Global Mental Health
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Introduction
Show More Show LessThis course provides information on mental health conditions in the context of low- and middle-income countries (LMICs) as it relates to risk factors, the burden of mental illness, the impact of substance abuse on mental health disorders, and effective policies and interventions that can help improve mental health. By the end of this course, students will be better prepared to work as part of a team to effectively plan interventions to reduce the impact of mental health illness within a population.
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Students mustStudent must submit this questionnaire to complete it
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Students mustViewReceive a grade
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This course provides information on mental health conditions in the context of low- and middle-income countries (LMICs) as it relates to risk factors, the burden of mental illness, the impact of substance abuse on mental health disorders, and effective policies and interventions that can help improve mental health. By the end of this course, students will be better prepared to work as part of a team to effectively plan interventions to reduce the impact of mental health illness within a population.
The Global Health course, like all NextGenU.org courses, it is competency-based; competencies were developed in collaboration with global health and public health subject matter experts and take into consideration the mapping of key competencies required by the public health wider workforce to contribute to public health priority by the NHS Health Scotland and the New Global Health Concentration Competencies for the Master of Public Health (MPH) Degree from the Association of Schools & Programs of Public Health.
The course uses learning resources from accredited, world-class organizations such as the U.S. National Institutes of Health, Substance Abuse and Mental Health Services Administration, the World Health Organization and other professional and academic sources.
The course was designed by Hugo Rojas, MD, MSc; Margaret Niles, PhD, MEd, DipID ; Valeria Reynolds, MD, MPH; Juan Jose Pemintel, MD; Pablo Baldiviezo Rodriguez, MD, DiplEd. It was later reviewed by Magali Collonnaz MD, MPH, MSc; Anthony Schlaff MD, MPH; Pablo Baldiviezo Rodriguez, MD, MSc, DiplEd; Reisha Narine, BSc, MSc and Rhonda Prudent, BSc.
For publications on NextGenU.org’s courses’ efficacy, see NextGenU.org’s publication page. Subscribe to our newsletter to be notified of future updates, new courses, and to be part of our community.
There are four (4) modules to complete, which include:
- Module 1: Introduction to Global Mental Health
- Module 2: Epidemiology of Mental Health Conditions
- Module 3: Substance Abuse and Mental Health
- Module 4: Evidence-Based Interventions
The completion time for this course is estimated to be 96 hours which includes 61 hours of didactics and curated resources and 35 hours of work participating in activities and quizzes to assist the student in the synthesis of the materials. This course is equivalent to 2 credit hours.
Upon completion of the training (4 modules), participants will need to complete a “Final Exam”. The final exam will be designed so that participants can have three opportunities to answer correctly until the required score of 70% or higher is obtained.
At the end of each module, there is a practice quiz of multiple-choice questions. At the end of the course, after you’ve completed each lesson, quiz, and learning activity, you’ll have access to a final exam of multiple-choice questions and a chance to evaluate this course. Once you’ve passed that last test, you will be able to download a certificate of completion from NextGenU.org and our course’s co-sponsoring organizations (listed above). We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes. We are also happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request.
Engaging with this Course:
This free course is primarily intended for public health students, public health professionals or people working in the mental health field (non-clinicians) who would like to learn more about risk factors associated with mental health disorders, prevention, and treatment. The course can also be taken by clinicians who would like to learn more about global mental health with learning resources and titles that have been specifically listed as optional readings for clinicians ONLY.
To PASS and Obtain a certificate, a learner must successfully complete:- All the reading requirements,
- All quizzes and pass with 80% having unlimited attempts,
- All case studies,
- The final exam with a minimum of 80% and a maximum of 3 attempts, and
- The self and course evaluation forms.
NextGenU.org is happy to provide your institution with:
- A link to and description of the course training, so they can see all its components, including the cosponsoring universities and other professional organization cosponsors;
- Your grade on the final exam;
- Your work products (e.g. case study activities), and any other required or optional shared materials that you produce and authorize to share with them;
- Your evaluations -- course, and self-assessments;
- A copy of your certificate of completion, with the co-sponsoring universities and other organizations listed.
To obtain a degree, NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org, contact us.
We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.
Here are the next steps to take the course for credit:
- Complete the registration form.
- Take the pre-test.
- Begin the course with Module 1: Introduction to Global Mental Health. In each lesson, read the description, complete all required readings and any required activity, and take the corresponding quizzes.
