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Durdurak BB, Williams B, Zhigalov A, Moore A, Mallikarjun P, Wong D, Marwaha S, Morales-Muñoz I. Factors associated with chronic depressive symptoms across adolescence and young adulthood: a UK birth cohort study. Epidemiol Psychiatr Sci 2024; 33:e32. [PMID: 38920396 DOI: 10.1017/s2045796024000350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/27/2024] Open
Abstract
AIMS Identifying children and/or adolescents who are at highest risk for developing chronic depression is of utmost importance, so that we can develop more effective and targeted interventions to attenuate the risk trajectory of depression. To address this, the objective of this study was to identify young people with persistent depressive symptoms across adolescence and young adulthood and examine the prospective associations between factors and persistent depressive symptoms in young people. METHODS We used data from 6711 participants in the Avon Longitudinal Study of Parents and Children. Depressive symptoms were assessed at 12.5, 13.5, 16, 17.5, 21 and 22 years with the Short Mood and Feelings Questionnaire, and we further examined the influence of multiple biological, psychological and social factors in explaining chronic depressive symptoms. RESULTS Using latent class growth analysis, we identified four trajectories of depressive symptoms: persistent high, persistent low, persistent moderate and increasing high. After applying several logistic regression models, we found that loneliness and feeling less connected at school were the most relevant factors for chronic course of depressive symptoms. CONCLUSIONS Our findings contribute with the identification of those children who are at highest risk for developing chronic depressive symptoms.
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Affiliation(s)
- B B Durdurak
- Institute for Mental Health, University of Birmingham, Edgbaston, Birmingham, UK
| | - B Williams
- Institute for Mental Health, University of Birmingham, Edgbaston, Birmingham, UK
| | - A Zhigalov
- School of Engineering and Technology, Aston University, Birmingham, UK
| | - A Moore
- Department of Psychiatry, University of Cambridge Herchel Smith Building for Brain & Mind Sciences, Cambridge, UK
| | - P Mallikarjun
- Early Intervention Service, Birmingham Women's and Children's NHS Trust, Birmingham, UK
| | - D Wong
- Leeds Institute of Health Sciences, School of Medicine, University of Leeds, Leeds, UK
| | - S Marwaha
- Institute for Mental Health, University of Birmingham, Edgbaston, Birmingham, UK
- Specialist Mood Disorders Clinic, The Barberry Centre for Mental Health, Birmingham and Solihull NHS Trust, Birmingham, UK
| | - I Morales-Muñoz
- Institute for Mental Health, University of Birmingham, Edgbaston, Birmingham, UK
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Arango A, Brent D, Grupp-Phelan J, Barney BJ, Spirito A, Mroczkowski MM, Shenoi R, Mahabee-Gittens M, Casper TC, King C. Social connectedness and adolescent suicide risk. J Child Psychol Psychiatry 2024; 65:785-797. [PMID: 37926560 PMCID: PMC11069595 DOI: 10.1111/jcpp.13908] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/08/2023] [Indexed: 11/07/2023]
Abstract
BACKGROUND Despite evidence of the importance of interpersonal connectedness to our understanding of suicide risk, relatively little research has examined the protective and buffering effects of connectedness among adolescents. The aims of this study were to determine: (a) whether overall connectedness (composite of family, peer, and school) and specific domains of connectedness were related to a lower likelihood of suicide attempts, and (b) whether these factors buffer the prospective risk of suicide attempt for high-risk subgroups (i.e., recent suicidal ideation and/or lifetime history of suicide attempt, peer victimization, or sexual and gender minority status). METHODS Participants were 2,897 adolescents (64.7% biological female), ages 12 to 17 (M = 14.6, SD = 1.6), recruited in collaboration with the Pediatric Emergency Care Applied Research Network (PECARN) from 14 emergency departments for the Emergency Department Screen for Teens at Risk for Suicide Study (ED-STARS). Suicide risk and protective factors were assessed at baseline; 3- and 6-month follow-ups were completed (79.5% retention). Multivariable logistic regressions were conducted, adjusting for established suicide risk factors. RESULTS Higher overall connectedness and, specifically, school connectedness were associated with decreased likelihood of a suicide attempt across 6 months. Overall connectedness and connectedness domains did not function as buffers for future suicide attempts among certain high-risk subgroups. The protective effect of overall connectedness was lower for youth with recent suicidal ideation or a suicide attempt history than for those without this history. Similarly, overall connectedness was protective for youth without peer victimization but not those with this history. Regarding specific domains, family connectedness was protective for youth without recent suicidal ideation or a suicide attempt history and peer connectedness was protective for youth without peer victimization but not youth with these histories. CONCLUSIONS In this large and geographically diverse sample, overall and school connectedness were related prospectively to lower likelihood of suicide attempts, and connectedness was more protective for youth not in certain high-risk subgroups. Results inform preventive efforts aimed at improving youth connectedness and reducing suicide risk.
