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The Mission for Mental Health

Illustration of a hand reaching to a person in despair through a brain drawingBrian Hall is a world-renowned expert in global mental health, and he’s also the director of the Center for Global Health Equity and a professor of global public health at NYU Shanghai. According to Hall, the mission of the Center for Global Health Equity is to develop evidence around interventions that improve public mental health services and, in particular, respond to populations who experience adversities, including complex emergencies and disasters.

How does it fulfill its mission? “NYU Shanghai has given its full support to develop a leading center in global public health, and that commitment has already led to the center’s publication of more than 30 papers within 2022,” Hall says. Among its admirable output of work this year is a study on China’s existing literature in English and Chinese on mental health and psychological support (MHPSS) during calamities in the country from 2000 to 2021. The paper, “Mental health and psychosocial interventions to limit the adverse psychological effects of disasters and emergencies in China: A scoping review,” aims to understand the country’s MHPSS intervention research, policies for disasters and emergencies, and the efficacy of these interventions.

Hall’s research reveals that China’s experience in postcrisis psychosocial support was limited prior to the 2008 Sichuan earthquake. Since then, China has rapidly mobilized trained professionals to provide psychiatric and psychosocial services in affected communities, as demonstrated in the responses to the 2008 earthquake in the Sichuan Province and the COVID-19 outbreak in the Hubei Province in early 2020. In spite of these improvements, however, the study shows that critical gaps remain. For example, a lack of integration of MHPSS responses into the current national and local emergency response system, missing supervision and rigorous evaluation of the effectiveness of mental health services, and regional imbalance in the quality and coverage of these services persist.

“It is critical to understand how China responds to disasters as this sets the stage for future development in the field domestically and provides the world a key vantage point to learn from successful implementation of MHPSS in our country,” says Hall. As senior author of the research and a commissioner of the Lancet Commission on Mental Health in China, Hall worked closely with notable scholars from Shanghai Mental Health Center, Sichuan University’s Institute for Disaster Management and Reconstruction, Fudan University, Shanghai Jiao Tong University, and Columbia University for over a year to complete the project. The paper is part of the preparatory work for the Lancet Commission of Mental Health in China, cochaired by Central South University professor Xiao Shuiyuan and Columbia University professor Michael Phillips. The paper was recently published in The Lancet Regional Health–Western Pacific, a leading journal dedicated to advancing clinical practices and health policies in the Western Pacific region.

Repurposed with permission from NYU Shanghai News and Publications

Accessibility Abroad

Deciding to study in a new place and culture can be intimidating. And even though there are many resources available to NYU students while abroad, sometimes the most meaningful support and advocacy comes from their peers. The NYU Global Equity Fellowship is designed to do just that, by having students empower their classmates to advance diversity, equity, and inclusion while studying away.

Johileny Meran poses in front of the Tower Bridge

Johileny Meran in front of the Tower Bridge in London

Johileny Meran, College of Arts and Science (CAS) Class of 2019, was NYU London’s inaugural Global Equity Fellow. As a student who is also a manual wheelchair user, she took her time researching accessibility in London and seeking insight from other students who had studied abroad there. A Global Public Health and Sociology major with a minor in Disabilities Studies, Johileny ultimately decided to study abroad during her senior year.

Despite her thorough preparation, Johileny experienced unforeseen challenges as she adjusted. “I struggled my first few weeks in London because most local businesses had a step or two in front, and I thought I couldn’t go in,” says Johileny. It was hard for her to think she couldn’t go out with friends or browse in shops and experience the city, especially after all of her careful preparation. “Then I learned that many places have a doorbell by their main entrances for you to request assistance. They bring out a temporary ramp to put over the step,” she adds. “London is a very old city with old buildings, so they provide accessibility differently, but it does exist.”

While abroad as a Global Equity Fellow, Johileny developed the NYU London Access Culture Guide. “It’s a booklet with general information about studying in London as a student with a disability. It is very much centered on my perspective as a student with a physical disability who uses a manual wheelchair,” explains Johileny, “but I made it with the intention that it would be a living document.” She compiled information on accessible transportation, how ramp culture functions in London, and how to travel to other cities and countries from London. She also conferred with International Relations major Emely Recinos, CAS Class of 2020, to include her input.

Emely Recinos holds her white can and poses in front of a body of water

Emely Recinos during her time at NYU Buenos Aires

Emely, who is blind, saw NYU Buenos Aires as a great academic fit but wasn’t certain about navigating the city or the academic center itself. So she conducted her own research to determine what studying at NYU Buenos Aires would be like. “I looked into the culture of disability in Argentina to understand how people view it there,” she says. She also visited the Moses Center for Student Accessibility for resources and support. In turn, the Moses Center sent guidelines to NYU Buenos Aires, who then contacted relevant local resources. For example, they recruited a teacher in Buenos Aires who knew braille and had access to an embosser for braille printing to work with Emely on mobility instruction (that is, how to get around the city).

When planning for study away, both Johileny and Emely encourage students with disabilities to reach out to other students with disabilities who have studied abroad. “Talk to students about what it was like for them,” says Johileny. And most importantly? “Don’t get discouraged if you don’t find the information you want on the first try. And once you’re there, embrace it. There are a lot of ups and downs, and that’s completely normal.”

Repurposed with permission from NYU Global Notebook