Search

The COVID-19 pandemic has had profound impacts on population mental health globally1-4, including rising rates of depression, anxiety, post-traumatic stress symptoms, and increases in suicidal thoughts and behaviours5-7. While the COVID-19 virus itself is associated with a number of mental health consequences, including anxiety disorders8,9, the decline in population mental health is predominantly a product of the secondary effects of the pandemic. These secondary effects largely operate through the social and structural determinants of mental health leading to widening inequities for sub-populations and groups who already experienced health and social inequities due to racism, exclusion, discrimination, and stigma. non-peer-reviewed

The authors regret that incorrect affiliation was listed for ‘Walter Ricciardi’ in the original article. The correct affiliations should appear as above. The authors would like to apologise for any inconvenience caused.

PREFACE Ongoing discussion about the range of actions needed during the SARS-CoV-2 outbreak and Coronavirus Disease 2019 (COVID-19) is calling all of us to bring forward our thoughts and experiences about how best to cope with the multiple challenges we are facing regarding COVID-19. We would like to share the following five talking points that could evolve into a more refined and targeted public health discussion on the implications of this pandemic, from a health promotion perspective. As discussions worldwide bring topics such as health, equity, sustainability, solidarity or human dignity to a new level of implications, a systematic perspective is missing to bring these themes together with the disease prevention and curative efforts in the public health framework. This is where health promotion has the expertise to bring these extremely relevant issues together, to offer a comprehensive approach, in a common effort to support the medical care systems to face the sudden burden that was laid in their hands. non-peer-reviewed

The MindOut programme was originally developed in 2004 to promote the mental health and wellbeing of young people aged 15-18 years. Over the last eleven years it has been successfully implemented in post-primary schools and youth work settings across Ireland. In 2015 a major review of the programme was undertaken by the Health Promotion Research Centre at NUI Galway to take into account more recent research and knowledge in the area of young people’s mental health and wellbeing and include current issues of importance in young people’s lives. This review, funded by the Health Service Executive (HSE), resulted in the revised MindOut Programme being developed in collaboration with the National Youth Council of Ireland (NYCI). Further details of the re-development process may be found in Dowling, Clarke and Barry (2016). Health Service Executive non-peer-reviewed

INTRODUCTION This report describes the evaluation of the MindOut (2) social and emotional wellbeing programme for senior level students in Irish post-primary schools. This programme, which was updated in 2015, is comprised of twelve sessions which are designed using interactive and student-centred approaches to engage students in promoting their social and emotional well-being. The Health Promotion Research Centre (HPRC) at NUI, Galway was commissioned by the HSE to evaluate the implementation of the revised MindOut programme in disadvantaged post-primary schools. AIMS The key aims of the evaluation are to assess: • The programme impact on students’ (i) social and emotional skills development; (ii) overall mental health and wellbeing; and (iii) academic performance. • The views of the participants on the perceived benefits of the programme. • The attitudes of the teachers regarding the impact of the programme on themselves, the young people and the wider school community. • The process of implementation and perceived gains from each session. • The effects of different levels of implementation on the process of programme delivery and on the outcomes achieved. METHODS A cluster randomised control trial (RCT) design was employed to determine the programme outcomes with assessments before (T1) and immediately after implementation (T2). This intervention study employs a mixed-methods design with the use of both quantitative and qualitative methods to assess programme outcomes and the implementation process. Baseline measures were taken approximately one to two weeks before programme implementation within each school and post-intervention measures were collected immediately following programme delivery. Process measures were employed during and after programme implementation. This project was funded by the Health Service Executive (HSE), with additional PhD funding provided by the Irish Research Council (IRC). non-peer-reviewed

