Same mountain, different view: A systemic exploration of mental health, participatory research, and intentional social change

There is a substantial body of research showing the strong links between mental health and social environments. Yet research efforts that seek to address mental health issues through taking a socioecological approach, i.e. through improving social conditions, are rare. This is particularly concerning for First Nations Australians, with recent research showing that a large proportion of psychological distress can be attributed to poor social conditions. 

This thesis explores such a rare case example. Founded on a socioecological conceptualisation of resilience, the Resilience Study aimed to enhance the mental health and wellbeing of remote-living First Nations students by improving the supportive practices and resources boarding schools were providing these students. Based on First Nations research values, the Resilience Study also took a participatory approach to the project. In doing so, the case example offers a rare insight into both a socioecological approach to improving mental health; as well as how participatory research is able to support the intentional social change such an approach requires. 

Founded on a systems thinking philosophy, this thesis also takes an unusual approach, seeking to uncover a “different view from the mountain” than that of the dominant reductionist approach of most mental health research. A novel analytic method “Inductive Systemic Analysis”, combining the principles and basic concepts of systems thinking with the existing methodology of grounded theory, was developed for analysis. This method was applied to each aspect of change in the Study: the initial issue of student psychological distress; the theory-based resilience ecosystem; participant engagement in the Resilience Study; and efforts to generate social change in boarding schools. 

The combination of a systemic analysis with a participatory research project aimed at improving individual mental health outcomes through social change, provided valuable insights. At each stage, analysis revealed complexity: in the multiplicity and systemic nature of the challenges underlying student distress; the multi-faceted and empowered nature of a theorised student resilience ecosystem; and the equity-focussed and multi-dimensional systemic approach needed to achieve the desired outcome of student social and emotional wellbeing. Findings also revealed that a participatory research approach has the potential to support such complex change and that this occurred particularly through providing opportunities for systemic learning, as well as relationship building. However, it also found that this required both researchers and community-based organisations to develop a critical systemic perspective of the issue and adopt a collaborative, long-term and continuous learning approach to change, i.e. it required a shift in both paradigm and approach for participants and researchers. 

In conclusion, the thesis argues that adopting a socioecological approach to mental health and wellbeing research and practice would benefit not only the First Nations students in this case example, but also other First Nations Australians, and indeed other vulnerable population groups across Australia. It also argues that participatory research holds substantial promise for supporting the intentional social change that such an approach requires. Capitalising on this promise however, will require a substantial rethink of the ways in which mental health research is typically conducted and a new model of change able to embrace social complexity. In doing so, the thesis challenges the mental health research community to reflect on its continuing reliance on a medical model of change and a reductionist-oriented paradigm, arguing that to truly start improving mental health outcomes needs a new view not only from the mountain, but of the mountain itself.