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Affiliation(s)
| | - David Brent
- Department of Psychiatry, University of Pittsburgh
| | | | | | - Anthony Spirito
- Department of Psychiatry and Human Behavior, Brown University
| | | | - Rohit Shenoi
- Department of Pediatrics, Baylor College of Medicine
| | | | | | - Cheryl King
- Department of Psychiatry, University of Michigan
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3
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Peng A, Patterson MM, Joo S. What Fosters School Connectedness? The Roles of Classroom Interactions and Parental Support. J Youth Adolesc 2024; 53:955-966. [PMID: 38015352 DOI: 10.1007/s10964-023-01908-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2023] [Accepted: 11/14/2023] [Indexed: 11/29/2023]
Abstract
Although research has identified the impact of school connectedness on a variety of outcomes for adolescents, much less work has focused on identifying its precursors. This study examined the relative influences of classroom interactions and parental support on elements of school connectedness among a sample of 4838 students (Mage = 15.84, SD = 0.29; 49.1% female) in the United States from the Programme for International Student Assessment (PISA) 2018 data. The results showed that three domains of classroom interactions (i.e., classroom management, instructional support, and emotional support) and parental support played unique roles in predicting school connectedness (i.e., teacher support and school belonging). Specifically, classroom management positively predicted both teacher support and school belonging; instructional support, especially directed instruction, positively predicted teacher support; emotional support was unrelated to teacher support and school belonging. Parental support positively predicted school belonging, but not teacher support. Overall, these findings highlight the roles of both teachers and parents in providing developmentally appropriate support to facilitate school connectedness.
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Affiliation(s)
- Anqi Peng
- Department of Educational Psychology, University of Kansas, 1122 West Campus Road, Lawrence, KS, 66045, USA.
| | - Meagan M Patterson
- Department of Educational Psychology, University of Kansas, 1122 West Campus Road, Lawrence, KS, 66045, USA
| | - Sean Joo
- Department of Educational Psychology, University of Kansas, 1122 West Campus Road, Lawrence, KS, 66045, USA
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4
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Zhang Z, Wang Y, Wu H, Zhou Y, Peng C. Direct and indirect effects of father-child attachment on academic burnout in college students. Front Psychol 2024; 15:1345590. [PMID: 38533219 PMCID: PMC10963511 DOI: 10.3389/fpsyg.2024.1345590] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Accepted: 03/01/2024] [Indexed: 03/28/2024] Open
Abstract
The study aims to investigate the multiple mediating roles of core self-evaluation and sense of school belonging in the relationship between father-child attachment and academic burnout in college students. A sample of 418 college students completed the father-child attachment scale, the scale of sense of school belonging, core self-evaluation scale, and academic burnout scale. After controlling for variables such as mother-child attachment, gender, age, and grade, the results showed: (1) father-child attachment was significantly and negatively correlated with academic burnout, and positively correlated with core self-evaluation and sense of school belonging; both core self-evaluation and sense of school belonging were significantly and negatively correlated with academic burnout. (2) The multiple mediating model of father-child attachment influencing academic burnout in college students was established. Both core self-evaluation and sense of school belonging played a partial mediating role between father-child attachment and academic burnout. The direct effect of father-child attachment on academic burnout accounts for 33.3% of the total effect. The indirect effects of core self-evaluation and sense of school belonging between father-child attachment and academic burnout account for 50.0 and 16.7% of the total effect, respectively. These findings identify the internal mechanisms through which father-child attachment affects academic burnout in college students from personal traits and interpersonal perspectives.
