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The purpose of this paper is to examine community based, trauma informed to support refugee mental health and wellbeing, recognising that refugee status is met through forced displacement in which refugees have experience of personal human rights abuses and have survived atrocities in which family and community have been lost.

A co-production approach was taken to review existing literature and policy to produce a position statement on how to better meet the needs of people who experience mental distress who are refugees. The co-production was between refugee and mental health researchers and refugee representatives.

Understanding the mental health needs of refugees has conventionally focused on incidence of mental illness such as post-traumatic stress disorder and depression. If mental health and illness are understood as a continuum, diagnosis of mental illness indicates a significant problem, and furthermore access to services is predicated on risks associated with mental illness. When accessing mental health services, refugees have an added issue in a lack of communication availability and recognition of the trauma that they have survived.

In this paper, a different position is advocated, that understanding the mental health of refugees can be framed more effectively as a process of recovery from trauma that emerges during resettlement, and over a long period of time before people are able to talk about the trauma they experienced. Community-based responses that enable recovery from trauma are more readily able to meet the mental health and wellbeing needs of refugee communities.

Arab Americans experience higher rates of mental illness and lower rates of treatment compared to the general population. While some factors leading to this disparity have been proposed, data in the literature remains lacking. This study aims to explore the mental health perspectives of Arab Americans living in Southeastern Michigan regarding barriers to mental health treatment, treatment resource preferences and telemental health preferences.

Responses were collected through an anonymous bilingual Qualtrics survey from both Arab and non-Arab participants (n = 294, ages 18+) in Southeastern Michigan. Participants’ perceptions regarding mental health barriers, resource preferences and telemental health were assessed. Comparisons were performed between Arabs and non-Arabs, and among Arabs.

Compared to non-Arabs, Arabs were less likely to seek mental health treatment from a therapist or a primary care provider and were more likely to not seek treatment. Arabs were more likely than non-Arabs to list fear of being called crazy by others and cultural barriers. With regards to preferences on telemental health utilization, no significant differences between Arab and non-Arab participants were found.

The results provide insights into Arab-American mental health perspectives, especially pertaining to mental health barriers, resources and telemental health preferences, adding a novel perspective on the mental health preferences of Arab-American subgroups, especially regarding gender and age differences. This study highlights the Arab-American population as a nuanced and diverse group, emphasizing the importance of future studies to show a more complete picture of Arab-American mental health.

This, the first chapter of this text provides an introduction to a social world that is constructed through cultural attitudes, with a long history of the so-called ‘insane’ or deviants being excluded from society. In many cases, this was due to their behaviour resulting from an addiction issue, mental ill health or as is often the case, both. The chapter begins with an introduction to what led to the conceptualisation of this text. Once this occurs, the interplay between the ‘normal’ and the deviant, as discussed above, is played through an examination of the cultural perceptions of both mental health and addiction. In addition, to support this, a brief historical timeline of mental health, addiction and dual diagnosis is described and visually depicted. Finally, the chapter concludes with an introduction to both editors of this text who then describe what will be discussed in the chapters that follow.

Poor mental health in men and women is attributable to disparities in physical traits, social roles, power and health-seeking behaviours. This study aims to examine the gender differences in mental health among Pakistan and German university students and focuses on their right to seek mental health care.

Data on depression, anxiety and stress symptoms, as well as positive mental health (PMH), resilience, social support and life satisfaction, were gathered from Pakistani and German students.

In contrast to the Pakistani group, where no such gender differences were seen, women in Germany reported higher degrees of stress, anxiety and depression, as well as a lower level of overall good mental health. In comparison to German men and women, Pakistani women scored equally high on resilience. While gender had no bearing on life happiness in either Pakistan or Germany, women in both countries perceived more social support than men did.

