Sehat Jiwa for School
Sehat Jiwa Bahagia
(
Private sector
)
#SDGAction46703
Description
Since 2018, Sehat Jiwa has been focused on mental health prevention through provision of mental health education and literacy. Since then, we have developed our own wellbeing curriculum for adolescents and young adults in Indonesia. Sehat Jiwa for School is a program implemented by Sehat Jiwa Bahagia since 2018. This program aims to equip students, teachers, and the school system with a set of knowledge and skills to maintain and improve mental health conditions. In 2021, we delivered this program in 10 schools in Indonesia. The Covid-19 pandemic has put student mental health in more vulnerable condition. We believe that psychological flexibility plays a pivotal role to help future Indonesian citizens have mental resilience to face any adversities. Thus in this program, we teach basic knowledge on mental well-being such as, but not limited to, stress management, emotional regulation, and building healthy relationships. During the implementation process, Sehat Jiwa conducted a preliminary surveys in 10 schools in Indonesia. The respondents of this survey are students and teachers from each school. After that, we adjust our wellbeing curriculum based on their need. By 2022, this program reached approximately 7000 students from all over Indonesia. We have delivered our program to SMA 1 Pariangan, SMA Lentera Harapan Ambon, SMA Sukma Bangsa Aceh, SMA 77 Jakarta , SMA 34 Jakarta, MAN 2 Probolinggo, etc. The activity results indicated that 90 % of participants showed increased knowledge and skills of how to maintain their mental health during the pandemic. We also do a follow up session with our beneficiaries from 2 years ago, she reported that after she got our program she became more confident to face her problem and she does not hesitate to reach out when she needs help. 100% of teachers reported that they felt this program helped them to understand the mental health condition of their students and inspire them to be more aware of the psychological condition of their students. Up to now, this program get recognized by Uplink - World Economic Forum on their youth mental health challenge, not just that Sehat Jiwa has been able to engage with more organisation to support this program, such as BNI Indonesia, Unilever Indonesia, IPK DKI Jakarta, local education authorities (Disdik DKI Jakarta), etc. This program is likely to be replicated in other areas or on a wider scale. It would be better if it is supported by cooperation with the central and local government.
Indonesian youths are getting more vulnerable to mental health issues. According to The State of the World’s Children Report published by UNICEF, 29% Indonesian youths are often feeling depressed or having little interest in doing things. Apart from that, the onset age of mental health issues among youths is getting younger, which is 10-19 years old. The current pandemic is also accelerating the issue. Yet, access to mental health professionals are limited to the capital city and the surrounding. Low mental health literacy spreads stigma on mental health and hinder people to get the help that they need. As life challenges get more complex, the youths are not prepared with proper knowledge and a strong support system. Without proper treatment, mental health issues will be the cause of financial burden and disability. Based on WHO prediction, we only have 8 years left to prevent a self-fulfilling prophecy. Thus we believe that mental health education especially for youth is a way to fill in the gap on mental health intervention. This will address SDG goal 3.4 to decrease numbers of deaths from non communicable diseases and also support good quality education. Without proper education on mental health, youth might be more prone to other mental health issues, or even developing a disorder. Without proper treatment, it may affect their productivity, which later prevents them from higher social mobility. Our innovation encourages the beneficiaries to find their true strength, and ignite a belief that being resilient is possible in any situation. Then if they are resilient enough for themselves, they can also spread that to their communities. We cannot solely rely on rehabilitative actions. Indonesian youths need to be empowered to take actions for themselves and also the community.
