Youth Mental Health First Aid (YMHFA): A literature review and public mental health recommendation for Vietnamese students

duties and require supporting the identification, standard practice, and referral to these counselors by other school workers and educators. The online version of the conventional MHFA training showed similar results as direct MHFA and other types of learning (online or hybrid learning) in earlier research. Blended learning may also be linked to higher pleasure from the individual. Moving the course online can improve the class’s size and allow more people to enjoy training (Reavley et al., 2018). This highlight gives us a shred of solid evidence for conducting YMHFA in Vietnamese schools during the COVID-19 outbreak so that the students and their families can be beneficial from the online community level. 639 4.2. School-Based Public Mental Health Recommendation In schools, mental health should be regarded as a key to preventing psychosocial and mental health problems to address barriers to growth and learning in a particular way. In both cases, a prospect of public mental health is required (Adelman & Taylor, 2006). The aims are to a) Favor physical, social, and emotional growth directly; b) Minimize mental and psychological issues; c) Identify, correct, or minimize issues as early as possible after starting up; d) Provide coordinated care for severe and chronic conditions, and e) Implement/Refer psychosocial/mental/physical severe chronic issues services. Adelman and Taylor also suggest that school boards must prioritize the well-being of teachers and other school personnel to promote the well-being of kids. School employees, like children, require supports that strengthen protective buffers, decreases risks, and promote well-being. Every school should commit to building staff and student resilience and establishing an environment that promotes mutual support, care, and a feeling of community. Staff and students must have a positive self-image to deal with problems proactively and successfully in the future. Every day, school-wide approaches for welcoming and supporting school employees, students, and families create a psychologically sound school – one in which staff, students, and families connect favorably and recognize the school and its objectives. The goal is to create a climate that encourages smooth transitions, positive informal encounters, and social interactions; facilitated social support; created opportunities to access information readily and learn how to work effectively in schools’ culture; and encourage participation in decision-making. The imagination and enthusiasm of many educational, public health, and mental health experts will be necessary to make such an ambitious image a reality. 4.3. A Holistic Approach with the Current SEL and YMHFA 640 Figure 2. School Mental Health Theoretical Framework (Cavioni, Ornaghi & Grazzani, 2020) In the new approach recommended by Cavioni, Grazzani, and Ornaghi (2020), the scientists reveal that the three fields of the school’s mental health, the corresponding developmental settings (family and community), and the overall political function are graphically illustrated in Figure 1. The suggested framework is evidence-based and covers three main categories: current research on school children and teachers’ promotion and mental health prevention. The support of the inner and outer school settings can be beneficial in this combination. • Internal systems: The present framework has been designed to promote the development of comprehensive school programs for schools of mental health, which simultaneously promote both SEL and resilience as well as to prevent behavioral problems, both among students and teachers, within an entire school approach for the promotion of mental health. Moreover, the school should provide the YMHFA for school staff and parents (if possible) so that the consent and sense of support can create a nurturing and supportive environment. • External systems: To develop comprehensive support in schools  in which mental health promotion and preventive methods are 641 incorporated and are given as a fundamental component of the school curriculum, school mental health programs and political leaders should be involved. Schools have often been requested to participate in fragmented programs without a reasonable