Depression among older adults
The mission of this mental health program is to enhance the mental wellbeing, health outcomes, and quality of life of older adults living with depression and also those who are at risk of depression by educating them on care options, encouraging them to seek treatment, creating community-based support groups and coordinating the delivery of patient-centered care in a dignified and respectful manner.
Goals and Objectives
( Affective, Cognitive, Behavioral)
Goal 1: Increase knowledge, raise awareness, and change attitudes towards depression amongst older adults.
Objective 1.1 By the end of the program, at least 70% of the older adults will understand the common symptoms, risk factors, and care options of depression in this population. Cognitive.
Objective 1.2 By the end of the educational program, over 80% of the older adults will be aware of the prevalence of depression and understand how it affects their mental and physical health outcomes. Cognitive.
Objective 1.3 By the end of the educational program, over 80% of the older adults will develop a positive attitude towards understanding depression, talking about it, and intentionally seeking mental care. Affective and Behavioral.
Goal 2: Improve mental health for older adults through prevention, early diagnosis, and ensuring access to appropriate and quality mental health services.
Objective 2.1 By the end of the program, at least 70% of the older adults will be able to explain the benefits of help-seeking behaviors and identify practical ways they can implement them in their lives. Cognitive and Behavioral.
Objective 2.2 By the end of the program, at least 80% of the participants will understand and appreciate the need for regular checkups to ensure early diagnosis of depression and early treatment for those already living with the condition. Cognitive and Behavioral.
Objective 2.3 By the end of the program, over 80% of the participants will receive personalized treatment plans and be encouraged to adhere to them to increase the proportion of those seeking treatment and reduce the risk factors of depression such as comorbidity, suicidal thoughts, and/or attempts. Behavioral.
Goal 3: Help eliminate barriers that older adults face as they seek treatment for depression.
Objective 3.1 As a result of this program, over 80% of the adults will understand resources that are available to prevent and treat depression such as community-based support groups, direct contact with healthcare providers, and mental health programs. Cognitive.
Objective 3.2 As a result of this program, over 80% of the participants will have learned how to avoid the stigma associated with mental illness and the need to allow their family caregivers to participate in their treatment plans. Cognitive.
Objective 3.3 As a result of this program, over 80% of the participants will express their commitment to look after their mental health wellbeing and be intentional in adopting healthy lifestyle behaviors such as creating positive social groups, regular checkups and adhere to treatment plans. Behavioral and Affective.
The 2 highlighted objectives need to be corrected.The first one is outside the scope of your 3-hour educational program. and the second one is not measurable.
3.Lessons plans. This section provides a detailed outline of the lesson plans for the session(s) you intend to teach. You should have a separate plan for each session. For example, if you are teaching three one-hour sessions, you should submit three lesson plans. Use the following template for each lesson plan. See attached.
- Presenter Name
- Grade Level or Community Setting
- Lesson Title
- Lesson/Session Objectives (number them)
a. Your methods/activities should correlate with each of the objectives in your goals and objectives section. They should be in an order that makes sense pedagogically, not necessarily in the order they appear in the goals and objectives section. Each objective must have at least one corresponding activity that addresses it. One activity may correlate with more than one objective. The activities should reflect the health behavior theory and/or constructs you outlined in the theoretical framework section.
b. Each activity should be described in such a way that a skilled health education specialist could teach that lesson. All supporting materials should be placed in the appendices and references.
c. The time allotted for the activity should be specified. Be realistic about how much material you can cover during a given time period. Also, take into consideration the population with which you are working. Please do not schedule significant break times or meals. You are creating only three hours of training.
d. List the materials required for the lesson, both for the presenter and the participants.
e. You may write out this section in paragraph form or compile it in a table as below. You may find that creating a document in landscape rather than portrait will provide more appropriate space.
f. You need a powerpoint that should be easy to read and keep in mind this is a 3 hour educational program.