*The previous version of this course is also available here for your reference but is not available for registration. Only students that were registered before can complete it.
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Instructional Goals covered in this module:- Illustrate the basic concepts of mental health and mental illness as a holistic concept, the gaps in mental health provision and resources, and its interrelatedness with sustainable development goals.
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:
- Recall the definition of mental health and mental health disorders.
- Describe the interrelatedness of mental health with physical health.
- Understand the impact of an individual's mental health on their inner circle.
- Outline the historical milestones in mental health care.
- Identify the role of mental health in achieving the Sustainable Development Goals (SDGs).
- Identify the gaps in mental health treatment, research, and resources.
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Required Learning Resources and Activities
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Students mustView
Read the main webpage.
Click on each of the listed mental disorders. (52 minutes)MedlinePlus: National Library of Medicine (US) - 2020
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Students mustView
Read the entire webpage. (7 minutes)
World Health Organization - 2022
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Students mustView
Read sections “2.1 conceptual frameworks” and "Discussion & Conclusion." (19 minutes)
Social Science & Medicine - 2017
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Students mustView
Read the entire webpage. (8 minutes)
Department of Health, State Government of Victoria, Australia - 2015
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Students mustView
Read the content under the heading "History as retrospective: contributors’ reconstruction of their own past" and "Towards a history of modern mental health services." (18 minutes)
National Center for Biotechnology Information - 2015
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Students mustView
Read this short policy brief published in 2018 by the Mental Health Innovation Network (for United for Global Mental Health). (9 minutes)
Mental Health Innovation Network - 2018
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Students mustView
Read the entire policy brief document. (8 minutes)
The Lancet Journal - 2018
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Students mustView
Read the entire webpage. (7 minutes)
World Bank Group - 2021
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Students mustView
Read the entire webpage. (8 minutes)
BMJ Open - 2019
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Students mustMark as done
Recommended Additional Readings
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Students mustView
Read the content under the heading "History of Mental Illness." (16 minutes)
NOBA - 2022
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Outline the approach to the diagnosis and classification of mental disorders.
- Identify the components of a system to address mental health disorders globally.
- Evaluate the strategies currently implemented in your country to achieve the Sustainable Development Goals (SDGs) related to mental health.
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Required Learning Resources and Activities
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Students mustView
Read this webpage which introduces the DSM-5 classification and its different evolutions through time. (8 minutes)
APA - 2022
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Students mustView
Read the content under the headings "Introduction," "Spectrum Approach to Definition of Mental Illness," and "Environmental Risk Factors Related to Stress and Trauma" on pages 218-227. (18 minutes)
Journal of Health and Human Services Administration - 2016
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Students mustView
Read the entire article. (14 minutes)
Mental Health Today - 2019
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Students mustView
Read the content under the headings:
1. Executive Summary (pp 1- 5). (17 minutes)
3. Financial and Human Resources for Mental Health – section on Workforce (pp 50-68). (26 minutes)
4. Mental Health Service Availability and Uptake (pp 69- 106). (56 minutes)
5. Mental Health Promotion and Prevention (pp 107-115). (17minutes)WHO Report - 2020
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Students mustView
Read the entire document. (11 minutes)
Mental Health Innovation Network - 2018
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Students mustView
Read from the introduction to the conclusion of the article. (24 minutes)
Global Mental Health - 2016
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Students mustViewStart discussions: 1
In this activity, you will evaluate the mental health indicators related to the Sustainable Development Goals in your country (180 minutes)
Step 1: Read Annex 2, Part 2 of the World Health Statistics 2019 from the WHO (Pages 90-97). Identify your country amidst the list provided in the document, choose one of the indicators related to mental health (suicide mortality rate, total alcohol per capita consumption, etc.), and compare the values of your chosen indicator to the global mean on page 97 of the document.
Step 2: Prepare a 400-600 word discussion post after analyzing your chosen indicator. To summarize your discussion, answer the following questions:
- What factors could have led your chosen indicator to be within the values presented in your country compared to the global mean?
- Based on the indicator you chose, would you infer that mental health is a neglected area in your country and why?
Step 3: To share your work, click the “Reply” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B.: references are excluded from word counts).
Step 4: To complete the activity, you will need to reply to at least one post made by your peers in a respectful and professional manner. Be sure your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”OPTIONAL Step 5: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
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Instructional Goals covered in this module:- Analyze the risk and protective factors of mental health, including social inequalities, the impact of mental health on the global burden of disease, and addressing vulnerability with an ethical approach.