Summary Background: This report synthesizes the findings from international evidence reviews on the effectiveness of psychosocial skills development programmes for children and young people. A rapid review of the effectiveness of interventions related to parenting, preschool, school and community-based programmes that aim to enhance social and emotional skills development was conducted. Methods: Searching a range of electronic databases, 30 reviews published in the last ten years were identified, which provided evidence on a range of programmes employing RCTs and quasi-experimental study designs. The search process produced over 5000 articles, 26 of which were included in the review. This included three reviews of reviews, five Cochrane reviews and 16 systematic reviews and meta-analyses. Findings: Of the 26 reviews that were included, 11 relate to parenting programmes, 3 to preschool interventions, 6 to school-based programmes and 6 out-of-school interventions. Collectively, the review findings show that there is good quality evidence that both universal and targeted social and emotional skills-based interventions can lead to a range of positive outcomes for young people across emotional, social, educational, health and behavioural domains and reduce the risk for mental health problems, violence and aggressive behaviour, risky health behaviours and substance misuse. Employing the typology of actions to reduce health inequalities proposed by 7(2005), the review findings support a number of well-evidenced interventions across different levels. These may be summarised as follows: Strengthening Individuals and Families: Parenting & Preschool Programmes  There is a robust base of international evidence from high quality studies that parenting interventions that incorporate social and emotional skills development lead to significant positive outcomes for both children and their parents, with those at most risk making the greatest gains.  Systematic reviews indicate strong evidence that preschool programmes that develop children s social and emotional skills can produce positive and 2 enduring benefits for children s development, including cognitive, emotional and social wellbeing, school readiness and educational success.  There is good evidence of the effectiveness of parenting and preschool programmes for children living in poverty, with programmes reducing inequities in children s health and development and educational outcomes.  Additional evidence is needed to confirm the most effective parenting intervention approaches for particular population groups, including families from different ethnic minority backgrounds, and the comparative effectiveness of different methods of implementation for particular outcomes.  Cost-benefit analyses confirm that high quality parenting and preschool programmes produce substantial societal returns on investment, confirming that investing in early childhood is a solid social investment that yields multiple returns, especially for disadvantaged families. Strengthening the Community: School and Out-of- School Interventions  A substantive body of evidence from high quality reviews indicate that social and emotional skills-based interventions, when implemented effectively in schools, produce significant positive effects on targeted social-emotional competencies, students attitudes to self, others and school, school commitment and academic performance.  Positive outcomes are reported for children from diverse backgrounds, however, the evidence with regard to the differential impact of programmes is inconclusive.  More robust evidence is needed concerning the level of sustained long-term benefits. However, the findings from a systematic health equity review indicates strong evidence that school programmes focusing on social-emotional skills training can improve school completion for students from disadvantaged backgrounds and potentially impact on social and health inequities.  The emerging economic evidence base supports the case for investing in social and emotional learning programmes in schools, with crime and health-related benefits, and improved earning power in adulthood, yielding economic returns. 3  Implementation quality is identified as a key factor in the effectiveness of social and emotional skills-based interventions, as is their implementation within a whole school approach where skills development programmes are integrated into the core mission and ecology of the school and community in which they are implemented.  There is a limited international evidence base concerning the effectiveness of out-of-school and community-based youth programmes.  Reviews of youth development programmes, including approaches such as participation in creative arts, physical activity and mentoring, show that these interventions can impact positively on young peoples emotional and social wellbeing, academic performance, and range of social and health outcomes.  The majority of out-of-school interventions are delivered to young people identified as being at risk or socially excluded, and as such they have the potential to impact on health and social inequities.  Reviewers have commented on the poor quality of evidence in this area due to the methodological weaknesses of the programme evaluations conducted to date. Improving Living and Working Conditions Much of the evidence in this review is focused on individual-level interventions with few studies examining the impact of integrated approaches operating at the community and policy level in promoting the social and emotional wellbeing of young people and their families. Extrapolating from the findings included in this review, the following more general recommendations can be made:  The review findings support the provision of high quality universal child and maternal health interventions where a focus on social and emotional skills is integrated into child and family services in the early years. Such interventions have a significant and sustained effect on children s social and emotional development and are cost-effective.  Provision of high quality preschool education, especially for vulnerable families and children at higher risk of adverse outcomes, can impact on positive development outcomes. 4  Health promoting schools that integrate social and emotional skills development for students and teachers, provide a foundation for academic learning, health promotion and positive life course development. Promoting healthy macro-policies Although policy impact was not examined directly in this review, the evidence from effective interventions lends support to the following policies:  Health policies which support the delivery of universal primary health and childcare services including the delivery of home visiting and parenting programmes with a focus on social and emotional skills development, especially for the most vulnerable families.  Family support policies that provide high quality preschool education and childcare support meeting the needs of children and families, including targeted support for those most at risk of negative life outcomes.  Educational policies that promote the emotional and social wellbeing of young people as a basis for academic success, incorporating students social and emotional development as a core component of school policy and practice.  Policy initiatives that address poverty and the wider structural determinants of child health and social inequities. Authors Conclusions: This rapid review of the evidence has identified a number of high quality interventions for young people that have produced consistent evidence of their effectiveness across multiple robust trials in a diverse range of settings and countries. The findings confirm that social and emotional skills-based interventions for young people, implemented across the health, education and community sectors, can contribute to achieving the goals of population health, social and economic wellbeing and reduced inequities. However, as relatively few of the interventions have been scaled up to meet the needs of regional or national populations, evidence for their feasibility, effectiveness and sustainability in the local regional context will need to be strengthened. non-peer-reviewed