basis for incorporating these programs into the broader school organization. This figure is the combination of different theoretical frameworks such as Bronfenbrenner’s Ecological Systems Framework (Ceci, 2006), life course theory(Elder Jr, 1998), Family theory (Larsen & Olson, 1990), and other theories. These foundations provide evidence of strengths and protective factors related to the family’s supports, associated with the Vietnamese culture about the sense of community and closeness of school and family traditions. This observation is confirmed with the results of culture research that those cultural traits and traditions that include the most profound feeling of humanity stem from the generosity of every human being and can set an example in every family and communal society (Trung & Van, 2020). Table 2. SEL and YMHFA in internal and external systems SEL YMHFA Internal Stakeholders should promote, instruct, and analyze the advancement of SEL in their local schools using the skills listed below: 1. Self-awareness 2. Self-management 3. Social awareness 4. Relationship skills 5. Responsible decision- making (Jagers, Rivas-Drake, & Williams, 2019) Train for teachers and other school staff about: 1. Risk factors and warning indicators of mental health problems 2. Information on depression, anxiety, trauma, psychosis, and substance use 3. A 5-step plan to help someone developing a mental health concern or in crisis 4. Evidence-based professional, peer, and self-help resources (J. Aakre, A. Lucksted, & L. Browning-McNee, 2016) 642 SEL YMHFA External Engaging families in nurturing the SEL that their children acquired in school and then applying it outside of the classroom 1. Increase parent and family awareness; 2. Inform parents about school efforts; 3. Create chances to emphasize parent expertise; and 4. Provide tools for at-home practice. (Dinallo, 2016) Enhance parent: 1. awareness of mental health concerns, 2. intentions and confidence in assisting a young person, 3. stigmatizing attitudes, and 4. seeking assistance for mental health problems (Amy J. Morgan et al., 2019) Beneficiary Students, parents, teachers Goals • Emphasis on comprehensive support for early intervention and prevention • Empower all participants in the systems (in school and at home) • Establish the shared mental support network in the communities REFERENCES Aakre, J., Lucksted, A., & Browning-McNee, L. (2016). Evaluation of Youth Mental Health First Aid USA: A program to assist young people in psychological distress. Psychological Services, 13(2), 121-126. doi:10.1037/ser0000063 Adelman, H. S., & Taylor, L. (2006). Mental health in schools and public health. Public Health Reports, 121(3), 294-298. Cavioni, V., Grazzani, I., & Ornaghi, V. (2020). Mental health promotion in schools: A comprehensive theoretical framework. International Journal of Emotional Education, 12, 65-82. Ceci, S. J. (2006). Urie Bronfenbrenner (1917-2005). Dang, H.-M., Weiss, B., Nguyen, C. M., Tran, N., & Pollack, A. (2017). Vietnam as a case example of school-based mental health services in low and middle- 643 income countries: Efficacy and effects of risk status. School psychology international, 38(1), 22-41. Day, C., & Lee, J. (2011). New understandings of teacher’s work. Emotions and Educational. Dinallo, A. M. (2016). Social and Emotional Learning with Families. Journal of Education and Learning, 5(4), 147-158. Elder Jr, G. H. (1998). The life course as developmental theory. Child Development, 69(1), 1-12. Golinkoff, D. G. S. R. M., & Hirsh-Pasek, K. (2006). Play= Learning: How play motivates and enhances children’s cognitive and social-emotional growth: Oxford University Press. GSO. (2010). The 2009 Vietnam population and housing census: Completed results. In: Statistical Publishing House Ha Noi. Huynh, V.-S., Giang, T.-V., Nguyen, T.-T., & Dinh, D.-H. (2021). Exploring the Challenges of Social-Emotional Learning Integration in Secondary Schools: A Phenomenological Research in Vietnam. Psychology research and behavior management, 14, 621-635. doi:10.2147/PRBM.S300748 IDA. (2021). International Dyslexia Association. Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184. Jorm, A. F. (2000). Mental health literacy. Public knowledge and beliefs about mental disorders. Br J Psychiatry, 177, 396-401. doi:10.1192/bjp.177.5.396 Jorm, A. F., Kitchener, B. A., Sawyer, M. G., Scales, H., & Cvetkovski, S. (2010). Mental health first aid training for high school teachers: a cluster randomized trial. BMC Psychiatry, 10(1), 1-12. Jorm, A. F., Minas, H., Langlands, R. L., & Kelly, C. M. (2008). First aid guidelines for psychosis in Asian countries: A Delphi consensus study. Int J Ment Health Syst, 2(1), 2. doi:10.1186/1752-4458-2-2 Jorm, A. F., & Ross, A. M. (2018). Guidelines for the public on how to provide mental health first aid: narrative review. BJPsych Open, 4(6), 427-440. doi:10.1192/bjo.2018.58 Kelly, C. M., Mithen, J. M., Fischer, J. A., Kitchener, B. A., Jorm, A. F., Lowe, A., & Scanlan, C. (2011). Youth mental health first aid: a description of the program and an initial evaluation. Int J Ment Health Syst, 5(1), 4. doi:10.1186/1752-4458-5-4 644 Kitchener, B. A., & Jorm, A. F. (2006). Mental health first aid training: review of evaluation studies. Aust N Z J Psychiatry, 40(1), 6-8. doi:10.1080/j.1440- 1614.2006.01735.x Larsen, A., & Olson, D. H. (1990). Capturing the complexity of family systems: Integrating family theory, family scores, and family analysis. Lingenfelter, N., & Hartung, S. (2015). School Refusal Behavior. NASN Sch Nurse, 30(5), 269-273. doi:10.1177/1942602x15570115 Maldonato, N. M., Bottone, M., Chiodi, A., Continisio, G. I., De Falco, R., Duval, M., . . . Vitelli, R. (2020). A mental health first aid service in an Italian University Public Hospital during the coronavirus disease 2019 outbreak. Sustainability, 12(10), 4244. Minas, H., Colucci, E., & Jorm, A. F. (2009). Evaluation of Mental Health First Aid training with members of the Vietnamese community in Melbourne, Australia. International Journal of Mental Health Systems, 3(1), 19. doi:10.1186/1752-4458-3-19 Morgan, A. J., Fischer, J.-A. A., Hart, L. M., Kelly, C. M., Kitchener, B. A., Reavley, N. J., . . . Jorm, A. F. (2019). Does Mental Health First Aid training improve the mental health of aid recipients? The training for parents of teenagers randomised controlled trial. BMC Psychiatry, 19(1), 99. doi:10.1186/ s12888-019-2085-8 Morgan, A. J., Fischer, J.-A. A., Hart, L. M., Kelly, C. M., Kitchener, B. A., Reavley, N. J., . . . Jorm, A. F. (2020). Long-term effects of Youth Mental Health First Aid training: randomized controlled trial with 3-year follow-up. BMC Psychiatry, 20(1), 487. doi:10.1186/s12888-020-02860-1 Morgan, A. J., Ross, A., & Reavley, N. J. (2018). Systematic review and meta- analysis of Mental Health First Aid training: Effects on knowledge, stigma, and helping behaviour. PLoS One, 13(5), e0197102. doi:10.1371/journal. pone.0197102 Ng, S. H., Tan, N. J. H., Luo, Y., Goh, W. S., Ho, R., & Ho, C. S. H. (2020). A Systematic Review of Youth and Teen Mental Health First Aid: Improving Adolescent Mental Health. J Adolesc Health. doi:10.1016/j. jadohealth.2020.10.018 Nguyen, D. T., Dedding, C., Pham, T. T., Wright, P., & Bunders, J. (2013). Depression, anxiety, and suicidal ideation among Vietnamese secondary school students and proposed solutions: a cross-sectional study. BMC Public Health, 13(1), 1195. doi:10.1186/1471-2458-13-1195 645 Nguyen Thai, Q. C., & Nguyen, T. H. (2018). Mental health literacy: knowledge of depression among undergraduate students in Hanoi, Vietnam. Int J Ment Health Syst, 12, 19. doi:10.1186/s13033-018-0195-1 Reavley, N. J., Morgan, A. J., Fischer, J.-A., Kitchener, B., Bovopoulos, N., & Jorm, A. F. (2018). Effectiveness of eLearning and blended modes of delivery of Mental Health First Aid training in the workplace: randomised controlled trial. BMC Psychiatry, 18(1), 312. doi:10.1186/s12888-018-1888-3 Thai, T. T., Vu, N. L. L. T., & Bui, H. H. T. (2020). Mental Health Literacy and Help-Seeking Preferences in High School Students in Ho Chi Minh City, Vietnam. School Mental Health, 12(2), 378-387. doi:10.1007/s12310-019- 09358-6 Trung, N., & Van, V. (2020). Educating Traditional Cultural Values in Vietnam Universities. South Asian Research Journal of Humanities and Social Sciences, 2, 5. doi:10.36346/sarjhss.2020.v02i03.006 Uribe Guajardo, M. G., Kelly, C., Bond, K., Thomson, R., & Slewa-Younan, S. (2019). An evaluation of the teen and Youth Mental Health First Aid training with a CALD focus: an uncontrolled pilot study with adolescents and adults in Australia. Int J Ment Health Syst, 13, 73. doi:10.1186/s13033- 019-0329-0