Critical Reflection on Mental Health Education Program Implementation

This report critically analyzes a mental health program implemented in an educational setting, addressing the prevalence of mental disorders among students and employees. It explores the psychosocial factors contributing to poor mental health, such as study pressure, interpersonal issues, and career concerns. The report details healthcare programs and initiatives, including those in Australia, emphasizing the significance of a person-first approach and the involvement of stakeholders like healthcare professionals and students. It examines the problems solved through these programs, focusing on interventions like post-traumatic stress disorder interventions and the use of modern technology for education. The report also reflects on biases and assumptions encountered, and the importance of regular evaluations for program effectiveness. The conclusion highlights the need for ongoing mental health programs in educational environments to improve student and employee well-being.

Running head: MENTAL HEALTH IN EDUCATION PRACTICE
MENTAL HEALTH IN EDUCATION PRACTICE
Name of the Student
Name of the University
Author note

1MENTAL HEALTH IN EDUCATION PRACTICE
Table of Contents
Introduction......................................................................................................................................2
Discussion........................................................................................................................................2
The mental disorders of the workers...........................................................................................2
Details about the healthcare program..........................................................................................2
Analysis of the problems that were solved through the programs...............................................3
Conclusion.......................................................................................................................................5
References........................................................................................................................................6

2MENTAL HEALTH IN EDUCATION PRACTICE
Introduction
Conducting mental health programs in different institutions and workplaces have become
one of the important activities as in most of the workplaces, schools or in college, the students or
the workers suffer from different mental disorders like anxiety, depression or bipolar disorders.
In the workplaces, the employees face with the different mental depression in performing their
daily activities. Different Government or non-Governmental programs are there which deal with
setting up of mental health programs. This assignment is dealing with the critical analysis of the
(Das et al., 2016).
Discussion
The mental disorders of the workers
The employees of the workplace or any educational insitutions were suffering from
different health issues like the eating disorder, feeling of loneliness, confusion, hearing about
voices and delusions. In order to set up the mental health programing, different problems or
biases were created regarding the setting up the health care programs. (Langford et al., 2015). By
analyzing the psychosocial issues of the institution it was found that out of all of them 20% to
30% were suffering from psychosocial problems and 3% to 12% them are suffering from mental
disorder. (Schmidt, Iachini, George, Koller & Weist, 2015).
Details about the healthcare program.
. In Australia different healthcare programs are there to help the mental health patients.
The initiatives which were involved are Prioritizing mental health, Headspace which is youth
foundation, Beyond Blue which is an NGO organization and beYOUnique initiative. All of these
initiatives worked for the betterment of the patients suffering from mental diseases. People from

3MENTAL HEALTH IN EDUCATION PRACTICE
different community backgrounds participated in the healthcare programs so biases were bound
to happen. People were not able to adjust with each other and also were not able to understand to
what the healthcare providers were saying. They were facing difficulties in understanding the
language. The healthcare providers did not follow any prejudice in providing the care to the
patients. Before the programs were set up it was assumed that the people would have the
minimum knowledge about the mental disease and their treatments. However the assumptions
had gone wrong and the patients were completely ignorant about the mental diseases they were
suffering from (Eiraldi, Wolk, Locke & Beidas, 2015).
Analysis of the problems that were solved through the programs
In the context of the mental health issues of the employees, I found that the physical
environment as well as the psychosocial environment were the major causes of mental disease of
the workers. The psychosocial factors which increased the risk of the poor mental health of the
workers were the pressure of studies, demands and expectations, improper interpersonal
relationships and lack of career prospects and development. By considering the time that the
students spend in the institutions, it was very important to advance the mental health and focus
on the implementation programs. It was very important to focus on the well-being of the students
because if the appropriate intervention was not followed on time, the stress might get
transformed into greater health issues. The intervention for the health promotion is the post-
traumatic stress disorder. Long lasting information about the symptoms of the emotions and the
behaviors cause the traumatic event. The symptoms include experiencing the stressful events
repeatedly, avoiding the reminders of the events