Phase 2 of the work plan on Developing a Quality Framework for Intersectoral Partnerships for Health Promotion is focused on developing a checklist to guide health promotion practitioners in the development of effective intersectoral partnership working based on a set of evidence-informed criteria. This report describes the process of developing the checklist through a review of existing partnership resources (journal articles, guidelines, manuals, handbooks, tools, toolkits, reports, workbooks, workshop proceedings, and various organisations publications) and drawing on the review of the international literature on effective partnership working conducted in Phase 1 (Corbin, Jones and Barry, 2015). The review of partnership resources included a database of existing partnership tools from past studies and an internet search was also conducted to identify new resources. The list of resources was refined after filtering on the basis of relevance for intersectional health promotion partnerships. The final Partnership Checklist: Tool for Assessing Partnership Functioning was developed based on the review of existing tools and their evaluation. The Bergen Model of Collaborative Functioning (Corbin & Mittelmark, 2008), and the findings from the international literature review (Corbin, Jones & Barry, 2015), were used to inform the selection of core domains and key items to be included in the Checklist. WHO, Geneva (part-funding) non-peer-reviewed

Report IntroductionThis review sought to determine the current evidence on the effectiveness of programmes available in theUK that aim to enhance the social and emotional skills development of children and young people aged 4-20years. The review was commissioned by the Early Intervention Foundation (EIF), the Cabinet Office andthe Social Mobility and Child Poverty Commission as part of wider efforts to encourage evidence-basedcommissioning and delivery of services for young people. Based on a systematic search of the literature,this report presents a narrative synthesis (i.e. a qualitative summary of findings as opposed to a statisticalmeta-analysis) of the review findings from evaluations of programmes implemented in the UK in both theschool and out-of-school settings. This review addresses the question of what works in enhancing childrenand young people s social and emotional skills and the quality of existing provision in the UK.Extensive developmental research indicates that the effective mastery of social and emotional skillssupports the achievement of positive life outcomes, including good health and social wellbeing, educationalattainment and employment and the avoidance of behavioural and social difficulties. There is also asubstantive international evidence base which shows that these skills can be enhanced and positive outcomesachieved through the implementation of effective interventions for young people.There are a number of ways of defining social and emotional skills. CASEL (2005) defined social andemotional skills as relating to the development of five interrelated sets of cognitive, affective and behaviouralcompetencies: self-awareness, self-management, social awareness, relationship skills and responsibledecision making. The Young Foundation (McNeil et al., 2012) identified a core set of social and emotionalcapabilities that are of value to young people. These capabilities have been grouped into seven clusters,each of which is supported by an evidence base that demonstrates their association with positive lifeoutcomes. These capabilities include; managing feelings, communication, confidence and agency, planningand problem solving, relationships and leadership, creativity, resilience and determination. Drawing onexisting models and frameworks, a list of these core social and emotional skills were included in this review.The key objective of this review was to systematically review the peer review and grey literature (2004-2014) examining evidence on the effectiveness of school and out-of-school interventions implemented inthe UK that are aimed at enhancing children and young people s social and emotional skills. In reviewing the evidence, specific questions were addressed: what programmes are effective in enhancing social and emotional skills in the (i) school setting and (ii) out-of-school setting? what is the strength of the evidence? what programmes/strategies are ineffective in enhancing social and emotional skills? what are the key characteristics of effective programme? what are the implementation requirements for these programmes / what implementation factors are important in achieving programme outcomes? what interventions are effective according to age / gender / ethnicity /socio-economic background and level of vulnerability what is the evidence on the costs and cost-benefits of these interventions? non-peer-reviewed

Report This paper provides a briefing for policy and decision-makers on the evidence for mental health promotion and primary prevention interventions that can be implemented and sustained at a reasonable cost, whilst generating clear health and social gains in the population. Based on the evidence from high, middle and low income countries, a number of priority areas and best buys for implementation are identified for promoting mental health and preventing mental ill-health across the lifespan from infancy to adulthood and include actions which can be delivered across different settings and delivery platforms. WHO, EMRO non-peer-reviewed

Report Good mental health is an integral component of population health and wellbeing and contributes to the functioning of individuals, families, communities and the social and economic prosperity of society [1,2]. Promoting mental health and wellbeing will deliver improved health and social outcomes for the general population and for people with mental health problems. Despite the recognition of the importance of mental health, it remains a neglected aspect of public health, especially in low- and middle-income countries (LMICs). People living in poverty and other forms of social disadvantage bear a disproportionate burden of mental disorders [3-5]. Addressing the social determinants of mental health is central to the global development agenda and affects progress towards the achievement of the Millennium Development Goals [6-8]. Mental health promotion and prevention needs to be integrated into population health improvement and development strategies, together with primary and secondary health care delivery [9].This paper provides a briefing for policy and decision-makers on the evidence for mental health promotion and primary prevention interventions that can be implemented and sustained at a reasonable cost, whilst generating clear health and social gains in the population. Evidence from high, middle and low income countries clearly show that there are effective and feasible interventions for promoting mental health and preventing mental ill-health that represent a cost-effective use of resources and a strong case for policy investment [1,2,11-14]. This paper provides a guide, based on best available evidence, to support decision making in identifying priority areas and best buys for implementation. HPRC non-peer-reviewed

