want you to imagine this for a moment two men rahul and rajiv living in the same
neighborhood from the same
educationalbackground similar
occupation and they both turn up at their local accident
emergency complaining of acute chest pain
rahul is offered a cardiac
procedure but rajiv is sent home what might explain the difference in the experience of these two nearly
identical men rajiv suffers from a
mental illness
the difference in the quality of
medical care received by people with
mentalillness is one of the reasons why they live shorter lives than people without
mentalillness even in the best resourced countries in the world this life expectancy gap is as much as twenty years
in the developing countries of the world this gap is even larger
but of course
mental illnesses can kill in more direct ways as well the most
obvious example is suicide
it might surprise some of you here as it did me when i discovered that
suicide is at the top of the list of the leading causes of death in young people in all countries in the world including the poorest countries of the world
but beyond the
impact of a health condition on life expectancy we 're also
concerned about the quality of life lived
now when we do that we discover some
startling things about
mentalillness from a global perspective
we discover that for example
mental illnesses are
amongst the leading causes of disability around the world
depression for example is the third leading cause of disability
alongside conditions such as diarrhea and
pneumonia in children
when you put all the
mental illnesses together they
account for
roughly fifteen percent of the total global burden of disease
indeed
mental illnesses are also very damaging to people 's lives
but beyond just the burden of disease let us consider the
absolute numbers the world health organization estimates that there are nearly four to five hundred million people living on our tiny
planet who are
affected by a
mentalillness now some of you here look a bit astonished by that number
but consider for a moment the
incrediblediversity of
mental illnesses from autism and
intellectual disability in
childhood through to
depression and
anxiety substance
misuse and psychosis in adulthood all the way through to dementia in old age and i 'm pretty sure that each and every one us present here today can think of at least one person
at least one person
who 's
affected by
mentalillness in our most
intimate social networks
i see some nodding heads there but beyond the staggering numbers
what 's truly important from a global health point of view what 's truly worrying from a global health point of view is that the vast majority of these
affected individuals do not receive the care
that we know can
transform their lives and remember we do have
robust evidence that a range of interventions medicines
psychological interventions and social interventions can make a vast difference and yet
even in the best resourced countries for example here in europe
roughly fifty percent of
affected people don 't receive these interventions in the sorts of countries i work in
that so called
treatment gap approaches an
astonishing ninety percent
most heartbreaking of all are the stories of the abuse of even the most basic human rights such as the young woman shown in this image here that are played out every day sadly even in the very institutions that were built to care for people with
mental illnesses the
mental hospitals
it 's this
injustice that has really
driven my
mission to try to do a little bit to
transform the lives of people
affected by
mentalillness and a particularly
critical action that i focused on is to
bridge the gulf
between the knowledge we have that can
transform lives the knowledge of
effective treatments and how we
actually use that knowledge in the
everyday world
and an especially important
challenge that i 've had to face is the great
shortage of
mental health professionals such as psychiatrists and psychologists particularly in the developing world
now i trained in medicine in india and after that i chose psychiatry as my specialty much to the
dismay of my mother and all my family members who kind of thought neurosurgery would be a more
respectable option for their
brilliant son
any case i went on i soldiered on with psychiatry and found myself training in britain in some of the best hospitals in this country i was very
privileged i worked in a team of
incrediblytalentedcompassionate but most importantly highly trained specialized
mental health professionals
soon after my training i found myself
working first in zimbabwe and then in india and i was confronted by an
altogether new reality
this was a
