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COUN 6785: Social Change in Action:

Prevention, Consultation, and Advocacy

Social Change Portfolio

J. Shaw

Contents

Below are the titles for each section of the Social Change Portfolio. To navigate directly to a particular section, hold down <ctrl> and click on the desired section below.

[Please note that in brackets throughout this template you will see instructions about information to include in each section. Please delete the instructions that are found in brackets, including this message, and replace the bracketed instructions with the relevant content for each section].

Introduction

Scope and Consequences

Social-ecological Model

Theories of Prevention

Diversity and Ethical Considerations

Advocacy

Peer groups meet a far greater need in the life of an adolescent than simply friendship. The art of communication and conflict resolution, the building of empathy and tolerance, and the abililty for cooperative learning, goal setting, and collaborative decision making are learned - or honed - within the peer group (Broderick & Blewitt, 2020). As they work to develop autonomy, teens pull further from their parents (Broderick & Blewitt, 2020). Often, they divulge more to their peer group than they do to a trusted adult. In an effort to support and encourage their friend, critical indicators of a mental health concern go unrecognized and unreported by the good-intentioned peer confidante. The awareness of mental health concerns is gaining publicity and the stigma of living with a mental illness is slowly being lifted, but there is room for improvement. By utilizing the transformative force of the peer connection as the catalyst for intervention, a positive impact may occur in relation to the teen mental health crises.

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Mental illness accounts for nearly 15 percent of the world’s diseases; depression is the most common and affects nearly 300 million people worldwide (Galea, 2019). With the numbers steadily climbing, the World Health Organization (WHO) estimates “it will be the leading cause of the global disease burden” in ten years (Galea, 2019, para. 3). The number of Maryland youth, aged 12-17, who have experienced a Major Depressive Episode (MDE) has grown from 2004-2008 to 2013-2017, nearly doubling from 7.4% to 13.1% (Behavioral Health, 2019). Some of the key contributors to the mental health crisis are social, economic, and environmental conditions, childhood experiences, access to resources, exposure to toxins, discrimination, genetics, and low birth weight (Galea, 2019). EXPAND HERE EXPLORE Hope Squad Utah and Yellow Ribbon Project

The mortality rate for individuals living with mental illness is higher than those without them. Suicide and the comorbid existence with other physical concerns contribute to this difference (Galea, 2019). Early intervention is critical. With nearly half of mental disorders beginning by age 14 (Conyne, Horne, & Raczunski, 2013), the school setting is an ideal location to encourage early recognition of symptoms. The goal of this initiative is to help school aged youth not only recognize signs of mental health struggles among their peers but to also give them the tools to respond as effective first responders.

References

Behavioral Health Barometer: Maryland, Volume 5: Indicators as measured through the 2017 National Survey on Drug Use and Health and the National Survey of Substance Abuse Treatment Services (2019). Substance Abuse and Mental Health Services Administration. Retrieved from: https://www.samhsa.gov/data/sites/default/files/cbhsq-reports/Maryland-BH-BarometerVolume5.pdf

Broderick, P. C., & Blewitt, P. (2020).  The life span: Human development for helping professionals (5th ed.). Hoboken, NJ: Pearson Education.

Conyne, R. K., Horne, A. M., & Raczynski, K. (2013). Prevention in psychology: An introduction to the prevention practice kit. In R. K. Conyne & A. M. Horne (Eds.). Prevention practice kit: Action guides for mental health professionals. Thousand Oaks, CA: SAGE.

Galea, S. (2019, March 25). Mental health should matter as much as physical health. Psychology Today. Retrieved from : https://www.psychologytoday.com/us/blog/talking-about-health/201903/mental-health-should-matter-much-physical-health

Human development, through the social ecological lens, is seen as the product of influences from an individual’s home, neighborhood, school, community, and society (Swearer & Hymel, 2015). These influences create both positive (protective) and negative (risk) factors for an individual. Childhood adversity (risk factors) is a significant predictor in the diagnosis of a mental illness, while protective factors are linked to the absence of one (Bachler et al., 2018).

