Learning and Teaching Strategies for the Health Management and Social Care Curriculum Series:
(6) Effective Learning and Teaching Strategies for Field Learning at Health
and Social Service Settings (New)
Experiencing field learning in health care setting (mental health promotion)
Benson Chan, RSW,
Approved counseling supervisor
Certificated Strengths Based Supervisor Professional Service Development Manager Mental Health Services
Christian Family Service Centre
14.1.2016
Programme Content
Date of training Jan 14 & 15, 2016
Time Jan 14, 2016 (14:00 – 17:00)
Jan 15, 2016 (10:00 – 16:00)
Venue Jan 14, 2016 (R201, 3 Tsui Ping Road, Kwun Tong, Kln)
Jan 15, 2016 (33-336, Youth Square, 238 Chai Wan Road, HK)
Theme Jan 14, 2016
• Experiencing field learning in health care setting (mental health promotion)
Jan 15, 2016
• Experiencing field learning in social care setting (inclusion - people with disability)
• Debriefing on field learning in health and social care setting
Day one: Experiencing field learning in health care setting (mental health promotion)
14:00-14:15 Case study - Experiencing field learning in health care setting (mental health promotion) 14:15-14:30 Principles of conducting mental health promotion
- “Why mental health promotion?”
14:30-14:50 Mental health promotion: Field Learning Plan - Health promotion and healthy lifestyle
- Sharing of past experience in mental health promotion (photo and video) 14:50-15:50 Experiential learning: conducting program for adolescent mental health promotion
- Experience of delivering an adolescent mental health promotion program ( about 3-5 booths with different interactive activities)
- Teachers will be divided into several groups to deliver the activities (one group will be organizer, one will be participants and one will be observer, take turn)
15:50-16:05 Tea break
16:05-16:35 Reflective reflection:
- Self reflection journey - Group reflection journey - Group presentation
16:35-16:50 Model of mental health promotion :
- A conclusion of whole session with a model for mental health promotion - Learning process
16:50-17:00 Q & A
Case Study - Field Learning At Mental Health Setting
• Mental health setting:
Centre for Adolescent Mental Health Promotion and Intervention at Christian Service Centre (CFSC)
• Mission:
Early prevention, early identification and early intervention among adolescents
Co-create a holding environment to promote well-being of adolescents
• Objectives:
Mental health promotion and prevention of mental health disorder (illness)
Intervention for adolescents with mental health issues and their families
• Services:
Mental health promotion program
Counselling service for adolescent with mental health issues
Professional training
Establishing holding environment through collaborative efforts with community stakeholders
• Details of service
Please refer to: http://www.cfsc.org.hk/rehab/ym.
Mental Health Promotion: Field Learning Plan
• Activity 1(a): Complete Field learning plan
Refer to Page 6 of “Student Hand Book”
Complete the parts of “theme”, “level” ,
“duration” and “topic”
Principles Of Conducting Mental Health Promotion
• Health education: Stage of change model
(Micro level)To change people’s unhealthy behaviors
To help people to develop healthy behaviors
(Prochaska & DiClemente,1983)
Six stages:
(1)Precontemplation, (2)Contemplation, (3)Active changes, (4)maintenance, (5)Relapse, and (6)Recovery
• Health Promotion: Five health promotion action frame
(Macro level) (WHO, 1986)
Building healthy public policy
Create supportive environment
Strengthen community action
Develop personal skills
Re-orientate health services
• Field learning objectives from stage of change model:
To realize the hazard of the one’s risk behavior
(addictive behavior) that may influence their mental health.
To raise one’s awareness of the consequences of such risk behavior and importance of mental well-being
To facilitate the self-determination and replacement of risk behavior (develop one’s new behavior)
To support one’s new behavior
Case Study - Field Learning At Mental Health Setting
Develop new behavior Change old behavior
Shift attitude
Case Study - Field Learning At Mental Health Setting
• Extended questions:
What factors attribute to one’s mental health problem?
How to raise one’s concern toward his/her mental health?
How do one change/shift his/her attitude?
