Stakeholder Perspectives on Children's Mental Health Needs and Supports in Six Low‐ and Middle‐Income Countries

Vostanis, Panos; Maltby, John; Duncan, Charlie; O’Reilly, Michelle

doi:10.1111/chso.12279

Cited by 15 publications

(9 citation statements)

References 31 publications

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“…No items were identified as being of high priority in "implementing health promotion programs" (Domain 8) in the current study. The results are consistent with low levels of awareness of the importance of health promotion [25] and promoting healthy behaviors among adolescents [26] in LMICs. However, the WHO has emphasized that schools are of strategic value for guiding preventive health behaviors as a key to health promotion [27].…”

Section: Discussionsupporting

confidence: 79%

Prioritizing Training Needs of School Health Staff: The Example of Vietnam

Kim

Lee

Loan³

et al. 2020

IJERPH

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Competencies of school health staff (SHS) members, including school nurses, are crucial to improving child and adolescent health. In Vietnam, although SHS members are dispatched to schools, they have limited training opportunities. This study identified SHS members’ training needs in a province of Vietnam. A cross-sectional, online survey was conducted with 204 SHS members. The performance and importance of SHS members’ competencies were measured using 59-items and rated by a 5-point Likert scale. SHS members’ training priorities were analyzed using the Borich Needs Assessment and the Locus for Focus model. Controlling infectious disease was the highest training priority while implementing health promotion programs was of relatively low priority. The high-priority training needs identified could be rendered mandatory in policy for continuing education of SHS members. Awareness of the importance of health promotion, which has been emphasized globally, should also be promoted via school health policy. These findings could guide development of future training programs for SHS members.

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Section: Discussionsupporting

confidence: 79%

Prioritizing Training Needs of School Health Staff: The Example of Vietnam

Kim

Lee

Loan³

et al. 2020

IJERPH

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Section: Development Of Child Psychosocial Frameworkmentioning

confidence: 99%

“…programme (www.wacit.org), whose objective is to develop evidence-based guidelines and capacity-building in LMIC (Eruyar et al, 2018a;Vostanis et al, 2018). The framework is based on a stepped model, as advocated by international organizations such as the WHO (2014), but is specifically extended from the specific evidence on psychosocial interventions for children in LMIC (Vostanis et al, 2018), thus adding two domains (2 and 4) to the remaining more generic and widely adopted four domains, for a total six domains. This is presented in Figure 1 Meeting basic physical (water, food, shelter, sanitation) and emotional needs, ensuring physical and emotional safety, removal from conflict, clear guidelines to staff and residents on child protection and domestic violence, child protection training, adherence to national and international legislation, child-centred approaches -e.g.…”

Section: Development Of Child Psychosocial Frameworkmentioning

confidence: 99%

“…To inform this research process, based on major theories (ecological systems -Bronfenbrenner, 1979;hierarchy of needs -Maslow, 1943), and the best available evidence on child mental health needs in LMIC (Kieling et al, 2011;Patel and Rahman, 2015), we developed a conceptual framework, as part of the World Awareness for Children in Trauma programme (WACITwww.wacit.org), whose objective is to develop evidence-based guidelines and capacity-building in LMIC (Eruyar, Huemer and Vostanis, 2018;Vostanis et al, 2018). The framework is based on a stepped model, as advocated by international organizations such as the WHO ( 2014), but is specifically extended from the specific evidence on psychosocial interventions for children in LMIC (Vostanis et al, 2018), thus adding two domains (2 and 4) to the remaining more generic and widely adopted four domains, for a total six domains. This is presented in Figure 1.…”

Section: Development Of Child Psychosocial Frameworkmentioning

confidence: 99%

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Pilot implementation of child psychosocial framework in Kenya, Turkey and Brazil

Vostanis

Eruyar

Smit³

et al. 2019

JCS

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Purpose The purpose of this paper is to develop a child psychosocial framework among stakeholders in areas of disadvantage in three low- and middle-income countries (LMIC), i.e. Kenya, Turkey and Brazil, and to capture their proposed recommendations through action plans according to this framework. Design/methodology/approach Workshops were facilitated with a total of 54 participants from different disciplines. The framework addressed safety and child-centredness, quality of care, resilience-building in schools and communities, enhancing competencies within existing roles, counselling and psychological interventions, and access to mental health services. Stakeholders’ perspectives were captured through a participatory action procedure. Findings The emerging 33 categories across the framework dimensions and the three sites led to four overarching and inter-linked themes. These related to community awareness; empowerment and “mobilization” of children, young people and families; inter-agency policy and practice; and capacity-building on skills acquisition at different levels. Research limitations/implications The next stage in this service research should be full implementation and evaluation in different LMIC contexts. Practical implications It is feasible to implement such a child psychosocial framework in contexts of conflict and disadvantage, and in the absence of specialist mental health services. Active stakeholder engagement and co-production should be central to the next phase of service transformation in LMIC. Originality/value This study captured the views and experiences of stakeholders in LMIC areas of disadvantage, and demonstrated their readiness to establish interdisciplinary networks and re-focus existing services.

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“…The importance of co-producing solutions with stakeholders in LMIC is increasingly acknowledged. In recent years, a range of policy makers, professionals and community leads have been involved in scoping studies (Vostanis et al, 2018) or protocols for the implementation of interventions (Kumar et al, 2020). Stakeholder groups, however, often do not involve children or youth, and are not embedded in service design, delivery and monitoring.…”

mentioning

confidence: 99%

How child mental health training is conceptualized in four low- and middle-income countries

Vostanis

Eruyar

Haffejee

et al. 2021

ICEP

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The objective was to establish how stakeholders in low- and middle-income countries (LMIC) conceptualize child mental health impact. Semi-structured interviews were conducted with 18 stakeholders from disadvantaged urban communities in Kenya, South Africa, Turkey and Brazil. Participants represented education, welfare and health care agencies; as well as community and religious groups. Data were analysed through a thematic approach and three related themes were identified. Impact was defined as a process of change, with child-centred outcomes and measures that were broader than mental health symptoms improvement. Beneficiaries were identified at child, family, community and service level. Participants wished to see strategies that ensured sustainability of impact, namely child mental health policy, stakeholder engagement, interdisciplinary working, and capacity-building for all stakeholder groups. Child mental health service transformation in LMIC, especially in areas of deprivation, needs to build on existing resources and strengths by co-producing psychosocial outcomes with a range of professional and community stakeholders. Impact on children’s mental wellbeing can be achieved through a co-ordinated strategy that involves designated policy, capacity-building, and interdisciplinary networks with meaningful community involvement.

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Stakeholder Perspectives on Children's Mental Health Needs and Supports in Six Low‐ and Middle‐Income Countries

Cited by 15 publications

References 31 publications

Prioritizing Training Needs of School Health Staff: The Example of Vietnam

Prioritizing Training Needs of School Health Staff: The Example of Vietnam

Pilot implementation of child psychosocial framework in Kenya, Turkey and Brazil

How child mental health training is conceptualized in four low- and middle-income countries

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