Risk factors stem from individual “vulnerabilities” and “environmental stressors” (Broderick & Blewitt, 2020, p. 32). Beginning in the womb, genetics play an important role and a family history of mental illness predisposes the developing embryo to potential future concerns (Broderick & Blewitt, 2020). A difficult pregnancy and/or birth, poor nutrition, insufficient sleep, low self-esteem, substance use, and abuse of any form account for individual risk factors (American Mental Wellness, 2020).

As a child grows into adolescence, their peer group takes on a more prominent role. Peer risk factors may present as having poor or few friendships or being the victim or the offender of bullying (American Mental Wellness, 2020). Expanding into the school environment, risk factors may be seen as poor academic achievement and poor communication skills (American Mental Wellness, 2020).

Risk factors from the family dynamic on an individual can be seen as having divorced or separated parents, authoritarian parents, the loss of a parent, a parent with a mental disorder or a severe physical illness, or a chronically ill sibling (Bachler et al., 2018). Dysfunction in the parental relationships often result in lower involvement levels, lower parental monitoring, and a less enriched environment. Such experiences are often passed through the generations leading to the belief that “life’s problems are an inevitable fate” (Bachler et al., 2018, para. 2). Low socioenocomic status is considered a risk factor, although childhood adversity is found equally in both high and low economics (Bachler et al., 2018). The community presents a risk factor in the form of limited support services or lack of access to those services (American Mental Wellness, 2020). Discrimination is a risk factor that can be found at any level.

Protective factors do not negate risks, but a study by Bachler et al. (2018) found the presence of each protective factor lowers symptom scores. They are derived from individual strengths and environmental supports (Broderick & Blewitt, 2020).At a base level, these factors are seen as secure attachments, a strong moral compass, emotional self-regulation, optimism, and good physical health (American Mental Wellness, 2020). Peers and the school setting provide protective factors in the form of positive relationships, the ability to interact well with others, and participation in extracurricular clubs and teams (American Mental Wellness, 2020). The family contributes protective factors through bonding patterns, positive relationships with at least one primary caregiver, an invested extended family, and financial security (Bachler et al., 2018). Access to support services and opportunities for achievement are protective factors at a community level (American mental Wellness, 2020).

References

American mental wellness association: Risk and protective factors. (2020). Retrieved from; https://www.americanmentalwellness.org/prevention/risk-and-protective-factors/

Bachler, E., Frühmann, A., Bachler, H., Aas, B., Nickel, M., & Schiepek, G. K. (2018). The effect of childhood adversities and protective factors on the development of child-psychiatric disorders and their treatment. Frontiers in Psychology, 9. https://doi-org.ezp.waldenulibrary.org/10.3389/fpsyg.2018.02226

Broderick, P. C., & Blewitt, P. (2020).  The life span: Human development for helping professionals (5th ed.). Hoboken, NJ: Pearson Education.

Swearer, S. M., & Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a social-ecological diathesis–stress model. American Psychologist, 70(4), 344–353. https://doi-org.ezp.waldenulibrary.org/10.1037/a0038929

[Insert the content for this section here. See the instructions for Theories of Prevention section in Week 5 and follow the instructions this section closely. Be sure to attend to all bullet-points for this section found in the “To Prepare” area in week 5. Please write in full sentences using APA style].

[Insert the content for this section here. See the instructions for the Diversity and Ethical Considerations section in Week 6 and follow the instructions for this section closely. Be sure to attend to all bullet-points for this section found in the “To Prepare” area in week 6. Please write in full sentences using APA style].

[Insert the content for this section here. See the instructions for the Advocacy section in Week 7 and follow the instructions this section closely. Be sure to attend to all bullet-points for this section found in the “To Prepare” area in week 7. Please write in full sentences using APA style].