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Affiliation(s)
- Zhenyun Zhang
- School of Computer and Information Science, Hubei Engineering University, Xiaogan, China
| | - Yuhua Wang
- School of Education and Psychology, Hubei Engineering University, Xiaogan, China
- Research Center for Psychology and Behavior, Hubei Engineering University, Xiaogan, China
| | - Huifen Wu
- School of Education and Psychology, Hubei Engineering University, Xiaogan, China
- Research Center for Psychology and Behavior, Hubei Engineering University, Xiaogan, China
| | - Yuqin Zhou
- School of Foreign Languages, Hubei Engineering University, Xiaogan, China
| | - Cong Peng
- School of Education and Psychology, Hubei Engineering University, Xiaogan, China
- Research Center for Psychology and Behavior, Hubei Engineering University, Xiaogan, China
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Yu Y, Du M, Wang DB, Wu AMS, Chen JH, Li S, Yen SHY, Zhang G, Du D, Du M, Lau JTF. School climate and school identification as determinants of smoking conventional cigarettes or vaping among adolescents in China: Stress-coping mediation mechanisms. Tob Induc Dis 2024; 22:TID-22-39. [PMID: 38362271 PMCID: PMC10867738 DOI: 10.18332/tid/177171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Revised: 12/16/2023] [Accepted: 12/19/2023] [Indexed: 02/17/2024] Open
Abstract
INTRODUCTION Smoking conventional cigarettes or vaping (SV) poses significant health threats to adolescents. School climate and school identification are key elements of the school environment and potential factors of SV. Based on the Stress Coping Theory, the mediations between school climate/school identification and SV, via perceived stress/active coping, were examined. METHODS A cross-sectional survey was conducted among secondary school students from February to March 2022 in Taizhou, China. Structural equation modeling was used. RESULTS The prevalence of SV among the 7526 participants was 4.7% (singular use of conventional cigarettes: 3.2%; singular use of electronic cigarettes: 3.6%; dual use: 2.1%). School climate, school identification, and active coping were positively, and perceived stress (family stress, academic stress, and peer-related stress) were negatively associated with SV. The association between school climate and SV was fully mediated via: 1) school climate → perceived stress → SV; 2) school climate → active coping → SV; and 3) school climate → perceived stress → active coping → SV. The effect sizes were 52.1%, 43.8%, and 6.3%, respectively. Similar partial mediation mechanisms were found between school identification and SV, with relatively small effect sizes (<10%). CONCLUSIONS This study observed the prevalence of SV among Chinese secondary school students. School climate and school identification had both significant direct and indirect (via perceived stress/active coping) effects on SV. Positive school environments may reduce students' stress and promote active coping. The stress coping mechanisms explained the association between school climate and SV better than between school identification and SV.
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Affiliation(s)
- Yanqiu Yu
- School of Public Health, Fudan University, Shanghai, China
| | - Mengni Du
- Teaching and Research Center, Bureau of Education, Linhai, China
| | - Deborah Baofeng Wang
- Zhejiang Provincial Clinical Research Center for Mental Disorders, The Affiliated Wenzhou Kangning Hospital, Wenzhou Medical University, Wenzhou, China
| | - Anise M S Wu
- Department of Psychology, Faculty of Social Sciences, University of Macau, Macau, China
- Centre for Cognitive and Brain Sciences, Institute of Collaborative Innovation, University of Macau, Macau, China
| | - Juliet H Chen
- Department of Psychology, Zhejiang Sci-Tech University, Hangzhou, China
| | - Siman Li
- School of Public Health, Fudan University, Shanghai, China
| | - Stefanie H Y Yen
- Center for Health Behaviors Research, Jockey Club School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Guohua Zhang
- School of Mental Health, Wenzhou Medical University, Wenzhou, China
| | - Dajin Du
- Zhejiang Provincial Clinical Research Center for Mental Disorders, The Affiliated Wenzhou Kangning Hospital, Wenzhou Medical University, Wenzhou, China
| | - Mingxuan Du
- School of Mental Health, Wenzhou Medical University, Wenzhou, China
| | - Joseph T F Lau
- Zhejiang Provincial Clinical Research Center for Mental Disorders, The Affiliated Wenzhou Kangning Hospital, Wenzhou Medical University, Wenzhou, China
- Public Mental Health Center, School of Mental Health, Wenzhou Medical University, Wenzhou, China
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Rose ID, Lesesne CA, Sun J, Johns MM, Zhang X, Hertz M. The Relationship of School Connectedness to Adolescents' Engagement in Co-Occurring Health Risks: A Meta-Analytic Review. J Sch Nurs 2024; 40:58-73. [PMID: 35477342 DOI: 10.1177/10598405221096802] [Citation(s) in RCA: 9] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022] Open
Abstract
School connectedness is an important factor in the lives of youth and are a leverage point for optimizing youth's social, emotional, and physical health. This study presents a meta-analysis examining the relationship between school connectedness and four health domains that are prevalent in adolescence, have implications for adult health, and often co-occur: mental health, sexual health, violence, and high-risk substance use. Ninety articles published between 2009 and 2019 were included in the analysis. The study found that school connectedness had a protective average effect size across all health domains (Hedges' g = -0.345, p-value<0.001). When examined separately, school connectedness had a significant protective relationship with substance use (g = -0.379, p < 0.001), mental health (Hedges' g = -0.358, p < 0.001), violence (Hedges' g = -0.318, p < 0.001), sexual health (Hedges' g = -0.145, p < 0.001), and with co-occurring risks (Hedges' g = -0.331, p < 0.001). These results provide strong evidence that school connectedness has the potential to prevent and mitigate multiple health risks during adolescence.
