1. Mental health Policy and Strategic Plan :
Abstract (summarized in point form)
- Operationalizing the objectives of the policy draft the mental health action plan providing the details for operationalizing the objectives of the policy by outlining concrete strategies, activities, time frames, and budgets for their attainment.
- Transform the objectives of the mental health policy into areas for action.
- Formulate the core strategies of the mental health plan with respect to each of the areas for action.
- Define clear and explicit targets and indicators for each strategy.
- Define detailed activities that will enable the strategy to be realized.
- Outline the expected outputs of each activity as well as the potential obstacles and delays that could inhibit the realization of the activity.
- Decide on the specific roles and responsibilities for governmental agencies (health, education, employment, social welfare, housing, justice); academic institutions; professional associations; general health and mental health workers; organizations of persons with mental health conditions and family and care groups; other relevant non-governmental organizations.
- Define a time frame for each strategy, indicating when each strategy will begin and for how long it will function.
- Calculate the costs of each strategy as well as the total costs of the plan for each year, and define how the strategies are going to be financed (e.g. state funding, social insurance, donors, private insurance, out-of-pocket payments).
- Adjust the time frames of the strategies and activities in accordance with the resources available in different years.
Funk, M. K., & Drew, N. J. (2015). Mental health policy and strategic plan. Eastern Mediterranean Health Journal, 21(7), 522-526.
2. How do Post-Secondary Institutions Make Decision About Allocating Resources for Student Mental Health? :
- Given the significant burden of mental illness among young adults, colleges offer a promising venue for prevention and treatment, which can help set late adolescents and young adults on a path to success and wellbeing. Despite the potential benefits, there have been no published studies of how campuses decide about allocating resources for mental health. To address this gap, the purpose of this study was to characterize the decision-making process for funding of mental health services through qualitative interviews at 10 universities.
Hunt, J. B., Watkins, D., & Eisenberg, D. (2012). How do college campuses make decisions about allocating resources for student mental health?: Findings from key participant interviews. Journal of College Student Development, 53(6), 850-856.
3. No More “Us” and “Them”: Integrating Recovery and Well-Being into a Conceptual Model for Mental Health Policy:
- To set the stage for this special edition on Responses to the Mental Health Strategy for Canada: Canadian and International Perspectives on Mobilizing Change, we discuss the role of ideas in the public policy literature and the influence of key ideas over the history of mental health policy. Drawing on academic and policy literature and feedback from a convenience sample of mental health policy makers, we integrate the concepts of recovery and well-being into a conceptual model that can be used by policy makers as a tool to realize the transformative ideas captured in the Mental Health Strategy for Canada.
Mulvale, G., & Bartram, M. (2015). No More “Us” and “Them”: Integrating Recovery and Well-Being into a Conceptual Model for Mental Health Policy. Canadian Journal of Community Mental Health, 34(4), 31–67.
- Stone, G. (2008). Mental Health Policy in Higher Education. The Counseling Psychologist, 36(3), 490–499.
- Chan, V., Rasminsky, S., & Viesselman, J. O. (2015). A primer for working in campus mental health: A system of care. Academic Psychiatry, 39(5), 533-540.
- Corlett, S. (2012). Policy watch: Implementing the mental health strategy. Mental Health and Social Inclusion, 16(4), 164-168. doi