Promoting emotional wellbeing

Symptoms of anxiety and depression are common in childhood, as are risk factors that undermine wellbeing: low self-esteem and limited participation in daily occupations. Current treatments focus primarily on modifying internal cognitions with insufficient effect on functional outcomes. Occupational therapists have a role in measuring and enabling children’s functional abilities to promote health and wellbeing.

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(bq) part 2 book “innovations in stress and health” has contents: the whole is greater than the sum of the parts - developing a systems approach to tackling mental health in the workplace; promoting emotional wellbeing through social prescribing,… and other contents.

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The World Health Organization recognises the quality of the early years as a key social determinant of health17. There are sound theoretical and empirical reasons for focusing mental health promotion interventions on young children to prevent a range of problems in later life18 including mental health problems, obesity, criminality, family violence, poor literacy, unemployment and welfare dependency. Prevention and early intervention is also less expensive and more effective than treatment19.

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In 2007, Health Promotion Queensland funded an expert consortium to develop a framework that defines social, emotional, cultural and spiritual wellbeing among Aboriginal and Torres Strait Islander peoples. The final report from this consortium was delivered in May 2009. Our challenge now is to develop an effective response to the key directions and recommendations of this report to build the capacity of the Division and our key partners and stakeholders to implement priority mental health promotion strategies....

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Disparities in access to essential basic services, such as sanitation, clean water, health, education and access to the judiciary system, are fundamental inequities that can produce lifelong inequalities and deep-seated feelings of injustice. These inequities extend to things like access to information: while access to communication technologies, including the internet, may seem like a luxury, in reality it means that while most young people in developed countries, and the wealthier young people in poor countries, can obtain the information they seek, others cannot (see Figure 1).

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Support to help parents or carers develop their parenting skills. This may involve providing information or offering small, group-based programmes run by community nurses (such as school nurses and health visitors) or other appropriately trained health or education practitioners. In addition, all parents should be given details of the school’s policies on promoting social and emotional wellbeing and preventing mental health problems.

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This guidance complements existing national initiatives to promote social and emotional wellbeing. It should be considered in the context of the Social and Emotional Aspects of Learning (SEAL) programme (Department for Education and Skills 2005a; 2005b), the Healthy Schools programme (Department for Education and Skills 2005c) and related community-based initiatives. These all stress the importance of enabling children to participate fully in the development of such programmes to ensure their views are heard. ...

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Children’s social and emotional wellbeing is important in its own right but also because it affects their physical health (both as a child and as an adult) and can determine how well they do at school. Good social, emotional and psychological health helps protect children against emotional and behavioural problems, violence and crime, teenage pregnancy and the misuse of drugs and alcohol (‘Systematic review of the effectiveness of interventions to promote mental wellbeing in children in primary education’ Adi et al. 2007). ...

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A greater understanding of inequalities is also crucial to recognizing the limits of what promoting positive mental health can achieve. Positive mental health does confer considerable protection and advantage, but it does so predominantly among those with equal levels of resources. In other words, among poor children, those with higher levels of emotional wellbeing have better educational outcomes than their equally poor peers. However, richer children generally do better still, regardless of emotional or cognitive capability.

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