Describe potential interventions for primary, secondary, and tertiary prevention of mental health problems.

QUESTION

Case Study, Mohr

CHAPTER 20, Community and Home Psychiatric Care

In completing the case study, students will be addressing the following learning objectives:

Identify the levels of prevention of mental illness.

Describe potential interventions for primary, secondary, and tertiary prevention of mental health problems.

1. Jim is a 10-year-old student in elementary school.  The teacher is concerned that Jim may need psychological counseling and possibly psychiatric care since the recent suicide of his father.  Jim had formerly been an outgoing child who had excellence performance in schoolwork.  Jim is now withdrawn, does not socialize, and is doing poor work in school.  Jim’s mother has not responded to a call from the teacher to come to school for a conference to explore ways to help Jim. The teacher consults the school nurse for assistance.

(Learning Objectives: 1, 2)

• Identify how the school nurse can help Jim and his family in the prevention of mental illness. Discuss each level of prevention in your answer.

ANSWER

School Nurse’s Role in the Prevention of Mental Illness: A Case Study of Jim and his Family

Introduction

Mental health issues among children and adolescents are a growing concern, requiring proactive approaches to prevention and intervention. This case study explores the role of a school nurse in assisting Jim, a 10-year-old student who has exhibited significant changes in behavior following the suicide of his father. The teacher’s observations of Jim’s withdrawn demeanor, poor academic performance, and his mother’s lack of response necessitate an intervention. In this essay, we will discuss how the school nurse can support Jim and his family through each level of prevention in mental health.

Primary Deterence

Primary prevention aims to promote mental well-being and prevent the onset of mental health problems. In Jim’s case, the school nurse can play a crucial role in creating a supportive and inclusive school environment. By fostering positive relationships with students, teachers, and parents, the nurse can facilitate open communication channels to address potential mental health concerns proactively (Colizzi et al., 2020). The nurse can organize awareness programs or workshops for students, parents, and staff, educating them about common signs of distress, coping mechanisms, and available mental health resources. Furthermore, implementing school-wide anti-bullying and anti-stigma campaigns can contribute to the overall mental well-being of students, including Jim.

Secondary Prevention

Secondary prevention focuses on early identification and intervention to mitigate the progression of mental health problems. In collaboration with other school professionals, the school nurse can assess Jim’s situation and develop a comprehensive plan. The nurse should encourage the teacher to document specific behavioral changes and academic difficulties observed in Jim. This documentation can serve as objective evidence to involve additional stakeholders, such as the school counselor, social worker, or psychologist (Bohnenkamp et al., 2019). The nurse can facilitate meetings involving Jim’s teacher, mother, and relevant professionals to discuss their concerns, gather additional information, and develop a personalized intervention plan. This plan may involve counseling services, support groups, or referral to external mental health providers.

Tertiary Prevention

Tertiary prevention focuses on minimizing the long-term impact of mental health problems and promoting recovery and rehabilitation. In Jim’s case, the school nurse can play a vital role in coordinating and monitoring the effectiveness of the intervention plan. By maintaining regular communication with Jim’s mother, the nurse can provide emotional support and guidance while emphasizing the importance of seeking professional help. The nurse can collaborate with the school counselor or external mental health providers to track Jim’s progress, identify potential barriers, and adjust the intervention plan accordingly (Nursing, 2022). Additionally, the nurse can facilitate the implementation of reasonable accommodations and support services within the school setting to aid Jim’s academic performance and overall well-being.

Conclusion

In this case study, the school nurse’s involvement is pivotal in supporting Jim and his family through each level of prevention in mental health. By actively participating in primary prevention efforts, the nurse can create a nurturing and inclusive school environment. Through secondary prevention, the nurse can facilitate early identification and intervention by collaborating with other professionals. Lastly, by overseeing and coordinating the intervention plan, the nurse contributes to the tertiary prevention of long-term mental health consequences. This collaborative and multi-level approach optimizes the potential for Jim’s recovery and overall well-being.

References

Bohnenkamp, J. H., Hoover, S., Connors, E. H., Wissow, L. S., Bobo, N., & Mazyck, D. (2019). The Mental Health Training Intervention for School Nurses and Other Health Providers in Schools. Journal of School Nursing, 35(6), 422–433. https://doi.org/10.1177/1059840518785437 

Colizzi, M., Lasalvia, A., & Ruggeri, M. (2020). Prevention and early intervention in youth mental health: is it time for a multidisciplinary and trans-diagnostic model for care? International Journal of Mental Health Systems, 14(1). https://doi.org/10.1186/s13033-020-00356-9 

Nursing, O. R. F. (2022). Chapter 16 Community Assessment. Nursing: Mental Health and Community Concepts – NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK590038/