Bhui Kamaldeep, Basu Debasish, Nagpal Sugandha, Mutiso Victoria, Pillai Renjith, Hadfield Kristin, Lauwrens Zelna, Ndetei David
CHiMES Collaborative, Department of Psychiatry, Nuffield Department of Primary Care Health Sciences, Wadham College, University of Oxford, Oxford, UK.
WPA Collaborating Centre, Oxford, UK.
Glob Ment Health (Camb). 2024 Oct 18;11:e86. doi: 10.1017/gmh.2024.87. eCollection 2024.
Enhancing resilience is one way to prevent future mental illnesses and encourage recovery in the face of adversity. To develop and test the acceptability and feasibility (A&F) of a combined family and individual resilience intervention in two rural/semi-rural low-income settings in India and Kenya. We developed a five-session intervention including Life Skills Education (LSE) and a model of family resiliency. Among adolescents aged 14-16 years and their families in India and Kenya, we collected socio-demographics and audio records of delivery and undertook a process evaluation. Due to COVID-19, we developed a hybrid intervention. The facilitators and participants preferred the in-person model. Of 17 families, 10 fully completed the intervention. They identified three critical components: 1) story-telling, 2) cooperation and working together and 3) expressing feelings. All 15 families completed the intervention. Critical elements were 1) seeing social value in learning to make good decisions, 2) promoting an optimistic view of life, 3) hearing stories that resonated with their situation and 4) enhancing family performance through knowledge-building. We mapped the active ingredients, showing fidelity and acceptability. The intervention showed promising A&F parameters. Flexibility and local adaptation were important for delivery.
增强心理韧性是预防未来精神疾病以及在逆境中促进康复的一种方式。为了在印度和肯尼亚的两个农村/半农村低收入地区开发并测试一种家庭与个人相结合的心理韧性干预措施的可接受性和可行性（A&F）。我们开发了一个包含五节课程的干预措施，包括生活技能教育（LSE）和一种家庭心理韧性模式。在印度和肯尼亚14至16岁的青少年及其家庭中，我们收集了社会人口统计学信息以及课程实施的音频记录，并进行了过程评估。由于新冠疫情，我们开发了一种混合式干预措施。 facilitators和参与者更喜欢面对面的模式。在17个家庭中，10个家庭完全完成了干预。他们确定了三个关键要素：1）讲故事，2）合作与共同努力，3）表达感受。所有15个家庭完成了干预。关键要素包括：1）认识到学习做出正确决定的社会价值，2）培养对生活的乐观看法，3）聆听与自身情况共鸣的故事，4）通过知识积累提高家庭表现。我们梳理了有效成分，展示了保真度和可接受性。该干预措施显示出有前景的A&F参数。灵活性和因地制宜对于课程实施很重要。