Report [no abstract available] Executive Agency for Health and Consumers non-peer-reviewed

Report Executive summary Introduction This review collates and summarises the literature on communication campaign evaluation with relevance to the prevention and control of communicable diseases. The purpose of this review is to contribute to the evidence base on health communication evaluation research in order to aid public health professionals and researchers in the development of future evaluation strategies. The review is divided into two sections. In the first section the focus is on reviewing evaluations of campaigns undertaken in European Union (EU) and European Economic Area (EEA) countries, however, examples from the wider European region are also included. The second section, addressing challenges posed by campaign evaluation, draws on broader international literature pertaining to the identification of health communication campaign evaluation tools, frameworks and models. It would appear that there has been very few high quality European evaluation studies carried out in the last decade in relation to communicable disease prevention campaigns. Nevertheless, it is evident in reviewing the literature that there are valuable existing frameworks and guidelines that can help guide and inform evaluation research development. Methodology The review examined the international English-language literature published between 2000 and 2011. The search strategy devised included a review of a number of databases of published academic literature using identified key words which included but were not restricted to: health communication public health campaign and evaluation/effectiveness and communicable infectious disease . In addition, specific journals were extensively reviewed for relevant articles. Results The reviewers retrieved 160 references of which 35 were examples of evaluations of health communication campaigns carried out in EU/EEA Member States. A review of examples of campaign evaluations Interventions labelled health communication campaigns vary greatly in their topic focus, activities, design and exposure and this is demonstrated in the breadth of examples identified. The range of approaches to study design include: systematic and exploratory reviews, experimental and randomised, non-randomised, time-series, multiple method, longitudinal, before-after, cross-sectional, content analysis and cost-effectiveness. The critique of these examples reveals evidence of: weak study designs, small sample sizes, lack of control or comparison groups, lack of theoretical foundation, underuse of formative and process evaluation, lack of reference to capturing unintended effects and evaluation aims and outcome measures that do not correspond with campaign objectives. These limitations are not restricted to the European context and have also been recognised as challenges in the international literature on the evaluation of health communication campaigns. Addressing the challenges of campaign evaluation A number of principles, frameworks and guidelines are outlined in the literature that can assist researchers and public health professionals in planning campaign evaluation. Those identified include: Bauman s guidelines for campaign developers [1], Centers for Disease Control and Prevention (US) Framework for Programme Evaluation [2], Audience, Channel, Message, Evaluation (ACME) Framework developed by Noar [3], the US. National Cancer Institute s, Making Health Communications Programs Work [4], and the Reach, Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) Framework [5]. A number of indicators of success have been consistently cited in the literature as contributing to efficient and effective practice in relation to evaluation of health communication campaigns. Identified indicators of success include: be clear about what is being evaluated, be realistic and explicit about the expected direct and indirect effects, consider potential unintended effects, and use appropriate theory to inform campaign development and evaluation. An important factor identified is that evaluation, including cost effectiveness analysis, should be integrated with formative, process and summative evaluation through campaign planning, development and implementation. Preferred evaluation research designs promoting rigour include: pre-post test, cohort designs, time-series designs and natural experiments. The use of post-test only designs is severely compromised but may be the only option in situations of scarce resources. Acknowledging and documenting the context in which campaigns are implemented will facilitate the transfer of knowledge between the diverse EU/EEA states, and sharing experiences will optimise the use of resources and the development of skills. 1Literature review on health communication campaign evaluation TECHNICAL REPORT Conclusion The development of a strong evidence base is imperative to drive effective and efficient policy and practice in the use of health communication campaigns for the prevention and control of communicable diseases. The challenge within the context of EU/EEA countries is to develop capacity for evaluation research within countries, while acknowledging and addressing the barriers to the application of this knowledge base to health communication evaluation practice. European Centre for Disease Prevention and Control (ECDC) - Framework Partnership Agreement Grant/2009/007 non-peer-reviewed