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Outline the potential risk and protective factors associated with mental health.
- Illustrate the core social determinants of mental health at the individual and population levels.
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Required Learning Resources and Activities
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Students mustView
Read the entire webpage. (3 minutes)
American Mental Wellness Association - 2016
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Students mustView
Read the content under the headings "Introduction" and "Discussion." (10 minutes)
Read the content under the heading "Results." (11 minutes)
Molecular Psychiatry - 2020
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Students mustView
Read the content under the heading "Findings" on pages 9-18. (40 minutes)
Victorian Health Promotion Foundation Report - 2019
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Students mustView
Read the article below (stop before the section entitled “Policy implications”). (25 minutes)
Cambridge University Press - 2021
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Students mustMark as done
Recommended Additional Readings
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Students mustView
Read the content of Table 3: "Potential risk factors for mental illness by primary and secondary categories" on pages 236-237. (7 minutes)
Australian & New Zealand Journal of Psychiatry - 2017
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Identify specific populations with increased vulnerability to mental health or substance use disorders.
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Students mustMark as done
Required Learning Resources and Activities
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Students mustView
Read the content under the heading "Chapter 6 - Co-Occurring Disorders Among Special Populations" on pages 165-182. (68 minutes)
Substance Abuse and Mental Health Service Administration - 2020
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Students mustView
Read the content under the heading "1. Background." (14 minutes)
London: Mental Health Foundation - 2016
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Students mustView
Read the content under the headings "Overview," "People living with HIV/AIDS are at a higher risk for mental disorders," "Central Nervous System Disease Associated with HIV," and "HIV Treatments and Therapies." (6 minutes)
National Institute of Mental Health - 2020
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Students mustView
Read the entire document. (4 minutes)
The Joint United Nations Programme on HIV/AIDS - 2018
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Students mustViewStart discussions: 1
In this activity, you will compare the impact of vulnerability in various mental or substance use disorders (180 min).
Step 1: Review Substance Use Disorder Treatment for People With Co-Occurring Disorders from the Substance Abuse and Mental Health Service Administration and choose one of the following vulnerable populations according to the relevance they have in your country:
- People experiencing homelessness
- People involved in the criminal justice system
- Women
- People of diverse racial/ethnic backgrounds
Step 2: Prepare a 400-600 word discussion post to summarize your response to the following questions:
- Which vulnerable group to mental and substance use disorders did you choose, and why is it relevant to address this group in your country?
- What mental or substance use disorders are they at risk of developing?
- What challenges make them more susceptible to relapse and complicated recovery?
Step 3: To share your work, click the “Reply” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B.: references are excluded from word counts).
Step 4: To complete the activity, you will need to reply to at least one post made by your peers in a respectful and professional manner. Be sure your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”OPTIONAL Step 5: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Characterize mental disorders from an epidemiological approach.
- Examine the mental health epidemiology profile of your country.
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Students mustMark as done
Required Learning Resources and Activities
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Students mustView
Read the content under the heading "Mental Health" and interact with the table. (4 minutes)
Our World In Data - 2018
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Students mustView
Read the entire webpage. (10 minutes)
Our World in Data - 2018
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Students mustView
Read the following titles under the heading: (5 minutes)
"Empirical View:"
"Prevalence of mental health and substance use disorders"
"Mental and substance use disorders are common globally"
"Prevalence of mental health disorders by disorder type"
"Prevalence of mental health disorders by gender"Our World in Data - 2018
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Students mustView
Read the entire article. (34 minutes)
Although the data is old, it offers one of the more recent publicly assessable comprehensive overviews, and evidence shows that the data have been relatively stable over time.
The Lancet - 2016
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Students mustView
Read the entire article. (7 minutes)
Canadian Journal of Psychiatry - 2020
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Students mustView
Read the content under the headings "Introduction" and "Discussion." (20 minutes)
Although the data is old, it offers one of the more recent publicly assessable comprehensive overviews, and evidence shows that the data have been relatively stable over time.
The Lancet - 2013
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Students mustView
Read the introduction, discussion, and conclusion. (16 minutes)
The Lancet Regional Health - 2019
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Students mustView
Search your country using the list provided on the webpage. (10 minutes)
WHO Report - 2020
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Students mustViewStart discussions: 1
In this activity, you will assess your country's mental health epidemiology profile (350 min).
