How child mental health training is conceptualized in four low- and middle-income countries

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dc.contributor.authorVostanis, Panos
dc.contributor.authorEruyar, Seyda
dc.contributor.authorHaffejee, Sadiyya
dc.contributor.authorO'Reilly, Michelle
dc.date.accessioned2024-02-23T14:31:10Z
dc.date.available2024-02-23T14:31:10Z
dc.date.issued2021
dc.departmentNEÜen_US
dc.description.abstractThe objective was to establish how stakeholders in low- and middle-income countries (LMIC) conceptualize child mental health impact. Semi-structured interviews were conducted with 18 stakeholders from disadvantaged urban communities in Kenya, South Africa, Turkey and Brazil. Participants represented education, welfare and health care agencies; as well as community and religious groups. Data were analysed through a thematic approach and three related themes were identified. Impact was defined as a process of change, with child-centred outcomes and measures that were broader than mental health symptoms improvement. Beneficiaries were identified at child, family, community and service level. Participants wished to see strategies that ensured sustainability of impact, namely child mental health policy, stakeholder engagement, interdisciplinary working, and capacity-building for all stakeholder groups. Child mental health service transformation in LMIC, especially in areas of deprivation, needs to build on existing resources and strengths by co-producing psychosocial outcomes with a range of professional and community stakeholders. Impact on children's mental wellbeing can be achieved through a co-ordinated strategy that involves designated policy, capacity-building, and interdisciplinary networks with meaningful community involvement.en_US
dc.description.sponsorshipGlobal Challenges Research Fund, Global Impact Acceleration Awarden_US
dc.description.sponsorshipThis study was supported by a Global Challenges Research Fund, Global Impact Acceleration Award.en_US
dc.identifier.doi10.1186/s40723-021-00087-5
dc.identifier.issn1976-5681
dc.identifier.issn2288-6729
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85112400765en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1186/s40723-021-00087-5
dc.identifier.urihttps://hdl.handle.net/20.500.12452/15064
dc.identifier.volume15en_US
dc.identifier.wosWOS:000685303800001en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofInternational Journal Of Child Care And Education Policyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectChilden_US
dc.subjectMental Healthen_US
dc.subjectPsychosocialen_US
dc.subjectServicesen_US
dc.subjectPolicyen_US
dc.subjectTrainingen_US
dc.subjectImpacten_US
dc.subjectStakeholdersen_US
dc.subjectLow- And Middle-Income Countriesen_US
dc.titleHow child mental health training is conceptualized in four low- and middle-income countriesen_US
dc.typeArticleen_US

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