The study’s strengths include its large sample size and battery of mental health measures. The results of partial weak measurement Invariance (MI) on the stress subscale underlined the importance of using MI in cross-cultural studies. The validity of a direct comparisons on sum score between different language versions or country samples shall be cautious. Still, there are limitations. Firstly, the authors did not differentiate gender and biological sex, and there was no group of non-binary gender. Pakistani (N = 1,840) and German (N = 7,890) students were in unequal numbers. Again, only university students were sampled, so the results cannot be generalised to older (probably less educated) populations. Self-reported data that mainly obtained via online survey were the third limitation. This design is cost-effective and easy to administer for cross-cultural survey research. However, social desirability and memory bias are common in self-report inventories. Fourthly, although English is an official language in Pakistan and the medium of instruction in education, the authors recommend future study to use questionnaires that have been translated and validated into Urdu (Pakistan’s national language) and investigate gender differences in a general population. Fifthly, this is a cross-sectional survey; the authors were not able to explore the causality or risk factors that contribute to the poor mental well-being in Pakistan students in general or the relatively worse mental health in German women. Future studies may investigate the mechanism behind the phenomena observed in this study with longitudinal or experimental design. Last but not least, Germany and Pakistan differ in so many different aspects from culture, religions and history to social structure and economic status, which make it hard to claim whether the observed differences were due to national differences, cultural differences, economic differences, gender inequality differences or other effects. It would be helpful for future studies to include more country samples with clear definitions of different “culture” aspects for a better understanding of gender differences in other countries and in different mental well-being constructs.

The current study is the first attempt to compare the gender difference patterns in positive and negative mental health between European and South Asian counties and focuses on gender-specific approaches. Although Pakistani university students reported in general worse mental well-being, the differences between the two genders in mental health (e.g. depression, anxiety, general PMH) were not as pronounced as in the German student sample. Gender comparisons in these mental health constructs would help to improve protective factors against mental illness and to develop appropriate management programmes based on cultural differences. The results suggest that the gender differences found in western countries cannot always be directly translated into the South Asian cultural framework. Our results also highlight the importance of improving the general situation of Pakistan (students) instead of focusing on one gender. At the same time, in Germany, prevention and intervention plans are more warranted for women. It could be that once the general situation in Pakistan is improved, the gender-related differences in mental health will be clearly observed.

These findings imply the significance of cultural context when inferring gender variations in mental health. Moreover, it supports the advancement of comprehensive policies to reduce gender-related mental health inequalities and focuses on the equal rights of men and women to get mental health care.

This paper aims to explore how the term “mental health literacy” (MHL) is defined and understand the implications for public mental health and educational interventions.

An extensive search was conducted by searching PubMed, ERIC, PsycINFO, Scopus and Web of Science. Keywords such as “mental health literacy” and “definition” were used. The publication year ranges from 1997 to 2023.

In total, 17 papers met the inclusion criteria. Three distinct themes characterise the definitions of MHL: cognitive understanding; affective empowerment; and behavioural change. In the mental health educational context, inspiration, transformation and practice can be viewed as three stages for curriculum development.

Despite conducting a systematic literature review, there remains the possibility that certain relevant studies may not have been identified. Specifically, the selection criteria prioritise papers that explicitly addressed MHL.

Traditional educational approaches prioritise knowledge dissemination and attitude change; integrating MHL into mental health well-being curriculum advocates for action-oriented intervention to address mental health challenges.

Understanding different definitions and concepts in a field can be valuable for consolidating shared understandings, highlighting tensions and contradictions, and enhancing communication among researchers. Ironically, perhaps, the process also highlights the provisional nature of these definitions.

The exploration of MHL with three themes of definitions sheds light on the understanding of this concept. Three core themes in MHL definitions guide future curriculum development. This study underscores the importance of prioritise action-oriented intervention in mental health education, emphasising the need to move beyond knowledge dissemination towards transformative practices that promote holistic mental well-being.