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Affiliation(s)
| | | | | | | | | | - Marci Hertz
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, GA, USA
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Halladay J, Ogrodnik M, Farag Alla J, Sunderland M, Gardner LA, Georgiades K. Playing for more than winning: Exploring sports participation, physical activity, and belongingness and their relationship with patterns of adolescent substance use and mental health. Drug Alcohol Depend 2024; 254:111039. [PMID: 38043225 DOI: 10.1016/j.drugalcdep.2023.111039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/18/2023] [Revised: 11/18/2023] [Accepted: 11/20/2023] [Indexed: 12/05/2023]
Abstract
BACKGROUND Promoting adolescent sports participation and physical activity may be effective low-barrier prevention strategies for co-occurring adolescent substance use (SU) and mental health symptoms (MH). The objectives of this study were to: 1) explore associations between profiles of SU/MH and sports participation; and 2) determine whether physical activity and belongingness account for these associations. METHODS Data came from a representative sample of 11,994 grade 9-12 Ontarian students (ages ~14-18) previously grouped into five SU/MH profiles based on patterns of use and symptoms. A series of multinomial logistic regressions, adjusted for socio-demographics and school clustering, were used to predict the risks of students belonging to SU/MH profiles based on: 1) school sports participation (>=weekly), 2) sports and physical activity (>=60minutes; 0-7 days), and 3) sports, physical activity, and school belongingness. RESULTS Greater school sports participation, physical activity, and belongingness were each associated with reduced risks of belonging to most profiles with elevations in SU and/or MH symptoms relative to the low SU/MH profile (Relative Risk Ratios: sports=0.62-0.87, physical activity=0.78-0.98, belonging=0.75-0.83). Frequency of physical activity accounted for ~32-60% of the associations between sports and SU/MH profiles, while school belongingness accounted for the remaining associations. Physical activity and belongingness remained independently associated with SU/MH profiles. CONCLUSIONS Findings suggest possible indirect associations between school sports participation and SU/MH profiles through physical activity and school belongingness, which may be promising prevention targets that have independent associations over and above sports. School sports participation may be one of a number of ways to achieve these goals.
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Affiliation(s)
- J Halladay
- The Matilda Centre for Research in Mental Health and Substance Use, University of Sydney, Australia.
