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 It is becoming widely accepted that approximately 1 in 5 people will experience a mental health issue over the course of any given year. Youth are certainly no exception to this statistic. Given that the onset of symptoms generally occurs between the ages of 16 – 24, there is no question that there is a need to educate youth about mental health. Currently, much of the focus in the area of youth mental health is related to treatment of existing problems. It has recently been reported that treatment services reach a limited number of youth, with an estimated 75% of those experiencing mental health problems not accessing available services (Waddell, McEwan, Shepherd, et al., 2005). If funding continues to be put into treatment, it is unlikely that an impact will be made, since expansion to health care does not mean improved health (McEwan, Waddell, and Barker, 2007). A focus on prevention could, over time, reduce the incidence of mental health issues which would relieve the pressure on the mental health system by reducing the need for more intensive and costly intervention. Early identification of symptoms can reduce the severity of mental health issues and promote early intervention, improving quality of life for children and youth (Ontario Ministry of Children and Youth Services, 2006). Through education, it is possible to reduce stigma and encourage the early identification of signs and symptoms of mental health issues and promote mental wellness. The Mental Health Commission of Canada (2008) states in their anti-stigma campaign that addressing mental health in “youth aged 12 to 18 (is) important because early intervention makes an enormous difference over a lifetime. For more than 70% of adults living with mental illness, onset occurred before they were 18 years old.” Certainly, when it comes to youth, the school setting provides the opportunity to make a significant impact in the area of mental health. Youth spend a great deal of time in the school environment, an atmosphere that naturally fosters learning and acts as a place where youth can connect with peers and adult role models (Barry and Jenkins, 2007).
Favourable results from the evaluation lead us to conclude that Beautiful Minds in Secondary Schools makes a significant change to the knowledge of and attitudes around mental heath in secondary school students.
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What students have to say:
Some of the statements from students who have participated reflect this positive outcome, and talk about what elements in the Beautiful Minds presentation had an impact:
“Although I knew a lot about the issue through experience with a family member, it gave me a clearer thought and opinion on the matter.”
“It’s good to hear a real life story that happened so close to home.”
“Being able to meet someone with a mental illness because it made it more real and it wasn’t just like learning something in class.”
“Being aware about mental illness and enabling myself to cope with it in the future.”
“Changing my perception on people with a mental illness.”
What teachers have to say:
Teachers reflected what they felt was most useful:
“The connection between mental and physical health. Theme of hope. Ability to help self, family, others.”
“A better understanding of mental illness.”
“Awareness; Information on stigma; Awareness of stress and coping strategies; How to help themselves and friends.”
“Appreciate mental illness and how people can lead a relatively normal life with proper support.”
“The prevalence mental illness has in society and the stigma attached to it.”
“How common mental illnesses are. Some common risk factors. What to look for in self and others. How to get help.”
What Laura has to say:
Laura shares the following thoughts about her work.
The experience of informing students and youth about the fact that we have mental health as well as physical health has been fascinating and fulfilling. As a facilitator, I find deep satisfaction in knowing that some of the in-depth mental health information that is introduced to our audiences will be life changing and, hopefully, something that will be carried with them all of their lives. Since signs and symptoms of serious mental health issues show themselves, typically, between the ages of 16 and 24, it’s crucial that youth understand what may be happening as a result of life events. It’s important to give youth the opportunity to take their blinders off long enough to see those around them in their social circles, their families, as well as those in their educational setting that they may not even know and learn how to be supportive and non-judgmental of others.
What is also compelling about my work is that many times students who have heard our presentation or have learned through our other course components will notice themselves or others in their circle may be struggling with mental health issues. Feeling less judged as a result of the course often brings them to finding supports for themselves or those in their lives. Many times, a student will approach me or one of our volunteers to self-disclose their own struggles and ask for supports. To provide this information and allow them the opportunity to safely discuss their issues is thoroughly fulfilling.
At this time, we as a program have been asked by the Mental Health Commission of Canada (Opening Minds) to take part in a program evaluation process in order to create a more informative stigma reduction program across the country. This is a real honour for all of us to take part in such a huge undertaking to increase and improve education in Canada.
As well, the experiences of having volunteers with lived experience (having experience with mental health challenges) tell their own personal stories to the students is so fulfilling. Each volunteer brings a special lesson to the table to share with the students in order for the students to see that those with lived experience do not necessarily fit their narrow perception of someone who has a mental illness. As a result of this sharing experience, the volunteers use the program as a recovery tool. We have quite a turnover of volunteers as a result, most often, of them gaining self esteem, finding healing, and self-stigmatizing in order to gain employment, return to school, or just go on to live a more peaceful, meaningful life.
As mental health issues cause the most absenteeism, the most doctor visits, and the most off-work sick time, this program and those like it can only help in reducing the statistics around mental illness and the effects on proper life functioning. The earlier we can introduce the information, teach about stigma in order to reduce it, and allow a safe environment to share experiences, the more likely we are to seek supports and change the impact of mental illness in our lives.
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-Megan Ewan