Partners (2018): Sekolah Rakyat Ancol Partners (2019): International Street Children Organization (ISCO Foundation) Partners (2021): SDSN Youth Indonesia, BNI Indonesia, Talkmore Community, FM Unpad Fair Partners (2022): Unilever Indonesia, Ponds Indonesia, Provincial Education Board Jakarta (DISDIK), IPK (Ikatan Psikolog Klinis) Jakarta Beneficiaries (2018): student, teachers, and parents from Sekolah Rakyat Ancol. In total 40 students, 10 teachers, and 20 parents Beneficiaries (2019): Students of Isco Foundation, in total 40 students Beneficiaries (2021): Students from SMA 1 Pariangan Sumatera Barat, SMA Sukma Bangsa Aceh, SMA 77 Jakarta, MAN 2 Probolinggo, SMAN 2 Serul Papua, SMA Lentera Harapan Ambon, etc. In total 1188 students from 10 schools. Beneficiaries (2022): - Students from SMA 77 Jakarta, SMA 34 Jakarta, SMA 78 Jakarta, SMA 13 Jakarta, SMA 50 Jakarta, SMA 1 Pariangan, etc. In total 2005 students from more than 13 schools - Teacher from SMA 77 Jakarta, SMA 34 Jakarta, SMA 78 Jakarta, SMA 13 Jakarta, sma 97 Jakarta, SMANU MH Thamrin, SMA 80 Jakarta, etc. In total 36 Teachers from 11 schools
Instagram: Instagram.com/sehatjiwa.id Youtube Coverage: https://youtu.be/gcXLu8sI3XY VNR Report 2021: https://sustainabledevelopment.un.org/content/documents/280892021_VNR_Report_Indonesia.pdf Uplink Website: https://uplink.weforum.org/uplink/s/uplink-contribution/a012o00001pU5iHAAS/developing-mental-wellbeing-curriculum Photos and videos: https://drive.google.com/drive/folders/1Cg6OdGTXS2A02813EfEh4pry9lfOrXy4
SDGS & Targets
Goal 3
Ensure healthy lives and promote well-being for all at all ages
3.1
3.1.1
Maternal mortality ratio
3.1.2
Proportion of births attended by skilled health personnel
3.2
3.2.1
Under-five mortality rate
3.2.2
Neonatal mortality rate
3.3
By 2030, end the epidemics of AIDS, tuberculosis, malaria and neglected tropical diseases and combat hepatitis, water-borne diseases and other communicable diseases
3.3.1
Number of new HIV infections per 1,000 uninfected population, by sex, age and key populations
3.3.2
Tuberculosis incidence per 100,000 population
3.3.3
Malaria incidence per 1,000 population
3.3.4
Hepatitis B incidence per 100,000 population
3.3.5
Number of people requiring interventions against neglected tropical diseases
3.4
3.4.1
Mortality rate attributed to cardiovascular disease, cancer, diabetes or chronic respiratory disease
3.4.2
Suicide mortality rate
3.5
Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol
3.5.1
Coverage of treatment interventions (pharmacological, psychosocial and rehabilitation and aftercare services) for substance use disorders
3.5.2
Alcohol per capita consumption (aged 15 years and older) within a calendar year in litres of pure alcohol
3.6
3.6.1
Death rate due to road traffic injuries
3.7
By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programmes
3.7.1
Proportion of women of reproductive age (aged 15-49 years) who have their need for family planning satisfied with modern methods
3.7.2
Adolescent birth rate (aged 10-14 years; aged 15-19 years) per 1,000 women in that age group
3.8
Achieve universal health coverage, including financial risk protection, access to quality essential health-care services and access to safe, effective, quality and affordable essential medicines and vaccines for all
3.8.1
Coverage of essential health services
3.8.2
Proportion of population with large household expenditures on health as a share of total household expenditure or income
3.9
3.9.1
Mortality rate attributed to household and ambient air pollution
3.9.2
Mortality rate attributed to unsafe water, unsafe sanitation and lack of hygiene (exposure to unsafe Water, Sanitation and Hygiene for All (WASH) services)
3.9.3
Mortality rate attributed to unintentional poisoning
3.a
3.a.1
Age-standardized prevalence of current tobacco use among persons aged 15 years and older
3.b
Support the research and development of vaccines and medicines for the communicable and non-communicable diseases that primarily affect developing countries, provide access to affordable essential medicines and vaccines, in accordance with the Doha Declaration on the TRIPS Agreement and Public Health, which affirms the right of developing countries to use to the full the provisions in the Agreement on Trade-Related Aspects of Intellectual Property Rights regarding flexibilities to protect public health, and, in particular, provide access to medicines for all
3.b.1
Proportion of the target population covered by all vaccines included in their national programme
3.b.2
3.b.3
Proportion of health facilities that have a core set of relevant essential medicines available and affordable on a sustainable basis
3.c
3.c.1
Health worker density and distribution
3.d
Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks
3.d.1
International Health Regulations (IHR) capacity and health emergency preparedness
3.d.2
Percentage of bloodstream infections due to selected antimicrobial-resistant organisms
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
reached approximately 7000 students from more than 20 schools in Indonesia by 2022
90 % of participants showed increased knowledge and skills of how to maintain their mental health
00% of teachers from this program reported that they felt this program helped them to understand the mental health condition of their students and inspire them to be more aware of the psychological condition of their students
Got selected by Uplink-World Economic forum as top innovation in youth mental health challenge
Resources mobilized
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Entity
Region
- Asia and Pacific
Other beneficiaries
Indirect beneficiaries: 18,6 k instagram followers that get information and education related to the program.
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Contact Information
Puspita , Co Founder & Executive Director