The study focuses on the formulation of mental health first aid to a vulnerable group of a reputed university. It is seen that the first aid is provided to the students who are found to have a mental disorders or symptoms of having any types of problem in depression. Depression is the mental syndrome that is caused to the students of the University due to many students. The lesson plan will follow the structure of the logic model. The youth mental health first aid is a lesson plan that will be conducted for a two hour session using a salutogenic approach. The vulnerable group consists of students from remote or rural areas. In the lesson plan, the vulnerable group and the teachers of the tertiary setting will be attending. The strategy is to provide an engendering connection and support between the group rather than pathologising or diagnosing.
The youth mental health first aid lesson plan is provided to the young adults who are suffering from depression. The objective of providing the lesson plan is to increase the motivation of the students in the lectures along with reduction of the factors that enhances depression in the minds of the students. The question answer session or feedback model are used while understanding the situation of the students that lead to depression (Hadlaczky et al., 2014). The logic model is used in order to provide a lesson plan for the young students of the university suffering from depression and anxiety.
The purpose of the young students’ mental health first aid lesson plan is to reduce the level of anxiety and depression among the students in the remote and rural areas. In case of short-term objectives, the purpose of the lesson plan is to find out the root cause of the depression and anxiety by providing ways to reduce the impact of the factors causing depression. Apart from that, strategies are to be formulated regarding the reduction of depression among the students (Davies, Beever & Glazebrook, 2016).
Resources are required for the success of the mental health first aid lesson plan to the rural and remote areas students. The resources include both tangible and intangible resources. Tangible resources include the infrastructure i.e. the place where the lesson plan is provided, workforce i.e. the people who will be providing the session, money for the arrangement of the plan, situational resources include miscellaneous things required for the success of the lesson plan. Intangible resources include skills of the people of the lesson plan (Bond et al., 2016). Endorsement from the community and government is necessary. Both the internal and external stakeholders will be involved in the lesson plan. It can be said that the project is feasible from the perspective of the resource invested in it. The students will be convinced in order to attend the lesson plan as it will provide benefit regarding their mental disorder. It is assumed that these resources are ideal in order to get success in the plan (Chalmers et al., 2014).
As a facilitator of the mental health first aid lesson plan, the students are to be engaged in activities like sharing of their problem, strategies that will open up the minds of the students, gaining the reason of causing depression in the students. The external factors that are to be considered that are causing depression and anxiety among the students are the environment of the university, political situation in the university, pressure from the teachers and the syllabus, etc. The assumptions that are made from the resources used in the different types of activities in the lesson plan are appropriate (Jensen et al., 2016). It is the target of the team in order to achieve the goals and objectives of the plan. It is seen that the doctors who are appointed in the first aid lesson plan are responsible for finding the cause of depression of the students. It is seen that the first aid lesson plan has already helped the students to improve their mental health (Ross, Kelly & Jorm, 2014).
The outcomes of the mental health first aid lesson plan is categorised under three groups such as short term outcomes, medium term outcomes and long term outcomes. The outcomes are based on the changing circumstances of the plan.
The short-term outcomes of the mental health lesson plan include the different types of the process outcomes such as purpose acknowledged, acceptable goals, process adequate, etc. The doctors and the other personnel of the lesson plan will diagnose the actual problems of the students (Bovopoulos et al., 2016).
The medium term objective is focused on the progress and evaluation of the improvement of the mental health of the students during six months of time. However, it can be said that the improvement plan will reduce the impact of the cause of the factors causing anxiety and depression among the students. Identification of the cause and categorising them in a group is the task that falls under the outcomes of the medium term (Ross, Kelly & Jorm, 2014).
The long-term impact of this first aid lesson plan is to make a sustainable change in the community by reducing the depression and anxiety among the students. The plan will develop the minds of the students of the remote areas in the thought process of the students. The students therefore gained in the different perspectives of the thinking process (Jensen et al., 2015).
It can be concluded that the mental health first aid lesson plan consists of different levels that are responsible for the reduction of the causes of depression and anxiety of the students in the remote areas. The plan is designed using the logic plan. The assumptions and the external factors are to be considered in designing the objectives and strategies that will help the people in achieving the different goals. The mental health of the students will be recovered if they will attend the lesson plan.
Bond, K. S., Jorm, A. F., Kitchener, B. A., & Reavley, N. J. (2016). Mental Health First Aid training for Australian financial counsellors: An evaluation study. Advances in Mental Health, 14(1), 65-74.
Bovopoulos, N., Jorm, A. F., Bond, K. S., LaMontagne, A. D., Reavley, N. J., Kelly, C. M., ... & Martin, A. (2016). Providing mental health first aid in the workplace: a Delphi consensus study. BMC psychology, 4(1), 41.
Chalmers, K. J., Bond, K. S., Jorm, A. F., Kelly, C. M., Kitchener, B. A., & Williams-Tchen, A. J. (2014). Providing culturally appropriate mental health first aid to an Aboriginal or Torres Strait Islander adolescent: development of expert consensus guidelines. International journal of mental health systems, 8(1), 6.
Davies, B., Beever, E., & Glazebrook, C. (2016). The mental health first aid eLearning course for medical students: a pilot evaluation study. European Health Psychologist, 18(S), 861.
Hadlaczky, G., Hökby, S., Mkrtchian, A., Carli, V., & Wasserman, D. (2014). Mental Health First Aid is an effective public health intervention for improving knowledge, attitudes, and behaviour: A meta-analysis. International Review of Psychiatry, 26(4), 467-475.
Jensen, K. B., Morthorst, B. R., Vendsborg, P. B., Hjorthøj, C. R., & Nordentoft, M. (2015). The effect of the mental health first-aid training course offered employees in Denmark: study protocol for a randomized waitlist-controlled superiority trial mixed with a qualitative study. BMC psychiatry, 15(1), 80.
Jensen, K. B., Morthorst, B. R., Vendsborg, P. B., Hjorthøj, C., & Nordentoft, M. (2016). Effectiveness of Mental Health First Aid training in Denmark: a randomized trial in waitlist design. Social psychiatry and psychiatric epidemiology, 51(4), 597-606.
Ross, A. M., Kelly, C. M., & Jorm, A. F. (2014). Re-development of mental health first aid guidelines for non-suicidal self-injury: a Delphi study. BMC psy