Minding the Gap: Mental Health Education and Standards of Seafarer Education

Minding the Gap: Mental Health Education and Standards of Seafarer Education

Sanley S. Abila (University of the Philippines, Visayas, Philippines)
Copyright: © 2022 |Pages: 22
DOI: 10.4018/978-1-7998-9039-3.ch004
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Abstract

This chapter examines how a nation-state and the global maritime industry can be seen promoting seafarers' mental health by integrating mental health to the standards of maritime education. Mental health promotion refers to multi-level strategies that aim to produce positive contributions to mental health such as through formal education for workers operating in highly stressful work environments such as seafarers. Examining studies on mental health of seafarers, evidence shows that promoting mental health of seafarers through education might be needed to help seafarers due to poor mental health outcomes when working as a seafarer. The promotion of mental health through education of seafarers is anchored to the potential of integrating human rights and human rights law to maritime standards. By doing this, this chapter aims to contribute to the promotion of mental health in seafaring as well as to initiatives integrating human rights law to maritime standards.
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Introduction

This chapter advocates for the integration of mental health education to be part of the standards of maritime education and training (hereinafter referred to as MET) because increasing research evidence is showing that seafarers suffer from poor mental health outcomes when spending their careers at sea. In the academic literature, the concept of mental health education could be understood as integral in the promotion of mental health. Mental health promotion refers to multi-level strategies that aim to produce positive contributions to mental health such as education on psychological resilience in highly stressful work environments such as seafaring. The concept of resilience could be defined as the ability to “bounce back” from trauma or adversity (Luthans et al., 2006). Viewed this way, various strategies such as global standards, national regulations, MET programs, and individual practices intended to develop or protect ‘good’ mental health are interventions promoting mental health.

This proposal of promoting seafarers’ mental health through MET is framed within a human rights-based approach anchored to the UN’s Sustainable Development Goals (SDGs). The focus on the mental health of seafarers is aligned particularly with SDG number 3 (good health and well-being) as well as SDG number 8 (decent work) where improvements of health and well-being in workplaces might be attained through scientific research (see UN, 2015). As such, this chapter lays down an advocacy for the development, implementation and monitoring of maritime standards for mental health education of seafarers based on human rights and human rights law. In particular, the existing standards for MET, employment, and welfare of merchant seafarers have to be re-examined to integrate human rights to these standards, particularly to seafarers’ education. As an advocacy paper, the author acknowledges it is prone to valid and robust counter-arguments, and counter-positions. However, this paper argues that human rights-based approaches in analysing social issues in merchant seafaring is as robust and justifiable compared to other perspectives.

The following sections lay down the narrative of this chapter, which is based on a PhD research. The next section reviews the standards of MET for merchant seafarers by identifying a gap in the text of the standards in order to advocate for the promotion of seafarers’ mental health by integrating mental health education as part of the standards. To further this advocacy, a succeeding section examines studies on mental health of seafarers as evidence used to justify the need to promote the mental health of seafarers through education. Moreover, the proposed promotion of mental health through education of seafarers is anchored to the potentials of integrating human rights and human rights law to maritime standards. It will be followed by using the case of the Philippines, which is an established seafaring labour supply country and where recent development in this country’s mental health law engenders the integration of mental health education for would-be Filipino seafarers. Studying this country is crucial because it can serve as a test case in potentially introducing mental health education to maritime education for other labour supply countries. The chapter ends with some concluding remarks and future research directions relevant to the promotion of mental health of seafarers through education and training.

Key Terms in this Chapter

Mental Health of Seafarers: Mental health of seafarers refer to emotional, psychological, and social wellbeing of seafarers. It is believed that this affects how seafarers think, behave, or act especially in the context of their work. Following the general view of mental health, mental health of seafarers contribute in how they determine how they manage themselves on board especially work-related stress, as well as how they relate to others, and make choices.

Mental Health Education: This refers to both formal educational programs and informal strategies for mental health promotion. These programs or informal strategies might cover educational programs for various stakeholders such as school staff, parents, and students on symptoms of and help for mental health problems. These could also aim to promote psychosocial competencies and build psychological resilience, contribute to ensure positive, healthy, and safe work environments, and reinforce positive behaviors and decision-making.

Standards of Certification, Certification, and Watchkeeping (STCW): These refer to the IMO’s International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW). The 1978 STCW Convention was the first to establish basic requirements on training, certification and watchkeeping for seafarers on an international level (IMO), which was subsequently amended. The last major amendments were in 2011.

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