Step 1: Search for your country in the DALYs from mental health and substance use disorders world data from the Oxford Martin Programme on Global Development and the WHO Mental Health Atlas country profiles.
Step 2: Prepare a 500-700 word response to summarize the following questions and any others you might have:
- What are the three most significant mental and substance use disorders producers of Disability-Adjusted Life Years (DALYs) in your country?
- To what factors do you attribute the impact of the burden of these diseases?
- Choose one of the three indicators regarding mental health (mental health system governance, resources for mental health, or mental health service availability and uptake) and analyze the information available. If relevant information is not available, to what circumstances do you attribute this lack of information?
Step 3: To share your work, click the “Reply” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B.: references are excluded from word counts).
Step 4: Evaluate and categorize the work from one of your peers based on items A - E of this rubric. Provide a rationale for the grade you provided as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”
You can use the list below as an example:
Item A is .…. because…. my suggestions for improvement are….
Item B is .…. because…. my suggestions for improvement are….
Item C is .…. because…. my suggestions for improvement are….
Item D is .…. because…. my suggestions for improvement are….
Item E is .…. because…. my suggestions for improvement are….OPTIONAL Step 5: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
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Instructional Goals covered in this module:- Determine the burden that substance abuse can inflict on mental well-being, its social repercussions, and the application of communication in reducing discrimination.
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Illustrate the relationship between substance use dependence and mental health disorders.
- Discuss the social repercussions that can affect populations with substance use and mental disorders.
Click here to start this lesson-
Required Learning Resources and Activities
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Students mustView
Read the entire report. (15 minutes)
National Institute on Drug Abuse (Research Report) - 2020
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Students mustView
Read “1. Background,” “4. Discussion,” and Table 2, “Overall pooled estimates for mental health disorders and substance use,” in the article provided. (18 minutes)
Journal of Clinical Medicine - 2018
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Students mustView
Read the entire article. (44 minutes)
Iris Publishers - 2019
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Students mustView
Read the content under the heading "Understanding Stigma of Mental and Substance Use Disorders."(55 minutes)
NCBI - 2016
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Students mustViewStart discussions: 1
In this activity, you will discuss the social repercussions occasioned to people with mental and substance use disorders, particularly those related to prejudice and segregation inside a community (240 min).
Step 1: Based on the observations from Peer Activity 1: The role of epidemiology in assessing the burden of mental health disorders, choose one of the three most significant mental and substance use disorders producers of Disability-Adjusted Life Years (DALYs) in your country.
Step 2: Search for published articles, guidelines, news, or any other literature that addresses the social repercussions of these disorders.
Step 3: Prepare a 400-600 word discussion post to summarize your response to the following questions:
- What are the repercussions of this disorder on the community/population in regard to prejudice and segregation?
- What are the possible causes of prejudice and segregation against people with substance use and mental health disorders?
- What interventions could be done within your country to reduce the stigma associated with this disorder?
Step 4: To share your work, click the “Reply” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B.: references are excluded from word counts).
Step 5: To complete the activity, you will need to reply to at least one post made by your peers in a respectful and professional manner. Be sure your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”OPTIONAL Step 6: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Outline the screening and treatment strategies for substance abuse in the context of mental health disorders.
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Students mustMark as done
Required Learning Resources and Activities
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Students mustView
Read the content under the heading "Chapter 2 - Guiding Principles for Working With People Who Have Co-Occurring Disorders" on pages 13-29
Read the content under "Chapter 3 - Screening and Assessment of Co-Occurring Disorders” on pages 31 to 68 and "Chapter 7 - Treatment Models and Settings for People With Co-Occurring Disorders."
Read the content under "Chapter 4 - Mental and Substance-Related Disorders: Diagnostic and Cross-Cutting Topics” (optional). (62 minutes)
Substance Abuse and Mental Health Services Administration - 2020
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Design an educational tool to raise awareness of the impact of substance abuse on mental health.
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Students mustMark as done
Required Learning Resources and Activities
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Students mustView
Read the entire webpage. (42 minutes)
Psychiatric Services - 2017
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Students mustViewStart discussions: 1
In this activity, you will design an educational tool to raise awareness of the impact of substance abuse on mental health (350 min).
Step 1: Select a substance use disorder of interest in your country based on either prevalence or mortality. You can use information from the Drug Use research published at OurWorldInData.org or any other resource of your preference.
