Youth, Education, and Marginality: Local and Global Expressions

Chapter 12: Using Visual Arts to Enhance Mental Health Literacy in Schools

chapter 12 230 Close to 20% of children worldwide have at least one mental health disorder (Waddell & Shepherd, 2002; World Health Organization, 2003). In Ontario, a similar proportion suffers from a mental health disorder, and only one in six receives formal treatment (Offord et al., 1987). Mental health problems are associated with higher rates of truancy, suspension, exclusion, school alienation and marginalization, and drop out (New Freedom Commission on Mental Health, 2003). Youth marginalization via mental health stigma and discrimination is experienced and perpetuated in the school system, making it an important setting to address the issue of mental health literacy (Rickwood, 2011). Need for Mental Health Literacy The general public is reported to have a poor understanding of mental illness (Pinfold et al., 2005). They are unable to properly identify mental disorders, do not understand the underlying contributory factors, are fearful of those perceived as mentally ill, have incorrect beliefs about treatment consequences, are often disinclined to seek and access help for mental disorders, and are uncertain how to help others (Jorm et al., 1997; Jorm et al., 2006). Evidence suggests that when mental health literacy increases, individuals have a better understanding of mental health and mental illness and are less likely to hold negative beliefs (Canadian Alliance on Mental Illness, 2008). The school setting is an ideal place to target mental health literacy efforts as mental disorders frequently have their onset in early adolescence (Jorm et al., 2010; Reavley & Jorm, 2010). It is reported that youth are hesitant to seek formal help for their mental health problems and prefer instead to turn to informal sources such as their parents, peers, and teachers (Jorm, Wright, & Morgan, 2007). Given the poor mental health literacy of informal sources of help, this is problematic for early intervention efforts. Importance of the School Setting Educators play an important role in the recognition and support for students with mental health problems (Collins & Holmshaw, 2008). They spend a great deal of time with students and are often the best judges of changes in cognitive and emotional behaviour, thus it is essential that they have the information they need to recognize problems early and get students the help they need (Pinfold et al., 2005). There is also documentation of their desire for further training in this area (Boydell et al., 2008b). Much of the published literature on mental health literacy in school settings originates with Jorm and his colleagues in Australia (Jorm et al., 2006, 2010; Reavley & Jorm, 2010). They recognize that since mental health issues first manifest themselves in adolescence the school setting is an ideal locale Using Visual Arts to Enhance Mental Health Literacy in Schools 231 to target awareness and education efforts. Their work focuses on improving the skills of teachers via a mental health first aid training course and demonstrates increases in teachers’ knowledge, reduction in some aspects of stigma, and enhanced confidence in helping students and colleagues (Jorm et al., 2010). Recent research identifies the preference of young people themselves to have mental health education and awareness available in the school setting for all students and their teachers (Boydell et al., 2008a, 2008b). Additionally, they are explicit in the ways in which this information should be delivered— for example, we were advised that students do not want a formal presentation made to them from behind a podium. Given this information, there is a need to explore the use of different strategies to create awareness and improve knowledge about mental health and illness in school settings. Rethinking Mental Health Literacy in Schools: Use of the Arts in Education The use of arts is supported by the World Health Organization, which recognizes that the arts can provide powerful health educational messages. Further, the current literature suggests that social scientists, artists, and health care practitioners recognize that arts-based methods elucidate human dimensions of health and illness in ways that augment our understanding of both health and social care (Pauwels, 2010). The arts are posited to offer alternative ways of producing and communicating research findings and best practices (Keen & Todres, 2007). Jones (2006) suggests that incorporating art forms into the research process results in evoking emotional responses, providing alternative forms of representation, and promoting dialogue and the sharing of stories. He also indicates that the use of artistic formats can inform and enrich the research process (Jones, 2006). Knowledge conceptualized in this way is demonstrated to be more accessible to diverse stakeholders (Colantonio et...