Report Health communication is integral to the effective public health response to the continuing threat posed by communicable diseases in European Union (EU) and European Economic Area (EEA) Member States. Public health practitioners, programme managers and policymakers need to be aware of what is known about the strengths, weaknesses and costs of health communication interventions aimed at the prevention and control of communicable diseases so that impacts can be enhanced and opportunities maximised for strengthening evidence-informed action. The overall aim of the Translating Health Communication research project was to support the optimal use and development of health communication activities for the prevention and control of communicable diseases in EU and EEA countries. This project consisted initially of two main strands of work: primary information gathering and synthesis of evidence. The multiple outputs from these two strands were further analysed through a SWOC (strengths, weaknesses, opportunities, challenges) analysis. Subsequently the results were developed via an online expert consultation process. Finally, all key project findings were considered against a Public Health Capacity Development Framework 1. This final project component identifies the future strategic actions required for strengthening capacity in Europe to develop evidence-informed health communication for communicable diseases. Thus, a process of knowledge generation and translation was instigated such as that described in the Knowledgeto- Action Framework. This three-year research project funded by the European Centre for Disease Prevention and Control (ECDC) was undertaken by a Research Consortium of Universities. ECDC (European Centre for Disease Prevention and Control) peer-reviewed

Journal article (open access) This systematic review provides a narrative synthesis of the evidence on the effectiveness of mental health promotion interventions for young people in low and middle-income countries (LMICs). Commissioned by the WHO, a review of the evidence for mental health promotion interventions across the lifespan from early years to adulthood was conducted. This paper reports on the findings for interventions promoting the positive mental health of young people (aged 6 18 years) in school and community-based settings. peer-reviewed

Report Bridging the Digital Disconnect is a three-year program of research that aims to develop online resources for adults, including parents, youth workers, education, health and mental health professionals who wish to support the mental health of young people aged 12 to 25. This programme of research is being carried out by the Health Promotion Research Centre at the National University of Ireland Galway and Inspire Ireland Foundation in collaboration with the Young and Well Cooperative Research Centre, Australia. This report is the second in a series of reports that will inform the development of these online mental health resources. The first report examined findings from a needs assessment survey conducted with parents of young people in Ireland (Clarke, Kuosmanen, Chambers & Barry, 2013). This report outlines key findings from a needs assessment survey carried out with youth workers, education, health and mental health professionals in Ireland. The specific aims of this study were to: determine professionals current use of online technologies examine professionals needs in relation to youth mental health explore professionals views regarding the use of online technologies to assist them in supporting young people s mental health and wellbeing; and explore professionals needs in relation to using online technologies to support young people s mental health. A total of 900 professionals, including youth workers, secondary school teachers, guidance counsellors, general practitioners, health promotion officers, social workers, psychologists, psychiatrists and resource officers for suicide prevention completed an online questionnaire. The participants in this study, who were contacted through their professional bodies and associations, expressed positive views on the use of technologies to improve the mental health and wellbeing of the young people they work with and were supportive of the development of online mental health resources. The potential of online resources as a source of support was highlighted by the high percentage of youth workers, education and health professionals that said they would look for guidance on the internet or on a mental health website. Over 70 percent of youth workers, guidance counsellors, social worker and health promotion officers reported they would use one or other of these resources if a young person was going through a tough time. Younger respondents (18 to 25 years old) and female respondents were more likely to report using online resources. Resources requested by youth workers, education and health professionals centered around the need for accurate information and guidelines in relation to promoting positive mental health and wellbeing in young people and the identification of youth mental health problems. Youth workers and education professionals specifically requested youth friendly online resources and materials to support the implementation of mental health promotion classes. Mental health professionals needs differed from the other professional groups with an emphasis on guidelines around working with young people and their parents in the promotion of positive mental health, reliable information on mental health issues concerning young people and online, evidence-based self-help interventions that young people could use to support their own mental health. All professions requested information on the services and supports that are available locally. The importance of an online resource that pooled the evidence base in relation to mental health supports and resources was also highlighted by respondents. Of the 900 respondents that completed the survey, 98.8 percent reported that they would use the resource if it was made available. Participants in this study expressed a particular interest in the use of technologies in promoting positive mental health and wellbeing. However, mental health professionals cautioned against the development of mental health prevention and treatment resources for professionals not qualified to deal with mental health problems. All professions advocated enhancing the capacity of parents to enable them to better support young people s mental health and wellbeing. A reliable, evidence-based online resource to which professionals could refer parents was proposed across the professional groups. Youth workers and teachers emphasised the additional need for guidelines on communicating with parents and including parents in youth mental health activities. Concerns in relation to the development of online resources included the relevance of the resource to the specific needs of each profession, the broad age range for which the resources are being developed for (young people aged 12 to 25), and the need for the online resource to be used as an adjunct rather than a replacement of face- to-face services with young people. In planning and delivering online mental health resources to professionals, it is important to address these concerns and ensure that these issues are not overlooked. Findings in relation to potential barriers that would hinder professionals use of online mental health resources provided further insight into potential issues that need to be addressed. These barriers included being unsure about the reliability of the information provided, overload of information, resources not being updated regularly and the site being difficult to navigate. Respondents also referred to the need for additional training to enhance professionals IT skills. In addition, support from management in terms of providing time and access to the resource was regarded as essential to the successful integration of mental health promoting technologies within the services provided as part of the youth health workforce. Overall, the findings from this needs assessment demonstrate that there is a stong interest and willingness among professionals in utilising online technologies, particularly in combination with face-to-face supports, in their work with young people. non-peer-reviewed