Step 2: Create an educational tool that addresses the following points, using language that is adequate for a general audience (children, young people, and adults) to understand.
- What is the impact of the selected substance use disorder in your country (i.e., high prevalence, high mortality, etc.)?
- Identify at least three (3) myths regarding your chosen substance use disorder and counter them using evidence-based information.
- What actions can be taken into account at an individual level to decrease the impact of this disorder on your country?
Step 3: Your educational tool should be created using either a PowerPoint presentation, a piece of writing in a blog format (with pictures included), or a video. If you feel comfortable presenting your work, we suggest you record yourself or your screen using the online tool Loom. Your educational tool should have a maximum of 20 slides for a presentation, 500 words for a blog format, or five minutes in length for a video format.
Step 4: To share your work, click the “Reply” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B.: references are excluded from word counts).
Step 5: Evaluate and categorize the work from one of your peers based on items A - E of this rubric. Provide a rationale for the grade you provided as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”
You can use the list below as an example:
Item A is .…. because…. my suggestions for improvement are….
Item B is .…. because…. my suggestions for improvement are….
Item C is .…. because…. my suggestions for improvement are….
Item D is .…. because…. my suggestions for improvement are….
Item E is .…. because…. my suggestions for improvement are….OPTIONAL Step 6: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
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Instructional Goals covered in this module:Demonstrate critical awareness of the engagement with mhGAP evidence-based intervention framework to discuss strategies to implement and monitor an intervention. - Synthesize knowledge and experience to develop a sustainable plan for implementing an intervention that includes a support program to tackle a mental illness issue of public health significance.
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Articulate the objectives of the WHO’s mental health action program.
- Identify resources and actions that can be used to achieve mental health action program objectives.
- Outline the principles for essential care and practice in relation to mental, neurological, and substance use disorders.
- Assess the roles and relationships of entities related to the mental health services framework with regard to community needs and access.
Click here to start this lesson-
Required Learning Resources and Activities
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Students mustView
Read the entire webpage and watch the video. (10 minutes)
WHO - 2019
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Students mustView
Read the content under the headings "Options for the implementation of the Comprehensive Mental Health Action Plan 2013–2030" and " Strengthening and empowerment of people with mental disorders and psychosocial disabilities and their organizations" on pgs 20-22. (7 minutes)
WHO - 2021
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Students mustView
Read the entire webpage. (2 minutes)
The website provides a list of tools that can be used in health and mental health programs, but students are not required to click on each link.
WHO - 2022
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Students mustView
Read the content under the heading "Essential Care & Practice" on pages 5-15. (20 minutes)
WHO - 2016
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Students mustView
Read the content under the heading "Part 1: Guide for programme managers" on pages 1-23. (41 minutes)
WHO - 2019
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Students mustViewStart discussions: 1
In this activity, you will formulate a potential evidence-based intervention to be implemented to improve mental health care addressing community mental health needs and gaps, goals to achieve by addressing those gaps and activities or interventions needed to achieve those goals, as well as the resources and providers required to implement said activities (350 min).
Step 1: Review the mhGAP Community Toolkit from the WHO, Part 1: Guide for Program Managers.
Step 2: Download and complete the community mental health services framework table from the mhGAP Community Toolkit attached here. Complete all of the questions in the toolkit. The complete document should have between 600-800 words.
Step 3: To share your work, click the “Reply” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B.: references are excluded from word counts).
Step 4: Evaluate and categorize the work from one of your peers based on items A - E of this rubric. Provide a rationale for the grade you provided as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”
You can use the list below as an example:
Item A is .…. because…. my suggestions for improvement are….
Item B is .…. because…. my suggestions for improvement are….
Item C is .…. because…. my suggestions for improvement are….
Item D is .…. because…. my suggestions for improvement are….
Item E is .…. because…. my suggestions for improvement are….OPTIONAL Step 5: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Distinguish the social and economic barriers to implementing policies or practices in your setting.
- Describe workforce development strategies to improve mental health care in low and middle-income countries.
- Create an evidence-based intervention to improve mental health care in your country/region.
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Students mustMark as done
Required Learning Resources and Activities
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Students mustView
Read the entire article. (35 minutes)
NCBI - 2017
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Students mustView
Read the content under the heading "Part 2: mhGAP Community Provider Manual" on pages 25-98. (160 minutes)
(Completing the activities is recommended but not mandatory.)
