Pathways to Resilience IV: Global South Perspectives

International Perspectives

Abstract #301
Title: Factors that promote community resilience: A case study of a community in northeastern Brazil
Presenter: Normanda Araujo de Morais (Universidade de Fortaleza, Brazil)
Co-Authors: Ana Tercila Campos Oliveira (Universidade de Fortaleza, Brazil)
Introduction: It was sought to identify the factors that promote community resilience (CR) in a community in northeastern Brazil which originated in an urban occupation and which is characterized by low social indicators. Such adversities are historically less emphasized in studies of CR although they are the most chronic and frequent.
Methods: This is a qualitative study with design of single case study that was based on the ecological Insertion. A methodological proposal which makes the Bio ecological approach operational. Community observations were conducted over six months in addition to eleven interviews with key informants (community leaders, residents, etc). The data was analyzed based on content Analysis and triangulation of different instruments such as: interviews, diaries and official documents about the history and community indicators. It was found that the main adversities experienced are related to structural difficulties (e.g. sanitation and recreation), stigma and police violence.
Findings: There has been a historical process of community struggles for ensuring basic rights (e.g. electricity, transportation) which is based in the social capital and in the collective self-esteem. It is important to have a new perspective on communities and their vulnerabilities which can value its potential and the CR.

Abstract #302
Title: Mental Health and Resilience Provision in Schools across 10 European Countries.
Presenter: Bettina Moltrecht (Anna Freud Centre & University College London, UK)
Co-Authors: Praveetha Patalay, Dawid Gondek, Laura Giese, University of Nis, University of Limerick, Ireland
Introduction: Schools are considered a key setting for mental health (MH) provision, however little is known about the actual availability of MH interventions in schools. We provide data on existing MH interventions in schools across 10 European countries and identify facilitators and barriers for providing sufficient MH support to students.
Methods: Data from 1466 schools were collected in France, Germany, Ireland, Netherlands, Poland, Serbia, Spain, Sweden, UK and Ukraine via an online survey. Information collected from schools included school demographics, existing MH interventions, approaches to MH provision (whole school/targeted; prevention/promotion/treatment), existing school policies, links with professionals and relevant agencies, and schools’ perceptions of barriers to MH provision.
Findings: Half of the schools reported insufficient MH support. Most interventions follow a universal approach and focus on treating present MH difficulties. Key barriers to MH provision included limited staff capacity, funding, access to specialists and lack of policies. Differences at a school level were associated with school demographics. Secondary schools scored higher on student support, links with agencies and existing policies. Private schools reported greater priority of MH support and less barriers. We observed a 7-33% between-country variation possibly reflecting differences in existing infrastructures and national policies.