4MENTAL HEALTH IN EDUCATION PRACTICE
The stakeholders involved in the program
In order to prepare a comprehensive mental health program, a successful healthcare team
is required. The team comprises of the healthcare professionals and also the other people who
helped in setting the promotion activity of the program. The participants of the healthcare
program were the students of the institution only. The healthcare professionals and the workers
communicated with each other efficiently which helped us to carry the program smoothly
(Salerno, 2016).
Significance of person first approach in mental health education program
At the time of planning the implementation plan for the program that was about to be
implemented, I had focused on the person first approach for addressing the limitations observed
in the education programs of mental health done in the past. All of the programs were set in
appropriate areas so that the patients can get the maximum benefits from the programs. The most
effective way to implement a new plan in a workplace is to introduce, develop and maintain the
comprehensive approach to the mental health programs. The intervention that I followed was to
reduce the mental stress of the patients through the mental health program. The education that I
provided through this program was prepared in such a way so that in future this could become a
part of every workplace. According to me, the best way to look after the improvement of health
of the employees is by checking them in a regular interval of time. All of the programs were
supported by the family members of the patients. (Stephan, Lever, Bernstein, Edwards, & Pruitt,
2016).
A meaningful evaluation of the outcomes of the healthcare service is very essential after
the program ends. It is very essential to look after whether or not the particular program is

5MENTAL HEALTH IN EDUCATION PRACTICE
effective or not as a good research program helps in improving the affectivity of the program.
According to the evaluation, all of the mental health programs could fit with the contemporary
practices for people suffering from mental health diseases. The programs that I used involved
innovative ways of educating the patients. I took the help of modern technology for educating the
participants (Schulte-Körne, 2016).
The mental health program or reducing the depression of the patients’ needs
constant attention, valuation and adaptation. The successful programs are actually rewarding
those who are involved in the implementation program (Banfield, McGorm & Sargent, 2015).
Conclusion
The assignment is about the conduction of the mental health program in the institution as
the students were suffering from mental depression from different reason like work pressures,
peer pressures or any other matter. A mental health program was very much needed by the
employees who were suffering from depressions as if this continues it would be very difficult to
cure the issues in the later stage of their lives. Later on also these types of healthcare programs
will be required in the workplaces in order to improve the mental health issues of the employees.

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References
Banfield, M., McGorm, K., & Sargent, G. (2015). Health promotion in schools: a multi-method
evaluation of an Australian School Youth Health Nurse Program. BMC nursing, 14(1),
21. doi.org/10.1186/s12912-015-0071-0
Das, J. K., Salam, R. A., Lassi, Z. S., Khan, M. N., Mahmood, W., Patel, V., & Bhutta, Z. A.
(2016). Interventions for adolescent mental health: an overview of systematic
reviews. Journal of Adolescent Health, 59(4), S49-S60.
doi.org/10.1016/j.jadohealth.2016.06.020
Eiraldi, R., Wolk, C. B., Locke, J., & Beidas, R. (2015). Clearing hurdles: The challenges of
implementation of mental health evidence-based practices in under-resourced
schools. Advances in school mental health promotion, 8(3),
124-140.doi.org/10.1080/1754730X.2015.1037848
Langford, R., Bonell, C., Jones, H., Pouliou, T., Murphy, S., Waters, E., ... & Campbell, R.
(2015). The World Health Organization’s Health Promoting Schools framework: a
Cochrane systematic review and meta-analysis. BMC public health, 15(1), 130.
doi.org/10.1186/s12889-015-1360-y
Salerno, J. P. (2016). Effectiveness of universal school‐based mental health awareness programs
among youth in the United States: a systematic review. Journal of school health, 86(12),
922-931. doi.org/10.1111/josh.12461

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Schmidt, R. C., Iachini, A. L., George, M., Koller, J., & Weist, M. (2015). Integrating a suicide
prevention program into a school mental health system: A case example from a rural
school district. Children & Schools, 37(1), 18-26. doi.org/10.1093/cs/cdu026
Schulte-Körne, G. (2016). Mental health problems in a school setting in children and
adolescents. Deutsches Ärzteblatt International, 113(11), 183.
doi: 10.3238/arztebl.2016.0183
Stephan, S., Lever, N., Bernstein, L., Edwards, S., & Pruitt, D. (2016). Telemental health in
schools. Journal of child and adolescent psychopharmacology, 26(3), 266-272.
doi.org/10.1089/cap.2015.0019