Symposium : mental health and the sustainable development goals

HIỂU BIẾT VỀ SỨC KHỎE TAM THAN Ở TRƯỜNG HỌC VÀ CONG DONG | 17 SYMPOSIUM: MENTAL HEALTH AND THE SUSTAINABLE DEVELOPMENT GOALS Organizer: Ragnhild Dybdahl’ Participants: Ragnhild DybdahU, Jarle Eid’, Unni Heltne’, Grethe Netland’, Kerstin Séderstrém' SYMPOSIUM ABSTRACT In 2015, all United Nations Member States adopted the agenda for sustainable development and agreed on 17 goals to be reached by 2030 This is a global commitment to partnerships to tackle climate change and environmental challenges; to end poverty; promote equality, justice and peace, and improve health and education This symposium brings together different perspectives on why mental health is important to reach the sustainable development goals (SDGs), and how to strengthen mental health in ways that contribute to the SDG agenda Mental health challenges are important barriers to reach the SDGs For example, psychological consequences of political/interpersonal violence and poverty impact human and economic development Poor mental health threatens many of the SDGs Good mental health on the other hand, is a vital contribution to reach all SDGs, e.g through increased social capital, increased productivity, and reduced vulnerability to environmental disasters The symposium explores the role of human rights and ethics, early childhood development, psychological trauma interventions, and capacity building for mental health through university cooperation SYMPOSIUM PROGRAMME Introduction: Mental health in the SDGs and the need for global mental health literacy Ragnhild Dybdahl, Associate professor, Center for Crisis Psychology-University of Bergen, Norway Poverty, marginalization, violence, complex emergencies and violations of human rights threaten both human development and sustainable economic development, and constitute an important context for global mental health In the context of the sustainable development goals, mental health literacy is not only an individual concern, but a community and global issue In this presentation, we argue that there is a need for increased awareness among leaders and policy makers of the roles good mental health and mental health problems play Ways to raise awareness include a human rights’ argument and an economic argument for why mental health must be prioritised Ways to develop human potential and to increase resilience will be discussed, as these are crucial if we are to reach the University of Bergen, Norway Email: ragndy@oslomet.no University of Bergen, Norway INN University, Norway 4 18 | KỶ YẾU HỘI THẢO QUỐC TẾ VỀ SỨC KHỎE TÂM THẦN TRẺ EM VIỆT NAM LẦN THỨV SDGs Partnerships, collaboration, knowledge and capacity building are discussed, and examples on how mental health literacy is linked to a number of SDGs are provided Human rights and ethics as basis for SDGs, partnerships and mental health care Grethe Netland, Associate professor, Faculty of Health and Social Sciences, INN University, Norway A human wellbeing justification of human rights and the Sustainable Development Goals: What force does it give to mental health care and mental health literacy? In philosophical discussion of human rights, a crucial question is how human rights are best justified, or ~ to put it differently— why there is or should be something called human rights in the first place In this paper, I will suggest that human we/lbeing is the ultimate justification of human rights ~ in contrast to, for example human dignity or human interests will argue that this basis of human rights fits well as a justification of the Sustainable Development Goals as well I will discuss human wellbeing justification of the SDGs regarding national and international duties regarding mental health literacy Trauma interventions for sustainable development - through contribution to health, education, poverty reduction, and peace Unni Heltne, Senior advisor, clinical child and adult psychologist, Center for Crisis Psychology, Faculty of Psychology, Bergen University, Norway It is well documented that traumatic experiences caused by harmful living conditions (e.g lack of food, water and secure living conditions), wars and disasters frequently cause psychological reactions that reduce children’s capacity to concentrate, remember and learn This presentation will focus on what we know about how trauma reactions affect learning capacity, and how such reactions could be handled and reduced by low threshold interventions High quality education (SDG 3) is one of the most effective means to reach UN's SDGs of reducing poverty (SDG 1), reducing hunger (SDG 2), ensuring healthy lives (SDG 3), fighting against gender inequality (SDG 5) and promoting peace, justice and strong institutions (SDG 16) Accessible trauma interventions is one mean to reduce barriers against learning and school participation Trauma intervention, which have shown to be effective across different cultures and situations will be presented, and possible ways to implement and sustain these interventions in settings with low resources will be explored The schools' and teachers' possible role in this process will be discussed There will also be a focus on how low threshold trauma interventions could be especially important to promote girls’ participation in education Where we start? Maternal-Infant mental health as fundamental building blocks for a sustainable future Kerstin Séderstrém, Associate professor and clinical child psychologist, Faculty of Health and Social Sciences, INN University, Norway The UN Sustainable Development Goals are tailored to take better care of mother Earth and her inhabitants, a.o to fight poverty (Goal 1) and hunger (Goal 2), and to ensure healthy lives HIỂU BIẾT VỀ SỨC KHỎE TÂM THÂN Ở TRƯỜNG HỌC VÀ CỘNG ĐỒNG | 19 and promoting the well-being for all at all ages (Goal 3) All goals are interconnected, and goal 4, quality education is seen as a premise to improve people’s lives and sustainable development (https://www.un.org/sustainabledevelopment/) In this presentation, I suggest starting with the mothers of the Earth to reach those goals The next generation is any society’s most valuable resource, and the early caregiving context can be favorable or disruptive to individual and social growth and well-being Besides linking Maternal-Infant mental health to the above four SDGs, the aim is to share and challenge western theories and knowledge about the psychology of parenthood and the role of early childhood experiences Alongside with these scientific ideas exists a local folk psychology of parenting and childcare anchored in cultural traditions Against this background, I question what could be a universal curriculum for mental health literacy related to newborns and their caregivers, and-what needs to be tailored to, or from, the local sociocultural context The concept of sustainable development is adapted to the individual, transgenerational, and societal level The backdrop of the presentation is the NORPART-collaboration on child psychology and trauma-education and student exchange between Vietnam National University-University of Education, Center for Crisis Psychology, University of Bergen, and Inland Norway University of Applied Sciences How to use psychology education for partnerships and sustainable development Jarle Eid, Professor, Center for Crisis Psychology-University of Bergen, Norway Mental health challenges are important barriers to reach the SDGs Millions of people worldwide have mental health problems and according to the WHO an estimated one in four people globally will experience a mental disorder in their lifetime Almost one million people die due to suicide every year, and mental disorder is the third leading cause of death among young people The presentation will briefly address the SDG on inclusive and equitable quality education and promotion of life-long learning opportunities for all This SDG has a specific focus on eliminating gender disparities in education and ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities To achieve this, SDG goal 17 stresses that in order to strengthen the means of implementation and revitalize the global partnership for sustainable development, capacity building for mental health through university cooperation may represent an important venue to address these SDGs To this end, Nepal, Vietnam and Norway have established a partnership in psychology education The presentation will briefly outline the framework for these projects and discuss how they may contribute to the SDG goals  ... care Grethe Netland, Associate professor, Faculty of Health and Social Sciences, INN University, Norway A human wellbeing justification of human rights and the Sustainable Development Goals: What... University, Norway The UN Sustainable Development Goals are tailored to take better care of mother Earth and her inhabitants, a.o to fight poverty (Goal 1) and hunger (Goal 2), and to ensure healthy lives... or from, the local sociocultural context The concept of sustainable development is adapted to the individual, transgenerational, and societal level The backdrop of the presentation is the NORPART-collaboration