection of short-term interventions, internet-delivered cognitive behavior therapy programs, and measurement-based care. We use a real-world example of a BDI which was delivered in Ontario schools as a practice example for this mode of intervention. We then identify potential clinical and ethical considerations, and we highlight some of the challenges of implementing and evaluating innovative interventions and measurement-based care initiatives in Canadian schools.

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An exploration of youth and parents' experiences of child mental health service access

Cited by 10 publications

References 19 publications

Accessing mental health services for a child living with anxiety: Parents’ lived experience and recommendations

Accessing mental health services for a child living with anxiety: Parents’ lived experience and recommendations

A Mental Health Management and Cognitive Behavior Analysis Model of College Students Using Multi-View Clustering Analysis Algorithm

Brief Digital Interventions: An Implementation-Sensitive Approach to Addressing School Mental Health Needs of Youth with Mild and Emerging Mental Health Difficulties

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