Getting creative: Using art-based techniques to identify how arts organizations enhance young people’s well-being

This article will build on the definition of social and emotional wellbeing (SEWB) used within an Indigenous health framework. We intend to distance it from its current discipline of mental health, the Eurocentric term commonly used in social science literature. This is to emphasize that, within Aboriginal (Rudder and Grant, 2005) and Torres Strait Islander, Maori, and First Nations (Canadian) languages, there is no specific word for “health.” Indigenous peoples from within these countries have a holistic view of health that encompasses the physical, mental, emotional, and environmental spectrum of wellbeing. This article therefore uses “social and emotional wellbeing” rather than the generic Eurocentric terms of “health” or “mental health” to give this a stronger Indigenous voice. The elements of social and emotional wellbeing are discussed from an Indigenous viewpoint and from extracts compiled in work undertaken by Sutherland (2017). The elements explored may offer new perspectives to others. Similarly, this article offers an explanation as to why elements are siloed within the context of mental and physical health. This has led to some parts of SEWB gaining advantages over others within policy and funding models.

Family-centred interventions addressing sociocultural and emotional stressors promise to prevent mental health problems among refugees in the United States. Peer-led strategies are highly valued, as they engage communities and promote the sustainability of interventions. We assessed the effects of a peer-led family-centred Social and Emotional Well-being (SEW) intervention on preventive (coping, social networking and conflict resolution) and mental health outcomes (stress, anxiety and depression) among resettled Bhutanese adults in Massachusetts. We conducted a SEW intervention with a pre-intervention versus post-intervention (7-day) and follow-up (3-month) evaluation among 103 adults (50 families). The SEW is a culturally tailored 5-weekly session program that included health education, problem-solving and mind-body exercises to increase knowledge and skills regarding stress management and conflict resolution. We measured anxiety and depression using the Hopkins Symptom Checklist-25 and stress using Cohen Perceived Stress scales. Health-promoting behaviours were measured using validated scales. We used paired t-tests for continuous and McNemar tests for categorical variables. Mean scores significantly decreased from pre-intervention to post-intervention and follow-up for stress by 15% and 13.9%, anxiety by 20.9% and 25.1% and depression by 18.7% and 20.4% (all p's<0.01). Mean scores increased from pre-intervention to post-intervention and follow-up for coping by 10% and 17.2%, and for community networking by 28% and 36.8% (all p's<0.01). Generalised estimating equations showed a significant reduction in stress, anxiety, depression and improved coping, self-efficacy, family and community networking scored from baseline to follow-ups (all p's<0.01). Our peer-led family-centred SEW intervention was associated with improved preventive and mental health outcomes among Bhutanese adults.

Lateral violence occurs when oppressed group members take out their anger and frustrations, due to their experiences of oppression, on members of their own group. It is common among Indigenous people, including Aboriginal Australians. Limited literature exists on the holistic impacts of lateral violence on Aboriginal Australians. This study investigated the impacts of lateral violence on Aboriginal social and emotional well-being (SEWB) and identity. Seventeen Aboriginal knowledge-holders (53% males, 47% females) participated in either a yarning circle or individual yarn. Knowledge-holders were aged from 18 to 65 years. Yarns were analyzed using thematic analysis and yarn summaries. Themes identified included: (a) influences of lateral violence on SEWB (subthemes: mind and emotions, body, family and kinship, community, culture, Country, and spirit); (b) lateral violence and identity (subthemes: "genuine" Aboriginal and confidence in identity); and (c) interconnected influences of lateral violence on identity and SEWB. The influences of lateral violence were found to encompass all domains of SEWB. Lateral violence also impacts Aboriginal identity and creates notions of an (in)authentic Aboriginal person, which can further undermine Aboriginality and SEWB. As a population who already experience poor SEWB, the additional negative consequences of lateral violence further deteriorate the SEWB of Aboriginal Australians. Lateral violence must be addressed urgently. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