| | - M Ogrodnik
- Department of Kinesiology and Health Sciences, University of Waterloo, Canada
| | - J Farag Alla
- Offord Centre for Child Studies, McMaster University, Canada
| | - M Sunderland
- The Matilda Centre for Research in Mental Health and Substance Use, University of Sydney, Australia
| | - L A Gardner
- The Matilda Centre for Research in Mental Health and Substance Use, University of Sydney, Australia
| | - K Georgiades
- Offord Centre for Child Studies, McMaster University, Canada; Department of Psychiatry and Behavioural Neurosciences, McMaster University, Canada
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8
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Larsen TB, Urke HB, Kristensen SM, Mathisen FKS. Caring Climate and Support, Mental Health, and Academic Adjustment: Effects from a Cluster Randomized Controlled Trial in Upper Secondary Schools in Norway. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:7033. [PMID: 37998264 PMCID: PMC10671492 DOI: 10.3390/ijerph20227033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Revised: 11/02/2023] [Accepted: 11/06/2023] [Indexed: 11/25/2023]
Abstract
This cluster randomized controlled trial (RCT) examined the effect of a three year follow up of a multi-tier intervention aiming at improving the psychosocial environment in upper secondary schools in Norway. Two intervention conditions were tested: a universal single-tier intervention focused on improving the psychosocial school climate, the dream school program (DSP), and a multi-tier intervention combining the DSP with a targeted measure, the mental health support team (MHST). A total of 2203 students responded to the baseline survey. Of the 2203 pupils, 1884 responded to the first follow-up survey (year 1), 1287 pupils to the second (year 2), and 756 pupils to the third (year 3). The direct and indirect effects on school completion were analyzed using a multi-level linear mixed model. The results showed no significant effects of either the DSP or the DSP and MHST in combination on support, the school climate, mental health, or academic adjustment. We found no significant effect of the interventions on the proportion who had completed school or were in training (the three groups varied between 76.6% and 77.8%). Future similar studies should be attentive to the potential challenges of implementing RCTs in the school setting. Furthermore, the long-term effects of school interventions on the constructs included in this study could be difficult to capture due to the complexity of the phenomena. The implications of these findings are discussed.
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Affiliation(s)
- Torill Bogsnes Larsen
- Department of Health Promotion and Development, University of Bergen, 5009 Bergen, Norway; (H.B.U.); (S.M.K.); (F.K.S.M.)
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Sainz V, Soto-García O, Calmaestra J, Maldonado A. Impact of the TEI Peer Tutoring Program on Coexistence, Bullying and Cyberbullying in Spanish Schools. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6818. [PMID: 37835088 PMCID: PMC10572582 DOI: 10.3390/ijerph20196818] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Revised: 09/12/2023] [Accepted: 09/22/2023] [Indexed: 10/15/2023]
Abstract
The TEI peer tutoring program (in Spanish, Tutoría entre Iguales, hereinafter TEI ) is Spain's most important coexistence program for the prevention of violence and bullying in secondary schools and one of the first worldwide. So that we may better appreciate the effectiveness and benefits of this program, a comparative study has been developed between four schools that are presently following this preventive strategy (TEI centres) and four other schools that do not carry out the TEI program (non-TEI centres). Controlling the other sociodemographic variables, students' perception of coexistence, bullying and cyberbullying has been evaluated. In total, 1015 secondary school students belonging to eight schools from four autonomous communities in Spain participated. The results reveal that the students of TEI centres have a more favourable perception of educational coexistence and indicate lower rates of bullying and cyberbullying than those studying at non-TEI centres. These results highlight the benefits of the TEI program and the need to continue promoting and expanding these preventing bullying strategies in schools.
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Affiliation(s)
- Vanesa Sainz
- Facultad de Educación y Psicología, Universidad Francisco de Vitoria, Pozuelo de Alarcón, 29223 Madrid, Spain;
| | - O’Hara Soto-García
- Facultad de Educación y Psicología, Universidad Francisco de Vitoria, Pozuelo de Alarcón, 29223 Madrid, Spain;
| | - Juan Calmaestra
- Departamento de Psicología, Universidad de Córdoba, 14071 Córdoba, Spain;
| | - Antonio Maldonado
- Facultad de Formación de Profesorado y Educación, Universidad Autónoma de Madrid, 28049 Madrid, Spain;