reality of a world in which there were almost no
mental health professionals at all in zimbabwe for example there were just about a dozen psychiatrists most of whom lived and worked in harare city leaving only a couple to address the
mental health care needs of nine million people living in the countryside
in india i found the situation was not a lot better to give you a
perspective if i had to
translate the
proportion of psychiatrists in the population that one might see in britain to india one might expect
roughly one hundred and fifty thousand psychiatrists
in india in reality
take a guess
i had to think out of the box
about some other model of care it was then that i came across these books and in these books i discovered the idea of task shifting in global health the idea is
actually quite simple the idea is when you 're short of specialized health care professionals
use
whoever is
available in the
community train them to provide a range of health care interventions and in these books i read inspiring examples for example of how ordinary people had been trained to deliver babies
diagnose and treat early
pneumonia to great effect and it struck me that if you could train ordinary people to deliver such
complex health care interventions then perhaps they could also do the same with
mental health care
in rural uganda paul bolton and his colleagues using villagers demonstrated that they could deliver interpersonal psychotherapy for
depression and using a randomized control design showed that ninety percent of the people receiving this
intervention recovered as compared to
roughly forty percent in the
comparison villages
similarly using a randomized control trial in rural pakistan atif rahman and his colleagues showed
that lady health visitors who are
communitymaternal health workers in pakistan 's health care
system could deliver cognitive
behavior therapy for mothers who were
depressed again showing
dramatic differences in the
recovery rates
roughly seventy five percent of mothers recovered
as compared to about forty five percent in the
comparison villages and in my own trial in goa in india we again showed that lay counselors drawn from local communities could be trained to deliver psychosocial interventions for
depressionanxiety leading to seventy percent
recovery rates as compared to fifty percent in the
comparisonprimary health centers
now if i had to draw together all these different experiments in task shifting
and there have of course been many other examples and try and
identify what are the key lessons we can learn that makes for a successful task shifting operation i have coined this particular acronym sundar
what sundar stands for in hindi is
attractive it seems to me that there are five key lessons that i 've shown on this slide that are critically important for
effective task shifting the first is that we need to
simplify the message that we 're using stripping away all the jargon that medicine has invented around itself
we need to unpack
complex health care interventions into smaller components that can be more easily transferred to less trained individuals we need to deliver health care not in large institutions but close to people 's homes and we need to deliver health care using
whoever is
available and affordable in our local communities
and importantly we need to reallocate the few specialists who are
available to perform roles such as
capacity building and supervision
because even though it has
arisen out of the situation of the lack of resources that you find in developing countries i think it has a lot of
significance for better resourced countries as well why is that
well in part because health care in the developed world the health care costs in the developed world are rapidly spiraling out of control and a huge chunk of those costs are human
resource costs
but
equally important is because health care has become so
incredibly professionalized that it 's become very
remote and removed from local communities
for me what 's truly sundar about the idea of task shifting though isn 't that it simply makes health care more
accessible and affordable
but that it is also fundamentally empowering
it empowers ordinary people to be more
effective in caring for the health of others in their
community and in doing so to become better guardians of their own health indeed for me task shifting is the
ultimate example of the democratization of
medical knowledge and
thereforemedical power
just over thirty years ago the nations of the world assembled at alma ata and made this iconic
declaration well i think all of you can guess that twelve years on we 're still
nowhere near that goal