There is limited evidence on the social and emotional wellbeing (SEWB) needs of staff working at Aboriginal Community Controlled Health Services (ACCHS) in Australia. The current study employed qualitative research methods to explore ACCHS staff's experience during the COVID-19 pandemic and its impact on their SEWB, and to identify factors that provided strength. Yarning Circles and one-on-one Yarns were employed to explore clinical and non-clinical ACCHS staff's experiences. Participants included staff who identified as Aboriginal and/or Torres Strait Islander, or were non-Indigenous. Thirty-one staff from 5 ACCHSs participated in 7 Yarning Circles and 3 one-on-one Yarns, between December 2021 and June 2022. Staff shared their perspectives on (i) ACCHSs' responses, (ii) community and staff reaction, and (iii) impact of service-level changes on their SEWB. Data was analysed using thematic analysis. The main themes identified as impacting ACCHS staff's SEWB were: (1) constant change and prolonged stress, (2) community as a source of strength, (3) leadership safeguarding community and staff, (4) pride in their response, and (5) opportunities to lessen psychological toll. Staff were motivated by the seamlessness of their roles. They were motivated by positive work environment, reliable infection control measures, and resourceful leadership. Major concerns included fear of contracting and transmitting infection, and long-term consequences of disrupted patient care. There was a lack of awareness among staff about formal SEWB support, and if aware they were hesitant to use services due to cultural safety and privacy concerns. A major source of support for ACCHS staff was peer support. During the COVID-19 pandemic ACCHS staff experienced prolonged stress exacerbated by constant changes, inconsistent information, misinformation, and lack of resources. Staff found strength in community, cultural connections, and management's response. Informal peer support was important in upholding ACCHS staff's SEWB, suggesting that structured peer support can provide ongoing support.

Children and young people with attention‐deficit hyperactivity disorder (ADHD) experience not only variations to executive functioning, but also an increased risk of experiencing poor mental health. Despite the acknowledgement of this increased risk, previous studies suggest that school‐based support for students with ADHD prioritises their academic needs over their social–emotional wellbeing. This study explores how teachers' self‐reported knowledge of ADHD affects the strategies they employ to support students' social–emotional wellbeing. A qualitative survey was conducted with 12 teachers in Australia and data were analysed using reflexive thematic analysis. The results show that although teachers perceived they had substantial knowledge of ADHD, this knowledge did not consistently translate into support for students' social and emotional wellbeing (SEW). Instead, SEW support was limited and shaped more strongly by external constraints such as workload, insufficient training, and parent collaboration challenges.

BackgroundIndigenous Australian children and adolescents experience profound levels of preventable dental disease. The application of silver fluoride (AgF) to active dental caries is a noninvasive alternative to traditional dental treatment approaches. There is particular utility among Indigenous children and young people with dental fear, who may not have access to timely or culturally safe dental service provisions.ObjectiveThe aims of this study are to: (1) assess levels of active dental caries among Indigenous children and young people in 6 Australian states and territories; (2) determine if an AgF intervention reduces levels of active disease over 12-24 months; (3) measure the impact of improved oral health on social and emotional well-being (SEWB) and oral health-related quality of life; and (4) calculate the cost-effectiveness of implementing such an initiative.MethodsThe study will use a 2-arm, parallel cluster randomized controlled trial design. Approximately 1140 Indigenous children and youth aged between 2 and 18 years will be recruited. Each state or territory will have 2 clusters. The intervention group will receive the AgF intervention at the start of the study, with the delayed intervention group receiving the AgF intervention 12 months after study commencement. The primary outcome will be the arrest of active carious lesions, with arrested caries defined as nonpenetration by a dental probe. Secondary outcomes will include SEWB, oral health-related quality of life, and dental anxiety, with covariates including dental behaviors (brushing and dental visits). Effectiveness measures for the economic evaluation will include the number of children and young people managed in primary oral health care without the need for specialist referral, changes in SEWB, the numbers and types of treatments provided, and caries increments.ResultsParticipant recruitment will commence in May 2023. The first results are expected to be submitted for publication 1 year after a 24-month follow-up.ConclusionsOur findings have the potential to change the way in which active dental disease among Indigenous children and young people can be managed through the inclusion of specifically tailored AgF applications to improve dental health and SEWB delivered by Indigenous health care workers. Desired impacts include cost savings on expensive dental treatments; improved SEWB, nutrition, social, and learning outcomes; and improved quality of life for both children and young people and their caregivers and the broader Indigenous community. The AgF application could be easily implemented into the training program of Indigenous health workers and yield critical information in the management armamentarium of health and well-being recommendations for Australia’s First Peoples.International Registered Report Identifier (IRRID)PRR1-10.2196/48558

