TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 13 [People] are able to discuss . . . mental health whereas before they could not. Some topics weren’t discussed, now they air [them] out. . . . This [is a] very important topic, because once you air [it] out on the radio and in the media or in the newspaper, the ability to discuss [mental health] spreads. Outcomes. It is of note that participants only identified positive outcomes of the MHF program, without any negative impacts. Participants described the positive global impact by saying, “Every time, every year the MHF training comes and goes, it leaves [the] facilitator, it leaves the community, it leaves the learner, and even the teachers better off than they were before.” Another adult participant described the change of perspective provided through the MHF program as follows: “ It’s an eye opener. . . . It’s really a new way of thinking.” Participants also identified manifestation of MHF-related growth and development as personal change, community welfare and larger systemic influences. One child participant described the personal impact as follows: “Personally I have benefitted a lot, because [MHF] touches what I go through on a daily basis.” In addition, an adult participant reported, “In my family there is a big improvement. I do respect other people’s views and even have to promote my decision-making skills.” Another adult participant described a similar change: I’ve got two children who are in the [MHF] club. . . . Previously, the boy was very, very, very troublesome. But I’ve . . . noticed some changes in . . . him and I’ve never heard about any fight against his friends up to now, so I was wondering what is happening to this child now that he has changed. . . . I came to understand that . . . it is because of this program, the Mental Health Facilitator. Likewise, a participant described the community benefit when he offered, “The whole school is changing because they are . . . teaching [MHF]. . . . Children as a group . . . are changing. . . . There’s no violence . . . as it was before.” Still another adult participant described the community outcomes in the following way: “One of the teachers was telling me [that] now [learners] trust him even more than their own parents.” Participants identified how the MHF program has been able to shift some community inequities as well. For example, one adult participant indicated the following: They [MHFs] are able to identify people’s problems at the early stage and they are able to give them personal data and some assistance [so] that these people might be healthy. . . . What happens [when people drop out of school] you find out . . . in fact there are more girls [dropping out] than boys . . . because of stressful situations that they have at home or . . . in the schools. So [MHF] programs have [provided] assistance [in] ways [so] teachers can give some guidance. At times, participants distinguished direct from indirect outcomes. One adult participant offered the following example of direct impact: “The teachers [and] the learners are directly able to understand and know how to handle . . . life challenges.” Discussion Participants in this study expressed engagement in and appreciation for the MHF program in Malawi schools. Interview responses indicated similarities between the interconnectedness encouraged in the training and the strong interpersonal relationships within the local culture.