still today armed with that knowledge that ordinary people in the
community can be trained and with sufficient
supervision and support can deliver a range of health care interventions effectively
indeed
to
implement the
slogan of health for all we will need to
involve all in that particular journey and in the case of
mental health in particular we would need to
involve people who are
affected by
mentalillness and their caregivers
it is for this reason that some years ago the
movement for global
mental health was founded as a sort of a virtual
platform upon which professionals like myself and people
affected by
mentalillness could stand together shoulder to shoulder and
advocate for the rights of people with
mentalillness to receive the care that we know can
transform their lives
and to live a life with
dignity and in closing
生词表:
neighborhood [´neibəhud] n.邻居;邻近;附近 (初中英语单词)background [´bækgraund] n.背景;经历;幕后 (初中英语单词)occupation [,ɔkju´peiʃən] a.职业的;军事占领的 (初中英语单词)mental [´mentl] a.精神的;心理的 (初中英语单词)medical [´medikəl] a.医学的;医疗的 (初中英语单词)illness [´ilnis] n.生病,不健康,疾病 (初中英语单词)obvious [´ɔbviəs] a.明显的;显而易见的 (初中英语单词)depression [di´preʃən] n.沮丧,抑郁;萧条 (初中英语单词)account [ə´kaunt] vi.说明 vt.认为 n.帐目 (初中英语单词)absolute [´æbsəlu:t] a.绝对的 n.绝对 (初中英语单词)planet [´plænit] n.行星 (初中英语单词)childhood [´tʃaildhud] n.幼年(时代);早期 (初中英语单词)anxiety [æŋ´zaiəti] n.挂念;渴望;焦虑的事 (初中英语单词)intimate [´intimit] a.亲密的 n.知己 (初中英语单词)treatment [´tri:tmənt] n.待遇;对待;治疗 (初中英语单词)driven [´driv(ə)n] drive 的过去分词 (初中英语单词)mission [´miʃən] n.代表团;使馆vt.派遣 (初中英语单词)effective [i´fektiv] a.有效的;有力的 (初中英语单词)actually [´æktʃuəli] ad.事实上;实际上 (初中英语单词)challenge [´tʃælindʒ] n.&vt.向….挑战;怀疑 (初中英语单词)dismay [dis´mei] n.惊慌 vt.使惊慌 (初中英语单词)brilliant [´briliənt] a.灿烂的;杰出的 (初中英语单词)talented [´tæləntid] a.天才的;能干的 (初中英语单词)working [´wə:kiŋ] a.工人的;劳动的 (初中英语单词)altogether [,ɔ:ltə´geðə] ad.完全;总而言之 (初中英语单词)reality [ri´æliti] n.现实(性);真实;逼真 (初中英语单词)proportion [prə´pɔ:ʃən] n.比率 vt.使成比例 (初中英语单词)available [ə´veiləbəl] a.可用的;有效的 (初中英语单词)complex [´kɔmpleks] a.复杂的 n.综合企业 (初中英语单词)comparison [kəm´pærisən] n.比较;对照;比喻 (初中英语单词)system [´sistəm] n.系统,体系,制度 (初中英语单词)dramatic [drə´mætik] a.戏剧的;戏剧般的 (初中英语单词)primary [´praiməri] a.主要的 n.居首位的 (初中英语单词)identify [ai´dentifai] vt.认出;鉴定;验明 (初中英语单词)attractive [ə´træktiv] a.有吸引力;诱人的 (初中英语单词)capacity [kə´pæsiti] n.容量;智能;能力 (初中英语单词)resource [ri´zɔ:s] n.手段;智谋 (初中英语单词)equally [´i:kwəli] ad.相等地;平等地 (初中英语单词)remote [ri´məut] a.遥远的;偏僻的 (初中英语单词)therefore [´ðeəfɔ:] ad.&conj.因此;所以 (初中英语单词)involve [in´vɔlv] vt.卷缠;包括;使专注 (初中英语单词)movement [´mu:vmənt] n.活动;运动;动作 (初中英语单词)platform [´plætfɔ:m] n.(平)台;讲台;站台 (初中英语单词)advocate [´ædvəkit] n.辩护者 (初中英语单词)dignity [´digniti] n.尊严,尊贵;高官显贵 (初中英语单词)educational [,edju´keiʃənəl] a.教育(上)的 (高中英语单词)emergency [i´mə:dʒənsi] n.事变;紧急关头 (高中英语单词)procedure [prə´si:dʒə] n.过程;手续;方法 (高中英语单词)identical [ai´dentikəl] a.完全相同的 (高中英语单词)suicide [´su:isaid, ´sju:-] n.&a.自杀(者)(的) (高中英语单词)concerned [kən´sə:nd] a.有关的;担心的 (高中英语单词)startling [´stɑ:tliŋ] a.惊人的 (高中英语单词)amongst [ə´mʌŋst] prep.其中之一 =among (高中英语单词)alongside [əlɔŋ´said] ad.在旁 prep.横靠 (高中英语单词)roughly [´rʌfli] ad.粗糙地;毛糙地 (高中英语单词)incredible [in´kredəbəl] a.不能相信的;惊人的 (高中英语单词)intellectual [,inti´lektʃuəl] n.知识分子 (高中英语单词)transform [træns´fɔ:m] v.转化,转变;改造 (高中英语单词)astonishing [əs´tɔniʃiŋ] a.令人惊讶的 (高中英语单词)injustice [in´dʒʌstis] n.不公正,不公平 (高中英语单词)critical [´kritikəl] a.批评的;关键性的 (高中英语单词)everyday [´evridei] a.每日的,日常的 (高中英语单词)respectable [ri´spektəbəl] a.可敬的;有身价的 (高中英语单词)translate [trænz´leit, træns-] v.翻译;解释;说明 (高中英语单词)whoever [hu:´evə] pron.任何人,无论谁 (高中英语单词)community [kə´mju:niti] n.团体;社区;公众 (高中英语单词)behavior [bi´heiviə] n.举止,行为 (高中英语单词)recovery [ri´kʌvəri] n.重获;获得;恢复 (高中英语单词)significance [sig´nifikəns] n.意义;重要性 (高中英语单词)ultimate [´ʌltimit] a.最终的 n.终极;顶点 (高中英语单词)declaration [,deklə´reiʃən] n.宣布;宣言;申报 (高中英语单词)nowhere [´nəuweə] n.无处;不知道 (高中英语单词)supervision [,su:pə´viʒən, ,sju:-] n.管理;监督 (高中英语单词)implement [´implimənt] n.工具 vt.执行 (高中英语单词)psychological [,saikə´lɔdʒikəl] a.心理学(上)的 (英语四级单词)bridge [bridʒ] n.桥(梁);鼻梁;桥牌 (英语四级单词)shortage [´ʃɔ:tidʒ] n.不足(量);缺少 (英语四级单词)maternal [mə´tə:nl] a.母亲的;母性(系)的 (英语四级单词)arisen [ə´rizn] arise的过去分词 (英语四级单词)accessible [ək´sesəbəl] a.易接近的;可到达的 (英语四级单词)impact [´impækt] n.影响,作用;冲击 (英语六级单词)pneumonia [nju:´məuniə] n.肺炎 (英语六级单词)affected [ə´fektid] a.做作的;假装的 (英语六级单词)diversity [dai´və:siti] n.差异;多样性 (英语六级单词)misuse [,mis´ju:z] vt.误用,滥用 (英语六级单词)robust [rəu´bʌst] a.强建的;茁壮的 (英语六级单词)privileged [´privilidʒd] a.有特权的;特许的 (英语六级单词)incredibly [in´kredəbli] ad.难以置信地 (英语六级单词)compassionate [kəm´pæʃənit] a.有同情心的 vt.同情 (英语六级单词)perspective [pə´spektiv] n.望远镜 a.透视的 (英语六级单词)intervention [,intə´venʃən] n.干涉;调停;插入 (英语六级单词)depressed [di´prest] a.消沉的;萧条的 (英语六级单词)simplify [´simplifai] vt.简单化;精简 (英语六级单词)slogan [´sləugən] n.标语;口号 (英语六级单词)