Aboriginal and Torres Strait Islander people are overrepresented in the Australian justice system. Previous research has uncovered a number of risk factors. However, very little attention, by comparison, has been given to protective factors, including Social and Emotional Wellbeing (SEWB) markers. The aim of the current study was to examine the relationship between SEWB markers and justice system non-involvement. The study utilised secondary data from the 2014–2015 National Aboriginal and Torres Strait Islander Social Survey, for young people aged 16–24 years. A hierarchical logistic regression found that SEWB markers were not significantly associated with justice system non-involvement when controlling for other variables. Being female, experiencing fair treatment as an Aboriginal person, abstaining from substances, being employed and housing stability were significantly associated with justice system non-involvement. These identified protective factors can inform preventative intervention strategies for young Aboriginal people at risk of involvement with the justice system.

Nutritional interventions have been included in government policy to improve the health of Aboriginal and Torres Strait Islander peoples, whose social and emotional wellbeing (SEWB) is closely linked to culture. Given the connection of traditional food and food practices to culture, Country and community, promoting traditional food and food practices through community-led interventions may be a solution to improving health and nutrition interventions. However, a greater understanding of traditional knowledge transmission and acquisition is required. Currently there is a limited body of research on transmission of traditional food knowledge regarding young adults. The aim of this study was to gather the perspectives, attitudes and concerns of young adults regarding traditional food and food knowledge. This was achieved through in-depth, semi-structured interviews with young adults aged 25 to 35 living on Yuin land. Results showed that traditional food knowledge was important for identity and SEWB by facilitating connection to family, community, culture and Country. Young adults had a strong desire to gain more traditional food knowledge and to transmit this knowledge to subsequent generations. However, this was limited by disconnection from knowledge-bearers and difficulties balancing knowledge acquisition with work and home responsibilities in their mainly Western cultural context. Hence, interventions promoting traditional food knowledge amongst young adults have the potential to improve SEWB. However, as a pilot study, saturation was not reached, and larger-scale studies are required to support the results and conclusions.

Well-being is an amorphous amalgamation of positive health, socioemotional competencies, and ethical sensibilities. The well-being of a child is influenced by social settings (family, peers, and community) as well as the supportive relationships experienced in educational settings. Therefore, the present study examines the social and emotional well-being (SEW) of adolescents from disadvantaged backgrounds. This study is quantitative in nature and employs a cross-sectional survey design. A self-administered SEW tool was used to assess the student's wellbeing. The findings of the study reveal that more than 45% of the adolescents had low or emerging wellbeing scores in all five dimensions measured. The study results emphasise the need for SEW interventions among adolescents from disadvantaged backgrounds. Responses from adolescents also suggest an urgent need to empower teachers and educate parents on the importance of non-academic skills in education, who can serve as social and emotional role models over time, empowering students to overcome adversity and thrive.

This study explores the impact of the COVID-19 pandemic on the work and social and emotional well-being (SEWB) of staff at Aboriginal Community Controlled Health Services (ACCHS) in Australia. Between September and November 2021, staff from three ACCHSs in New South Wales completed an online survey to report changes to their roles, concerns about becoming infected with the COVID-19 virus, and job satisfaction in the last month. The survey measured emotional exhaustion and psychological distress by using the Maslach Burnout Inventory-Human Services Survey and Kessler-5 scale, respectively. The survey determined staff's access to SEWB support. Descriptive statistics were calculated for each variable. Among 92 staff from three ACCHSs, 36% reported a COVID-19-related change in their role and 64% were concerned about becoming infected. In spite of the pandemic, most staff (69%) were satisfied with their job. While most staff were not burnt out or psychologically distressed, 25% had high emotional exhaustion and 30% had high to very high psychological distress. Relatedly, 37% had accessed SEWB support at least once in their lifetime and 24% had accessed support in the last month. As the pandemic continues, it is important to identify factors influencing burnout or psychological distress among ACCHS staff and implement evidence-based solutions.