Report Advocacy has been identified as a key strategy for health promotion and public health and a powerful tool to promote equity. In the context of public health, advocacy strives to optimise health by addressing the environmental, social, political and economic factors that impact on health and seeks to influence the policies and practices that create the conditions for change [1]. This report is a rapid review of the evidence on public health advocacy for communicable diseases. Objectives This evidence review seeks to examine and encapsulate international evidence on public health advocacy initiatives, to identify gaps in the evidence, and to provide recommendations. Findings No evidence reviews of public health advocacy initiatives for communicable diseases were found in the literature. However, this review did identify a range of sources of evaluated health advocacy interventions, models and toolkits, and examples of best practice in the wider health advocacy arena that could be used to inform the development of effective strategies and resources for communicable disease. A North American review identified the characteristics of public health advocacy campaigns that were effective in changing industry practices that damage health [2]. The reviewers identified that most campaigns employed multiple strategies and that at least half the campaigns used the three strategies of coalition building, media advocacy and public mobilisation. The importance of the social context to the success of a campaign was underscored in this review. Toolkits have been developed by advocacy organisations to provide high quality resources for use by experienced and novice health advocates. These resources include templates for letters and publicity, advice on engaging the media and relevant stakeholders, and key messages about the issue of concern. An examination of a number of these toolkits identified a level of overlap that suggests a common base of core components and principles for effective advocacy across different topics. The methodological challenges of evaluating advocacy initiatives provide a forceful argument for adopting a more considered and systematic approach to evaluation. Recent developments have strengthened the knowledge base for such evaluations, and the recommended utilisation of a theory of change benefits the development of an advocacy initiative by making explicit the intended relationship between actions and outcomes. Conclusions Health advocacy for communicable diseases is clearly still at a nascent stage and the current evidence base is very underdeveloped. The duration and complexity of public health advocacy campaigns and initiatives makes the need for theory-based evidence imperative. The shared consensus in the literature about core components of health advocacy initiatives and the existence of templates and toolkits in the area means that foundations do exist upon which to advance advocacy for the prevention of communicable diseases. non-peer-reviewed

Report Bridging the Digital Disconnect is a three-year program of research that aims to develop online mental health anddigital literacy resources for adults - including parents, teachers, youth workers, social workers, general practitioners and mental health professionals - who wish to support the mental health of young people aged12 to25. This program of research is being carried out by the Health Promotion Research Centre at the National University of Ireland Galway and Inspire Ireland Foundation in collaboration with Young and Well Cooperative Research Centre, Australia. non-peer-reviewed

Report This review examines the current body of literature on risk communication related to communicable diseases, focusing on: (i) definitions and theories of risk communication; (ii) methodologies, tools and guidelines for risk communication research, policy and implementation; and (iii) implications, insights and key lessons learned from the application of risk communication principles in real-world settings. non-peer-reviewed

Report Health communication activities to inform and influence individual and community decisions are increasingly being used to support the prevention and control of communicable diseases. Research shows that properly designed media campaigns can have a significant positive impact on health-related attitudes, beliefs, and behaviour. However, the extent and nature of the use of health communication activities for the prevention and control of communicable diseases across Europe is currently unknown. To address this knowledge gap, the European Centre for Disease Prevention and Control (ECDC) commissioned a Research Consortium of universities to map current use and application of health communication activities, and to identify perceived needs for efficacious use of health communication, in particular in relation to the prevention and control of communicable diseases across the European Union (EU) and European Economic Area (EEA)/European Free Trade Association (EFTA) countries. The purpose of this report is to present the findings from the mapping exercise and needs assessment gathered across the 30 EU and EEA/EFTA countries. The information is derived from data collection via telephone interviews and an e-survey, as well as an expert consultation. Questions sought to identify and map the following: what is currently being done in health communication; how are activities used; who is involved; which specific disease groups are being addressed; what are the key target audiences and the channels used to reach them; what education and training programmes for health communication are available; and how health communication activities are being evaluated. Furthermore, the data collection also identified priority areas to improve health communication in the EU and the perceived needs of public health bodies in order to be able to practice health communication effectively. The report presents the methodology used for the data collection followed by the aggregated information gathered. The discussion considers some of the main results and observations from the data collected and assesses their relevance and implication in relation to published literature, best practice and areas for improvement. The report s annexes include specific health communication plans and policies identified by study participants, as well as examples of health communication initiatives for the prevention and control of communicable diseases. Specific health communication education and training courses identified by participants are also included, as well as identified stakeholder organisations in the area of health communication and communicable diseases. Framework Partnership Agreement Grant / 2009 / 007 non-peer-reviewed

