ACCESS Open Minds at the University of Alberta: Transforming student mental health services in a large Canadian post‐secondary educational institution
| Autor: | Ridha Joober, Rajneek Thind, Jane Slessor, Srividya N. Iyer, Patricia Boksa, Ashok Malla, Kevin Friese, Shalini Lal, Jai Shah, Helen Vallianatos, Jessica M. Perez, Joshua C. Dunn, Jessica Chisholm‐Nelson |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Male
Mental Health Services Canada Adolescent Universities Student Health Services youth mental health Supplement Articles Educational institution Health Services Accessibility Alberta Young Adult 03 medical and health sciences 0302 clinical medicine Order (exchange) Rapid access Humans post‐secondary campus health services Sociology service transformation Biological Psychiatry Service (business) business.industry Mental Disorders 4. Education ACCESS Open Minds: Transforming Youth Mental Health Services Across Canada Public relations Key features Mental health accessibility 030227 psychiatry Psychiatry and Mental health Female Supplement Article Pshychiatric Mental Health student mental health business Delivery of Health Care intake 030217 neurology & neurosurgery Case identification |
| Zdroj: | Early Intervention in Psychiatry |
| ISSN: | 1751-7893 1751-7885 |
| DOI: | 10.1111/eip.12819 |
| Popis: | Aim Demands for mental health services in post‐secondary institutions are increasing. This paper describes key features of a response to these needs: ACCESS Open Minds University of Alberta (ACCESS OM UA) is focused on improving mental health services for first‐year students, as youth transition to university and adulthood. Methods The core transformation activities at ACCESS OM UA are described, including early case identification, rapid access, appropriate and timely connections to follow‐up care and engagement of students and families/carers. In addition, we depict local experiences of transforming existing services around these objectives. Results The ACCESS OM UA Network has brought together staff with diverse backgrounds in order to address the unique needs of students. Together with the addition of ACCESS Clinicians these elements represent a systematic effort to support not just mental health, but the student as a whole. Key learnings include the importance of community mapping to developing networks and partnerships, and engaging stakeholders from design through to implementation for transformation to be sustainable. Conclusions Service transformation grounded in principles of community‐based research allows for incorporation of local knowledge, expertise and opportunities. This approach requires ample time to consult, develop rapport between staff and stakeholders across diverse units and develop processes in keeping with local opportunities and constraints. Ongoing efforts will continue to monitor changing student needs and to evaluate and adapt the transformations outlined in this paper to reflect those needs. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
| Nepřihlášeným uživatelům se plný text nezobrazuje | K zobrazení výsledku je třeba se přihlásit. |