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ERIC Number: EJ802245
Record Type: Journal
Publication Date: 2006
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0965-4283
Mental Health Promotion through Supported Further Education: The Value of Antonovsky's Salutogenic Model of Health
Morrison, Ian; Clift, Stephen M.
Health Education, v106 n5 p365-380 2006
Purpose: The purpose of this research is to report on an evaluation of a programme of supported education in a Further Education context for students with long-term mental health problems, based on Antonovsky's Salutogenic model of health. The students are referred by the Community Mental Health Team. Design/methodology/approach: Three consecutive cohorts of students (n=148, 93 male, 55 female; average age 39.5 years) undertaking the programme, completed Antonovsky's Short-form Sense of Coherence scale (the SOC13) on entry to the programme, and when exiting from it. Qualitative feedback from the second cohort of students was examined to establish the processes at work in the programme. This identified a number of themes relating to the processes at work in the programme and its outcomes (Peer Support, Learning Support, Learning Effects, Symptom Reduction and Positive Affect) and provided a basis for designing short questionnaires, which were completed by the second cohort. Data from these questionnaires and the SOC13 were used to build a causal model of the processes at work in the programme. Findings: The overall change between the entry and exit SOC13 scores was not significant. However, students with SOC13 scores below 52 (total n=81, 52 male, 29 female; average age 42.8 years) made statistically significant positive gains. In this initially low scoring group, 70 percent improved their exit SOC13 score, 2 percent remained constant, and 28 percent reported lower exit SOC13 scores. The causal model from the whole of the second cohort of students suggests that peer support is the initial factor contributing to the success of the programme by positively influencing learning effects of the programme and the uptake of learning support. In turn, learning effects reduced symptoms and this had the effect of raising positive affect. Raised positive affect reduced the need for learning support and was positively linked to entry and exit SOC13 scores. Practical implications: This research has implications for budget holders, health promotion staff and allied professionals in the collaborative use of resources to help people recovering from or managing mental health difficulties move forward in their lives. Originality/value: This study highlights the need for community collaborative social initiatives to be properly funded and validated. Approaches to evaluation could usefully be formulated on the basis of Antonovsky's model. Professionals need to consider investing in creating peer support and positive affect when working with people with mental health needs. (Contains 2 figures and 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A