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Rogers LO, Heard-Garris N. Documenting Racial Disparities or Disrupting Racism?: A Call to Center Systems of Power, Privilege, and Oppression in Psychological and Pediatric Research. JAMA Pediatr 2023; 177:113-114. [PMID: 36574233 DOI: 10.1001/jamapediatrics.2022.3862] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Affiliation(s)
- Leoandra Onnie Rogers
- Department of Psychology, Northwestern University, Evanston, Illinois.,Institute for Policy and Research, Northwestern University, Evanston, Illinois
| | - Nia Heard-Garris
- Institute for Policy and Research, Northwestern University, Evanston, Illinois.,Division of Advanced General Pediatrics and Primary Care, Department of Pediatrics, Ann & Robert H. Lurie Children's Hospital of Chicago and Northwestern University Feinberg School of Medicine, Chicago, Illinois.,Mary Ann & J. Milburn Smith Child Health Outreach, Research, and Evaluation Center, Stanley Manne Children's Research Institute, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois
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Do I Fit In: Race/Ethnicity and Feelings of Belonging in School. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09709-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Halladay J, MacKillop J, Munn C, Amlung M, Georgiades K. Individual- and school-level patterns of substance use and mental health symptoms in a population-based sample of secondary students: A multilevel latent profile analysis. Drug Alcohol Depend 2022; 240:109647. [PMID: 36244138 DOI: 10.1016/j.drugalcdep.2022.109647] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 09/21/2022] [Accepted: 09/22/2022] [Indexed: 01/06/2023]
Abstract
BACKGROUND While substance use and mental health symptoms commonly co-occur among adolescents, few population-level studies have examined profiles of co-occurrence to inform tailored prevention and early interventions. METHODS A multilevel latent profile analysis was conducted on a representative sample of 11,994 students in 68 secondary schools to: 1) identify distinct profiles of co-occurring substance use and mental health symptoms; 2) identify types of schools based on student profiles; and 3) explore school correlates of student profiles and school types, including school climate, belonging, and safety. RESULTS Five student profiles and three school types were identified. Among students, 57.6 % were in a low substance use and mental health profile, 22.5 % were in a high mental health but low substance use profile, 9.7 % were in a heavy drinking and cannabis use profile, 3.7 % were in a heavy drinking and smoking profile, and 6.5 % were in a high substance use and mental health profile. Positive school climate, belonging, and safety increased the odds of students being in the low profile, with belonging yielding larger effects among females. Among schools, 28 % had low, 57 % had moderate, and 15 % had high levels of student substance use and comorbid mental health symptoms. Rural schools were disproportionately represented in higher risk school types. CONCLUSIONS The identified student substance use and mental health symptom profiles can serve as targets for tailored prevention and early interventions. Results support examining school-based interventions targeting school climate, belonging, and safety with potential benefits to both substance use and mental health.
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Affiliation(s)
- Jillian Halladay
- Department of Health Research Methods, Evidence, and Impact, McMaster University, 1280 Main Street West, Hamilton, L8S 4S4, ON, Canada.
| | - James MacKillop
- Department of Psychiatry & Behavioral Neurosciences, McMaster University, Canada; Peter Boris Centre for Addictions Research, McMaster University/St. Joseph's Healthcare Hamilton, 100 West 5th St, Hamilton, Ontario, Canada L8N 3K7; Michael G. DeGroote Centre for Medicinal Cannabis Research, McMaster University, Canada.
| | - Catharine Munn
- Department of Health Research Methods, Evidence, and Impact, McMaster University, 1280 Main Street West, Hamilton, L8S 4S4, ON, Canada; Department of Psychiatry & Behavioral Neurosciences, McMaster University, Canada; Peter Boris Centre for Addictions Research, McMaster University/St. Joseph's Healthcare Hamilton, 100 West 5th St, Hamilton, Ontario, Canada L8N 3K7.
| | - Michael Amlung
- Department of Psychiatry & Behavioral Neurosciences, McMaster University, Canada; Peter Boris Centre for Addictions Research, McMaster University/St. Joseph's Healthcare Hamilton, 100 West 5th St, Hamilton, Ontario, Canada L8N 3K7; Cofrin Logan Center for Addiction Research and Treatment, University of Kansas, 1000 Sunnyside Avenue, Lawrence, KS 66045, the United States of America.
| | - Katholiki Georgiades
- Department of Health Research Methods, Evidence, and Impact, McMaster University, 1280 Main Street West, Hamilton, L8S 4S4, ON, Canada; Department of Psychiatry & Behavioral Neurosciences, McMaster University, Canada; Offord Centre for Child Studies, McMaster University, Canada.