How do one change his/her behavior?
What factors contribute to maintain one’s new behavior?
• Field learning objectives from Five health Promotion action frame :
To understand the broad contextual factors influencing mental health
To grasp the concept of different levels in community as collaborative effort in establishing healthy environment
To grasp the main action frame to mental health promotion
To learn the strategies to mental health promotion Case Study - Field Learning At Mental Health Setting
• Extended questions:
Why do some people have difficulty in changing long- held patterns of behaviors?
Why do some people access the related resources and services more easily than others?
How do various parties in community contribute to
mental health promotion? (such as family, school, NGO, government…)
Case Study - Field Learning At Mental Health Setting
Mental Health Promotion: Field Learning Plan
• Activity 1(b): Complete Field learning plan
Refer to P6 of “Student Hand Book”
Complete the parts of “key questions”,
“target/expected outcome”
• Activity 2: Brainstorming
Group discussion and sharing:
“What are the key messages of mental health promotion delivered to the public?”
• Experiences on mental health promotion
Mental health preventative talk and workshop
Interactive program for mental health promotion
Exhibition for mental health promotion
Road show with booth for mental health promotion
Printed media: e.g. leaflets and booklets
Electronic media: e.g. websites, facebook…
Experiential Learning: Conducting Program For Adolescent Mental Health Promotion
• Activity 2: Experiential activity “Dialogue with well-being”
Objective: Teachers can learn and experience how to conduct an mental health promotion program
Format: Interactive activity with game booth
Contents: knowledge of adolescent mental health and awareness towards mental health
Role of teachers: program planner, program leader, participant and observer
Group learning: divide into six groups, three groups as program operator and three groups as participants (observer) at the same time
• Three booths for teachers to experience how to conduct the interactive activity for mental health promotion
• Exhibition with various mental disorders among adolescent
• Brief mental health inventories, e.g. stress index, happy index and etc
Experiential Learning: Conducting Program For
Adolescent Mental Health Promotion
• Booth 1: “It is not reality”
To strengthen participant’s knowledge on
adolescent mental health and raise their concern to adolescent with mental health issues.
Experiential Learning: Conducting Program For
Adolescent Mental Health Promotion
• Booth 2: “No stop”
To raise the participant’s concern toward the adolescent mental health
Experiential Learning: Conducting Program For
Adolescent Mental Health Promotion
• Booth 3: “Challenge for your hands and eyes”
To enhance participant’s knowledge and
understanding on adolescents with mental health issues.
Experiential Learning: Conducting Program For
Adolescent Mental Health Promotion
Mental Health Promotion: Field Learning Plan
• Activity 1(c): Complete Field learning plan
Refer to Page 6 of “Student Hand Book”
Complete the parts of “activity” with details
Reflective Reflection
1. To complete the debriefing form of field learning as provided (refer to p34 of
“Teacher’s Handbook”.
2. To complete the reflective journal as provided (refer to p35 of “Student’s Handbook”)
3. Group discussion
4. Group presentation / sharing
Reflective Reflection – Debriefing Model
• Reflective questions:
Why have such promotion program?
What experience do you obtain from such program?
What principles do you generate from such program that can facilitate your instruction to students in field learning?
How do you feel in such program?
Reflective Reflection
• From five health promotion frame to an integrated promotion model
Conclusion
Integrated Model for Mental Health Promotion
Individual Level
•Improve self-esteem
•Improve coping skills
•Improve life skills
•Improve physical health
Community Level
•Improve social support networks
•Improve participation
•Improve access to services
•Improve access to activities and resources
Structural/Policy Level
•Improve opportunities
•Improve income
•Improve equality
Target Groups
•Whole population
•Age group
•Vulnerable groups e.g. people with learning disabilities
•People with mental health problems
Settings
•Communities
•Workplaces / School (In house)
•Media
•Primary Care Evidence Based Mental Health Promotion
(to strengthen protective factors and reduce risk factors)
Formats
•Talk
•Workshop
•Group
•Exhibition
•Media (printed and electric means)
