Tag: IAG: Information Advice or Guidance

Potential Web- & Mobile-based Interventions for Promoting Mental Health & Preventing Mental Illness at University

Published on by Andrew Marshall1 Comment

Research Paper Title

Mental Health-Related Digital Use by University Students: A Systematic Review.

Background

Mental health problems are common among students at university, representing a major public health concern.

The internet and new technologies are widely used by students and represent a significant resource to them for mental health information and support.

The aim of this systematic review is to summarise and critique studies of mental health-related digital use (including purposes, advantages, and barriers) by students worldwide, to support the implementation of future digital mental health interventions targeting university students.

Methods

The researches searched for peer-reviewed articles published between January 2008 and May 2018 by using Pubmed, Google Scholar, PsycINFO, PsycARTICLES, Psychology and Behavioural Sciences Collection, and SocINDEX. Studies were coded by author, year of publication, country, research design, recruitment and sampling, data collection, analysis method, key findings, and mean quality score.

Outcomes were synthetised through the textual narrative synthesis method.

Results

Of the 1,487 titles and abstracts screened, 24 articles were critically reviewed. Sample sizes ranged from 19 to 6,034 participants.

The two key findings were that students worldwide have a high need for mental health information and are prepared to use digital tools for their mental health and well-being.

However, they are currently struggling to discern trustworthy information online and are expressing a desire for reliable devices handling their sensitive data.

Conclusions

Through the description of patterns in university students’ mental health-related digital use, this review outlines important features for potential web- and mobile-based interventions for promoting mental health and preventing mental illness at the university.

Reference

Montagni, I., Tzourio, C., Cousin, T., Sagara, J.A., Bada-Alonzi, J. & Hogan, A. (2020) Mental Health-Related Digital Use by University Students: A Systematic Review. Telemedicine Journal and e-Health. 26(2), pp.131-146. doi: 10.1089/tmj.2018.0316. Epub 2019 Mar 19.

Completed my Level 2 Certificate in Information, Advice or Guidance

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Introduction

The Level 2 Information, Advice or Guidance (IAG) qualification has been developed for learners working in this field to share good practice and build confidence in their ability to effectively fulfil their role as providers of advice and guidance.

What is the Level 2 Certificate in Information Advice or Guidance?

UK employers are often interested in candidates who can demonstrate an understanding of the importance of interacting appropriately with customers, clients and colleagues.

By studying the level 2 Information, Advice or Guidance (IAG) course, individuals will gain an in-depth understanding of the key areas associated with providing effective IAG, including signposting, referrals, record keeping, confidentiality and communication/listening techniques.

Curriculum

The IAG qualification will help learners to develop an understanding of the requirements of the IAG practice and aid them in guiding those that they are supporting to make informed choices.

  • Unit 1: IAG in Practice:
    • In this unit, individuals will learn about the various differences between IAG and the requirements of different clients and how these are best met.
    • It will also help individuals to gain in-depth knowledge of the boundaries and responsibilities present when offering IAG, including signposting, referrals and record keeping.
  • Unit 2: Developing Interaction Skills for IAG:
    • Within this unit, individuals will discover how to interact with clients, executing appropriate and effective questioning techniques, listening skills and non-verbal communication.
    • They will also gain knowledge of the impact of values, beliefs and attitudes on any interactions individuals may encounter, as well as the importance of confidentiality and impartiality.
  • Unit 3: Signposting and Referral in IAG:
    • In this unit, individuals will gain an understanding of the difference between signposting and referrals – when it is appropriate to refer or signpost an individual organisation’s procedures.
    • Employees will also gain knowledge of good practice when signposting and referring, including recording, monitoring and evaluating.
  • Unit 4: IAG in Context:
    • Within this unit, individuals will gain an understanding of IAG in the context of their own practice and a specific group of clients – exploring different ways of assisting clients to explore and make choices.
    • Knowledge on discriminatory practices and behaviours affecting specific client groups, as well as potential barriers and how to overcome them, are explored within this unit.
  • Unit 5: Skills for Advice Providers:
    • This unit provides individuals with an understanding of the purpose and process of an advice interview, examining the relationship between client and advisor, the advisor’s role, stages of the advice interview and how to ensure client confidentiality.
    • A key part of this section is gaining knowledge of social policy in advice work, negotiating effectively on a client’s behalf and support and action planning.

Learning Methods

This course will take approximately twenty (20) weeks to complete and consists of five (5) written assessments.

Each individual is required to give written responses to an assessment booklet. This can be either handwritten in the booklet itself or completed using an electronic template of the booklet.

Individuals will be required to submit five (5) assessments each taking approximately four (4) weeks to complete.