Mental healthcare services support: the social role of medical educator involved in the destigmatization process to generate inclusion.

Fabio Galli; Karl J.  New; Marco  Grech

doi:10.56508/mhgcj.v6i1.163

Authors

Fabio Galli University of South Wales https://orcid.org/0000-0001-5535-0882
Karl J. New University of South Wales
Marco Grech University of Malta

DOI:

https://doi.org/10.56508/mhgcj.v6i1.163

Keywords:

Medical Education, Destigmatisation, mental health, Ethics, Includability

Abstract

Introduction: The stigmatization of mental healthcare services and users is a barrier to the achievement of mental wellness present on a global level. 800000 suicides are estimated each year, 25 suicide attempts for every suicide (ratio of 25:1), and in 2017 estimated a prevalence > 10% of people suffering from mental disorder or substance abuse (global data). The stigmatization is a multifactorial phenomenon and process that involves different factors, which overall cause health, social and economic damage. Slowing down and reducing access to mental health and well-being pathways due to their influence in the community, also affect social relationships and self-determination.

Purpose: to identify and describe the process, causes, and factors of stigmatization. Propose destigmatization activities led by the medical educator.

Methodology: The manuscript develops a proposal focused on the destigmatization process of mental health/wellbeing services and users, through the guidance of the medical educator as a figure of connection between different professions (interdisciplinary and multidisciplinary), and between different stakeholders.

Conclusion: each identifies factor described, can be involved in the destigmatization process to generate inclusion, through different social interventions led by the role of the medical educator, with the aim of supporting access to patient support processes and quality of life in communities, generating inclusion through destigmatization

Author Biographies

Karl J. New, University of South Wales

Faculty of Life Sciences and Education, United Kingdom

Marco Grech, University of Malta

Faculty of Medicine and Surgery

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