Information about mental health systems is essential for mental health planning to reduce the burden of neuropsychiatric disorders. Unfortunately, many low- and middle-income countries lack systematic information on their mental health systems. The objectives, scope, structure, and contents of mental health assessment and monitoring instruments commonly used in high-income countries may not be appropriate for use in middle- and low-income countries. The World Health Organization (WHO) has recently developed the WHO Assessment Instrument for Mental Health Systems (WHO-AIMS), a comprehensive assessment tool for mental health systems designed for middle- and low-income countries. WHO-AIMS was developed through an iterative process that included input from in-country and international experts on the clarity, content, validity, and feasibility of the instrument, as well as a pilot trial. The resulting instrument, WHO-AIMS 2.2, consists of six domains: policy and legislative framework, mental health services, mental health in primary care, human resources, public information and links with other sectors, and monitoring and research. These domains address the ten recommendations of the World Health Report 2001 through 28 facets and 155 items. All six domains need to be assessed to form a basic, yet broad, picture of a mental health system, with a focus on health sector activities. WHO-AIMS provides essential information for mental health policy and service delivery. Countries will be able to develop information-based mental health policy and plans with clear baseline information and targets. Moreover, they will be able to monitor progress in implementing reform policies, providing community services, and involving consumers, families, and other stakeholders in mental health promotion, prevention, care and rehabilitation. This article provides an overview of the rationale, development process, and potential uses and benefits of WHO-AIMS.

Objective Limited empirical literature exists examining the application of evidenced-based psychotherapies when working with Aboriginal and Torres Strait Islander people. Further, Australian Aboriginal and Torres Strait Islander people’s view of Social and Emotional Wellbeing (SEWB) differs to Western ideologies of mental health. In the present study, a qualitative systematic review explored evidenced-based psychological therapies with Indigenous clients. Method A systematic review was conducted using the PRISMA framework. A total of 12 articles that met criteria for inclusion in the review were extracted through hand- and database searching. Therapies identified in the articles included Narrative Therapy (NT), Cognitive-Behaviour Therapy (CBT), Acceptance-based Therapies (ACT) and Multisystemic Therapy (MST). Results CBT was the most commonly reported therapy in the review. Three articles, rated lower in quality, also identified NT. Although limited in quantity, acceptance-based and strength-based therapies and MST were also identified as having cross-cultural applications. Conclusions While, CBT, ACT and MST have been used when working at the cultural interface with Indigenous people, further empirical evidence with outcome data is required. Such evidence is required to assess acceptability and suitability of such psychotherapies and for clinicians to provide culturally responsive practice when working with Indigenous people.

" Children’s social and emotional wellbeing in schools: a critical perspective D. Watson, C. Emery & P. Bayliss, with M. Boushel & K. McInnes, 2012 Bristol, The Policy Press £24.99, 274 pp. ISBN 978-1-84742-513-3." Pastoral Care in Education, 30(2), pp. 181–182

The study was conducted using the descriptive-correlational method. Employing random sampling and Slovin's formula, a total of 365 undergraduate students of SPAMAST were the subjects of the study. Descriptive statistics were used to describe the socio-demographic profile, level of mental health, and academic performance of the students. Spearman correlation was utilized to investigate the relationship between the variables. Structural Equation Modeling (SEM) generated the structural model that best fits mental health and academic performance. Results revealed that the respondents have positive mental health and satisfactory academic performance. Through correlational analysis, results showed that emotional, social, and psychological well-being have no significant relationship to academic performance. Further, a structural equation model that best fits mental health and academic performance revealed that social and psychological well-being positively influences academic performance. In contrast, emotional well-being has a negative influence. Moreover, it was revealed that emotional well-being was highly correlated with social and psychological well-being. At the same time, social well-being is highly correlated with psychological well-being. Hence, cultivating any of these factors will significantly enhance the other factors. The obtained best-fit model can explain 28% of the data being considered for the study.

Chapter 12 - Self-determination and strengths-based Aboriginal and Torres Strait Islander suicide prevention: an emerging evidence-based approach