Background:Socially marginalised groups tend to have higher rates of mental disorders than the general populationand can be difficult to engage in health care. Providing mental health care for these groups represents a particularchallenge, and evidence on good practice is required. Thisstudy explored the experiences and views of experts in 14European countries regarding mental health care for six socially marginalised groups: long-term unemployed; street sexworkers; homeless; refugees/asylum seekers; irregular migrants and members of the travelling communities.Methods:Two highly deprived areas were selected in the capital cities of 14 countries, and experts were interviewed foreach of the six marginalised groups. Semi-structured interviews with case vignettes were conducted to exploreexperiences of good practice and analysed using thematic analysis.Results:In a total of 154 interviews, four components of good practice were identified across all six groups: a) establishingoutreach programmes to identify and engage with individuals with mental disorders; b) facilitating access to services thatprovide different aspects of health care, including mental health care, and thus reducing the need for further referrals; c)strengthening the collaboration and co-ordination betweendifferent services; and d) disseminating information onservices both to marginalised groups and to practitioners in the area.Conclusions:Experts across Europe hold similar views on what constitutes good practice in mental health care formarginalised groups. Care may be improved through better service organisation, coordination and information.

Report The promotion of health literacy is critical to active and informed participation in health and healthcare [1] and is identified as a key action to reduce health inequalities within the European Union [2]. Health literacy may be defined as a multi-level concept encompassing basic/functional literacy, communication/iterative literacy and critical literacy [3]. This paper reports on a rapid review of the evidence on the effectiveness of interventions to improve health literacy with a specific focus on communicable diseases and interventions for disadvantaged populations within the European region. Aims This review of reviews seeks to: identify and synthesise review-level evidence on effective strategies for improving health literacy, highlight gaps in the evidence and provide recommendations. Findings Five evidence reviews, published between the years 2000 and 2010, were identified. The vast majority of the intervention studies concerned written health information and/or use of other formats such as audiovisual material. The studies reviewed were predominantly located in North America and encompassed a very broad range of health concerns. No studies fell within the categories of low-literacy initiatives or targeted mass media campaigns. The only studies included in the reviews that referred to communicable diseases concerned HIV, and all three of these had medication adherence as an outcome of the intervention. The review exposed a paucity of research concerning disadvantaged or hard-to-reach groups. Most interventions identified in the reviews focus on the functional level of health literacy and work at the traditional health education level. There is little evidence of interventions targeted at the interactive or critical levels of health literacy. Not all reviews identified whether the study results were stratified across literacy levels, but from those that did, it is clear that few of the studies provided this analysis. Without such information it is impossible to measure impacts on people with varying levels of health literacy and to effectively target interventions to reduce disparities and inequalities. Two of the five reviews reported on the quality assessment of the included studies. In one, only half the studies achieved the good benchmark, while four of five did so in the other review. The lack of information from the other reviews leaves the issue of quality of evidence subject to uncertainty. Conclusions There are considerable gaps in the evidence reviewed concerning which interventions are most effective in improving health literacy, particularly with regard to communicable diseases and studies conducted in Europe. Further research is needed on the impact of health literacy interventions in the public health field, paying particular attention to evaluating communication about communicable diseases, and determining the most effective strategies for meeting the needs of population groups with low literacy levels, and those who are vulnerable, disadvantaged and hard to reach. peer-reviewed

Report This scoping study aimed to identify current capacity for Health Promotion and the priority education and training needs for capacity development in low and middle income countries (LAMICs). Despite a low response rate (35% comprising responses from 37 countries), the findings of the study provide a snap shot of current capacity for Health Promotion and the training and education needed to maintain and further build capacity in low and middle income countries across the IUHPE regions. The opinions of the respondents on the role which the IUHPE can play to support capacity development also provide a useful basis for future IUHPE strategies. International Union of Health Promotion and Education (IUHPE) non-peer-reviewed

Report The purpose of this literature review is to provide an overview of research studies published from 2006 to 2010 in the English language on online health information-seeking behaviour by adults from the perspective of both the health consumer and the health professional. Interest in the internet as a communication tool for health-related information is growing rapidly [1]. The profile of online health consumers can be broadly defined as patients, patients friends/relatives, and citizens in general [2]. Health information-seeking behaviour varies depending on type of information sought, reasons for, and experience of, searching [3]. Research shows that women are more likely than men to search for health information [4,5] and online health consumers tend to be more educated, earn more, and have high-speed internet access at home and at work [6,7]. Internet-based health information is accessed from a variety of sources, including websites run by organisations, homepages run by individuals, and online support groups where people actively exchange health information and blogs. As more people use the internet as a source of health information the issue of source credibility and trust in websites becomes important [8]. Research shows that health professionals use of the internet to obtain health and medical information has increased [9 11]. Furthermore, in a cross-sectional survey, 80% of physicians reported experience of patients presenting printed internet-sourced health information at visits [12]. Thus, the traditional doctor patient relationship is being challenged. The internet is a resource available to an increasing number of European citizens but, as with other information sources, differential access and use is apparent both within countries and between countries in the European Union. A lack of research in the European context means that the potential of the internet as a source of health information may not be fully understood. Nevertheless, the internet would appear to provide the ideal medium for the provision of information targeted at the prevention and control of communicable disease for both health consumers and health professionals in Europe. peer-reviewed

