4 Adolescents Identifying their Barriers to Access Mental Health and Addiction Services in a Small Rural Canadian Town
Notice bibliographique
Résumé
Abstract Background Mental health illnesses or disorders and addictions are common in the Canadian population. Despite the huge burden associated with child and adolescent mental health disorders around the world, in Canada and in our local communities there are gaps in the provision of care for this population. Teenagers are particularly vulnerable to the inadequate provision of care, as services have been traditionally conceptualized to serve the needs of children and adults. The gap between need and access to mental health and addiction services has been identified by: parents, teachers, and health care providers, albeit mostly studied in large urban populations. Objectives The purpose of the study was to identify the adolescent-perceived barriers to accessing mental health services in the community. Methods We conducted a cross-sectional study in a small rural town through online questionnaires, asking local high school students to report their perceived personal and community level barriers to accessing services. The sample included 244 high school students answering the questionnaire, which included sections on perception of individual level barriers and perception of community level barriers. We also captured respondent characteristics, including demographics, attempts to access mental health services in the past, and awareness of resources. Results Respondents’ top perceived barriers were the lack of awareness regarding available resources, lack of proper education regarding mental health issues, and uncertainty of what the treatment would entail. Students who had previously accessed services identified the lack of qualified mental health professionals, frequent change of mental health professionals, and lack of collaboration and communication among service providers as their top barriers, whereas students who had not accessed services reported the uncertainty of the treatment, fear of social stigma, and exclusion as primary barriers. Conclusion The study findings strongly support the need for promoting better mental health literacy in the school and in the community as well as improving the services available. A critical look at the mental health curriculum components across the grades is urgently needed. Planning mental health services addressing these perceived barriers might improve teenagers’ access to services, allowing those in need to seek help and receive effective treatment before they are in crisis. Potential competing interests Received funding from MicroResearch and Saint Martha's Foundation
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,012 | 0,002 |
| Communication savante | 0,002 | 0,000 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».