WHO - 2019
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Students mustView
Read the content under the heading "Bolstering Political will for Human Resources for Health: the Third Global Forum Commitments" on pages 31-36. (13 minutes)
WHO - 2015
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Students mustView
Read the entire article. (34 minutes)
Current Psychiatry Reports - 2019
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Students mustView
Read the content under the headings "Background," "The goals and structure of mhGAP," "Challenges in implementing mhGAP training programs in LMIC," and "Findings and discussion." (31 minutes)
International Journal of Mental Health Systems - 2019
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Students mustViewStart discussions: 1
In this activity, you will explore the community mental health services framework regarding needs and availability (350 min).
Step 1: Prepare a mental health intervention to be used after an emergency, such as the COVID-19 Pandemic. Create the intervention based on the mental health needs you identified to be implemented in your country/region in Peer Activity #3. You can use the Mental health in emergencies webpage from WHO as a reference.
N.B.: This assignment is a continuation of the community mental health services framework evaluation you performed in Peer Activity #3.
Step 2: Prepare a 700- 900 word document establishing the defining characteristics of your chosen need, the desired outcomes, the planned interventions, and the evaluation methods to be applied. You should answer the following questions and any others you might have:
- Which mental health necessities of the population suffering from an emergency must be reckoned with?
- How can local professionals promote and encourage mental health reforms, and how can they transmit their recommendations at a national level?
- What is the role of the government during an emergency, and in terms of mental health, which coordination measures must it lead towards improving after a crisis?
- What is the role of individual or communal advocacy in planning long-term sustainable interventions?
- Which benefits can the implementation of demonstration projects bring to mental health reforms after an emergency?
Step 3: To share your work, click the “Reply” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B.: references are excluded from word counts).
Step 4: Evaluate and categorize the work from one of your peers based on items A - E of this rubric. Provide a rationale for the grade you provided as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.
You can use the list below as an example:
Item A is .…. because…. my suggestions for improvement are….
Item B is .…. because…. my suggestions for improvement are….
Item C is .…. because…. my suggestions for improvement are….
Item D is .…. because…. my suggestions for improvement are….
Item E is .…. because…. my suggestions for improvement are….OPTIONAL Step 5: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
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Students mustMark as done
Recommended Additional Readings
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Students mustView
Watch the videos of the entire playlist to familiarize yourself with the mhGAP clinical approach. (118 minutes)
mhGAP Training - 2017
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Final Exam Quiz
To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 40 questions, and you will have 40 minutes to complete it. When the time is over, you will have two minutes to submit your attempt before it expires, and your progress is discarded. You will not be able to answer additional questions in the grace period.
To access the exam, click on the name of the exam provided above. On the following screen, click the attempt quiz button to respond to the questions.
Not available unless: All of: ...Not available unless:-
All of:
- The activity Course Registration is marked complete
- The activity Pre-Test is marked complete
- The activity Quiz: Module 1 is marked complete
- The activity Quiz: Module 2 is marked complete
- The activity Quiz: Module 3 is marked complete
- The activity Quiz: Module 4 is marked complete
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All of:
- The activity Discussion Forum 1: Mental Health Indicators Related to the Sustainable Development Goals (180 minutes) is marked complete
- The activity Discussion Forum 2: Vulnerable Populations to Mental and Substance Use Disorders (180 minutes) is marked complete
- The activity Peer Activity 1: The Role of Epidemiology in Assessing the Burden of Mental Health Disorders (350 minutes) is marked complete
- The activity Discussion Forum 3: Importance of the Social Backlash to Substance Use Disorders (240 minutes) is marked complete
- The activity Peer Activity 2: Create an Educational Tool to Raise Awareness of the Impact of Substance Abuse on Mental Health (350 minutes) is marked complete
- The activity Peer Activity 3: Formulating a Mental Health Intervention (350 minutes) is marked complete
- The activity Peer Activity 4: Developing an Intervention Destined to Improve Mental Health Care (350 minutes) is marked complete
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All of:
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In this section, you can provide feedback about this course to help us make NextGenU.org better. Once evaluations are completed, you will be able to download your certificate of completion.-
Course Evaluation QuestionnaireNot available unless: The activity Final Exam is marked complete
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Self Evaluation QuestionnaireNot available unless: The activity Final Exam is marked complete
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Students mustMark as done
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Students mustMark as done
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