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Bullying Victimization and Mental Health among Migrant Children in Urban China: A Moderated Mediation Model of School Belonging and Resilience. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127135. [PMID: 35742383 PMCID: PMC9222438 DOI: 10.3390/ijerph19127135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 05/06/2022] [Accepted: 06/08/2022] [Indexed: 11/23/2022]
Abstract
School bullying victimization among children is a significant public health issue that may negatively influence their mental health. However, few studies have been conducted on the bullying of migrant children in urban China. A positive psychological perspective has rarely been adopted in examining the mechanisms through which bullying victimization influences mental health, and the protective factors remain understudied. This research investigates the factors that may contribute to reducing the negative effects of bullying victimization on mental health, focusing on the protective roles of school belonging and resilience in the association between bullying victimization and mental health. Data were collected from 1087 school-aged migrant children in Shanghai and Nanjing, China. The PROCESS macro was used to conduct moderated mediation analyses to test the hypothesized models. The results of moderated mediation modeling revealed that bullying victimization (β = −0.386, p < 0.001) was negatively linked with mental health through decreased school belonging (β = 0.398, p < 0.001). Moreover, resilience buffered the indirect negative effects of bullying victimization on migrant children’s mental health via school belonging (β = −0.460, p < 0.01). Specifically, lower resilience was clearly associated with stronger indirect effects. Our findings suggest that school belonging and resilience must be incorporated into mental health prevention and intervention programs targeting migrant children with bullying victimization experiences.
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Chan MK, Furlong MJ, Nylund-Gibson K, Dowdy E. Heterogeneity Among Moderate Mental Health Students on the Mental Health Continuum-Short Form (MHC-SF). SCHOOL MENTAL HEALTH 2021; 14:416-430. [PMID: 34630730 PMCID: PMC8488927 DOI: 10.1007/s12310-021-09476-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/22/2021] [Indexed: 11/28/2022]
Abstract
Measures of positive well-being are needed to support the shift away from a deficit-based approach to mental health. This study examined one measure, the Mental Health Continuum-Short Form (MHC-SF), as a measure of positive well-being used in school-based mental health monitoring efforts. This study used latent profile analysis (LPA) to explore the mental health classifications of 10,880 California high school students’ responses to MHC-SF emotional, psychological, and social well-being items. Five latent mental wellness profiles emerged, including two ordered profiles (i.e., High Well-Being and Low Well-Being) and three profiles spanning the two ordered profiles. The High Well-Being profile had the most favorable psychological adjustment, and the three moderate well-being range profiles had differentiated functioning. Informing the utility of the MHC-SF, this study also compared the MHC-SF categorical diagnostic criteria with the LPA’s empirical classification approach and found the two classification approaches to be congruent. The findings provide an impetus for educators to attend to students in moderate well-being ranges and emphasize promoting positive mental well-being as an essential component of school-based mental health services.
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Affiliation(s)
- Mei-ki Chan
- Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, Santa Barbara, USA
- Department of Education, Gevirtz School of Education, University of California, Santa Barbara, Santa Barbara, 93106-9490 USA
| | - Michael J. Furlong
- International Center for School Based Youth Development, University of California, Santa Barbara, Santa Barbara, USA
| | - Karen Nylund-Gibson
- Department of Education, Gevirtz School of Education, University of California, Santa Barbara, Santa Barbara, 93106-9490 USA
| | - Erin Dowdy
- Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, Santa Barbara, USA
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Allen KA, Gray DL, Baumeister RF, Leary MR. The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct. EDUCATIONAL PSYCHOLOGY REVIEW 2021; 34:1133-1156. [PMID: 34483627 PMCID: PMC8405711 DOI: 10.1007/s10648-021-09633-6] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/16/2021] [Indexed: 12/04/2022]
Abstract
The need to belong in human motivation is relevant for all academic disciplines that study human behavior, with immense importance to educational psychology. The presence of belonging, specifically school belonging, has powerful long- and short-term implications for students’ positive psychological and academic outcomes. This article presents a brief review of belonging research with specific relevance to educational psychology. Following this is an interview with Emeritus Professors Roy Baumeister and Mark Leary, foundational pioneers in belonging research which reflects upon their influential 1995 paper, “The need to belong: Desire for interpersonal attachments as a fundamental human motivation,” to explore the value and relevance of belonging for understanding human behavior and promoting well-being.
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Affiliation(s)
- Kelly-Ann Allen
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, Australia.,Centre for Wellbeing Science, Melbourne Graduate School of Education, The University of Melbourne, Parkville, Australia
| | - DeLeon L Gray
- Department of Teacher Education and Learning Science, North Carolina State University, Raleigh, NC USA
| | - Roy F Baumeister
- School of Psychology, University of Queensland, St Lucia, Australia
| | - Mark R Leary
- Psychology and Neuroscience, Duke University, Durham, NC USA
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