Report This rapid review analyses the evidence on the effectiveness of mental health promotion interventions in low and middle-income countries (LAMICs). The review provides a narrative synthesis, based on a systematic review of the evidence under four key areas; interventions targeting individuals, communities, the health sector and intersectoral actions. Searching a range of electronic databases, a total of 46 studies employing RCTs or quasiexperimental designs, were identified. Of these studies, 38 evaluating 35 separate interventions were assessed employing the Quality Assessment Tool for Quantitative Studies developed by the Effective Public Health Practice Project (EPHPP). The findings indicate that effective mental health promotion interventions which lead to improvements in mental health, and related health and social gains, can be effectively implemented in LAMIC settings. There is robust evidence concerning the effectiveness of interventions promoting maternal and child mental health and school-based programmes. There are promising findings concerning community-based interventions and the potential of intersectoral actions in LAMICs deserve further investigation and support. Evidence for the sustainability and effectiveness of these interventions when integrated into routine settings in LAMICs needs to be strengthened. The implications of the review findings for future research, policy and practice in LAMICs are discussed. World Health Organisation peer-reviewed

The focus of the PROMO project (Best Practice in Promoting Mental Health in Socially Marginalised People in Europe) is on the delivery of health and social care for people with mental health problems in 14 EU member states who belong to one of the six following groups: (1) long-term unemployed; (2) homeless; (3) prostitutes/sex workers; (4) asylum seekers/refugees; (5) illegal immigrants; (6) travellers. The project reviews legislation and policies, and ¿ focussing on major cities - assesses systems of health and social services for the people concerned. non-peer-reviewed

The overall aim of the project is to define guidelines for best practice in promoting mental health amongst socially marginalised people, to highlight barriers for the implementation of the guidelines and suggest solutions, and to disseminate the findings widely among the relevant stakeholder groups in Europe. non-peer-reviewed

This report presents the main findings on the evaluation of the Zippy's Friends emotional wellbeing programme in Irish primary schools. The Zippy's Friends programme is designed to promote the emotional wellbeing of children aged five to eight years of age by increasing their repertoire of coping skills and by stimulating varied and flexible ways of coping with problems of day-to-day life. The programme is based around a set of six illustrated stories about a group of children, their families, friends and an imaginary stick insect called Zippy. Comprised of six modules, the programme addresses the following themes: feelings, communication, making and breaking relationships, conflict resolution, dealing with change and loss, and general coping skills. Structured into sessions, the programme is supported by a teacher's manual and an attractive set of teaching materials, which are designed to actively engage the children in a range of child-centered activities. Teachers participate in a structured training programme before implementing the programme in class. non-peer-reviewed

[no abstract available] non-peer-reviewed

The interest in competencies, standards, and quality assurance in the professional preparation of public health professionals whose work involves health promotion and health education dates back several decades. In Australia, Europe, and North America, where the interest in credentialing has gained momentum, there have been rapidly evolving efforts to codify competencies and standards of practice as well as the processes by which quality and accountability can be ensured in academic professional preparation programs. The Galway Consensus Conference was conceived as a first step in an effort to explore the development of an international consensus regarding the core competencies of health education specialists and professionals in health promotion and the commonalities and differences in establishing uniform standards for the accreditation of academic professional preparation programs around the world. This article describes the purposes, objectives, and process of the Galway Consensus Conference and the background to the meeting that was convened. peer-reviewed

This paper reports the outcome of the Galway Consensus Conference, an effort undertaken as a first step toward international collaboration on credentialing in health promotion and health education. Twenty-nine leading authorities in health promotion, health education, and public health convened a 2-day meeting in Galway, Ireland, during which the available evidence on credentialing in health promotion was reviewed and discussed. Conference participants reached agreement on core values and principles, a common definition, and eight domains of core competency required to engage in effective health promotion practice. The domains of competency are catalyzing change, leadership, assessment, planning, implementation, evaluation, advocacy, and partnerships. The long-term aim of this work is to stimulate a global dialogue that will lead to the development and widespread adoption of standards and quality assurance systems in all countries to strengthen capacity in health promotion, a critical element in achieving goals for the improvement of global population health. peer-reviewed