Chapter 6 explores the cultural impact of mental health, addiction, and dual diagnosis challenges with a specific focus on Irish society. The chapter takes a staggered approach whereby each type of challenge is separated and discussed individually, before being joined together through discussions on dual diagnosis as presented in Section 6.4. These discussions are designed to highlight the cultural deviance that is perceived by other people towards those with such diagnosis over the years that such diagnosis have been prevalent in history. In particular, the discussions around dual diagnosis here will strengthen the discussion in Chapter 4: ‘The Conundrum of Dual Diagnosis’ and will set the groundwork for the remainder of this text.

In educational settings, intersectional factors such as neurodiversity, structural inequalities and social isolation have resulted in additional complexity in meeting young people’s mental health needs. The specific phenomenon of voice-hearing can be linked to these complexities and stigma has been shown to further marginalise young people following disclosure. Educational staff report a lack of confidence and specialist training in this area. This chapter outlines the current understanding around the experience of voice-hearing and identifies examples of good practice by considering the lived experiences of individuals that have made a disclosure of this nature in school. Barriers to disclosure and what was helpful about the experience are discussed. Developing a trauma-informed ethos and compassion-focussed principles are highlighted as whole-setting approaches to support and benefit both young people with these presentations and education staff. Recommendations of relevant organisations and training initiatives in schools are provided with guidance on developing and implementing best practices.

This paper aims to propose an expatriate psychological adjustment model that postulates expatriate mental health as an antecedent to psychological adjustment. It presents novel predeparture and post-arrival international human resource management (IHRM) expatriate management mental health supportive interventions.

This paper critically reviews theoretical frameworks in the IHRM domain around expatriate psychological adjustments such as the U-Curve Adjustment Theory (Lysgaard, 1995), the Framework of International Adjustment (Black et al., 1991), the Dimensions of Expatriate Adjustment (Haslberger et al., 2013) and the Stress Outcome Model (Bader and Berg, 2014), in a quest to develop a new conceptual framework. This study presents a new conceptual framework along with propositions to take into consideration the relationship between mental health and expatriates' psychological adjustment.

The findings suggest that mental health is an antecedent paramount to psychological adjustment. The paper proposes mental health-supportive IHRM expatriate management interventions to address the potential failure of expatriates' psychological adjustment. The authors elaborate on the IHRM expatriate management policies and practices at the home and host country to ensure the mental health of company-assigned expatriates sent on international assignments.

The novel conceptual framework underpins mental health as the antecedent paramount to expatriate adjustment, taking into consid eration the elevated stress of situational events such as COVID-19, which had previously not received substantive formal consideration by research scholars in the IHRM domain. The conceptual framework encourages the inclusion of mental health as an antecedent in future research.

The purpose of this study is to delve into societal stigma surrounding severe mental disorders and intellectual disabilities, emphasizing gender differences and students’ proximity influence.

Involving 572 Spanish master’s students, this nonexperimental study categorizes participants based on contact frequency, using Goratu and CAEE questionnaires to measure stigma.

Gender-based stigma differences are absent; however, increased contact correlates with lower stigma levels. Notably, greater closeness is associated with more positive attitudes toward intellectual disability, resulting in diminished stigma toward severe mental disorders.

This research sheds light on the pervasive stigma faced by individuals with intellectual disabilities and severe mental disorders among postgraduate university students. Notably, the recognition of widespread stigma among individuals with higher education highlights a more significant societal problem. The findings underscore the urgent need for targeted interventions, especially in higher education contexts, to enhance understanding and reduce societal bias.

By identifying factors influencing stigma and emphasizing the importance of contact in fostering empathy, the study lays the groundwork for informed socioeducational strategies. These strategies have the potential to promote inclusivity, challenge stereotypes and contribute to the well-being and social integration of those affected by intellectual disabilities and severe mental disorders.

The findings highlight the efficacy of direct contact in reducing stigma and underscore the necessity for nuanced understanding. The study suggests fostering positive attitudes through increased contact can combat prejudice and promote social inclusion. Nevertheless, further research is crucial to explore factors influencing stigma reduction and design comprehensive socioeducational interventions addressing diverse cultural proficiencies. This study contributes valuable insights for mitigating stigma, fostering inclusivity and informing future interventions.