1
|
Aksun K, Alcan V. Awareness and attitudes towards infectious diseases among teachers and administrators: Evaluation of health-related school program and practices. Infect Dis Health 2024; 29:91-106. [PMID: 38458897 DOI: 10.1016/j.idh.2024.02.002] [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: 11/28/2023] [Revised: 02/09/2024] [Accepted: 02/14/2024] [Indexed: 03/10/2024]
Abstract
BACKGROUND Schools play a crucial role in promoting health education and awareness about infectious diseases. This study aims to examine teachers' and administrators' awareness and attitudes towards infectious diseases and their specific health-related applications. METHODS This study used a new scale to collect survey data from 435 teachers and administrators. The validity and reliability of the scale were assessed by factor analysis. Pearson correlation and regression analysis were conducted to explore the relationships between variables. T-tests and one-way ANOVA were employed for group comparisons. RESULTS The findings revealed a concerning skepticism among a significant portion of participants towards the effectiveness of vaccines in ending epidemics and a lack of health education activities in schools. Significant differences were observed in the scores for physical measures, educational activities, awareness, observation, and attitudes based on school type and ownership of certificates (p ≤ 0.05). CONCLUSIONS This study highlights the need for continuous education and awareness-raising efforts to develop sustainable school health practices. Integrating diverse health professionals into school health management teams can enhance health services in educational settings. The present study also emphasizes the importance of comprehensive health education in understanding infectious diseases, preventive measures, and proper hygiene practices.
Collapse
Affiliation(s)
- Kaan Aksun
- Occupational Health and Safety Program, School of Graduate Studies, Tarsus University, Tarsus, Turkiye
| | - Veysel Alcan
- Department of Electrical and Electronics Engineering, Engineering Faculty, Tarsus University, Tarsus, Turkiye.
| |
Collapse
|
2
|
Ba-Break M, Bewick B, Huss R, Ensor T, Abahussin A, Alhakimi H, Elsey H. Systematic review of intervention functions, theoretical constructs and cultural adaptations of school-based smoking prevention interventions in low-income and middle-income countries. BMJ Open 2023; 13:e066613. [PMID: 36787979 PMCID: PMC9930567 DOI: 10.1136/bmjopen-2022-066613] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 01/09/2023] [Indexed: 02/16/2023] Open
Abstract
OBJECTIVE To identify the approaches and strategies used for ensuring cultural appropriateness, intervention functions and theoretical constructs of the effective and ineffective school-based smoking prevention interventions that were implemented in low-income and middle-income countries (LMICs). DATA SOURCES Included MEDLINE, EMBASE, Global Health, PsycINFO, Web of Science and grey literature which were searched through August 2022 with no date limitations. ELIGIBILITY CRITERIA We included randomised controlled trials (RCTs) with ≥6 months follow-up assessing the effect of school-based interventions on keeping pupils never-smokers in LMICs; published in English or Arabic. DATA EXTRACTION AND SYNTHESIS Intervention data were coded according to the Theoretical Domains Framework, intervention functions of Behaviour Change Wheel and cultural appropriateness features. Using narrative synthesis we identified which cultural-adaptation features, theoretical constructs and intervention functions were associated with effectiveness. Findings were mapped against the capability-motivation and opportunity model to formulate the conclusion. Risk of bias was assessed using the Cochrane risk of bias tool. RESULTS We identified 11 RCTs (n=7712 never-smokers aged 11-15); of which five arms were effective and eight (four of the effective) arms had a low risk of bias in all criteria. Methodological heterogeneity in defining, measuring, assessing and presenting outcomes prohibited quantitative data synthesis. We identified nine components that characterised interventions that were effective in preventing pupils from smoking uptake. These include deep cultural adaptation; raising awareness of various smoking consequences; improving refusal skills of smoking offers and using never-smokers as role models and peer educators. CONCLUSION Interventions that had used deep cultural adaptation which incorporated cultural, environmental, psychological and social factors, were more likely to be effective. Effective interventions considered improving pupils' psychological capability to remain never-smokers and reducing their social and physical opportunities and reflective and automatic motivations to smoke. Future trials should use standardised measurements of smoking to allow meta-analysis in future reviews.
Collapse
Affiliation(s)
- Maryam Ba-Break
- Leeds Institute of Health Sciences, University of Leeds, Leeds, UK
| | - Bridgette Bewick
- Leeds Institute of Health Sciences, University of Leeds, Leeds, UK
| | | | - Tim Ensor
- Leeds Institute of Health Sciences, University of Leeds, Leeds, UK
| | - Asma Abahussin
- Department of Biomedical Technology, King Saud University, Riyadh, Saudi Arabia
| | - Hamdi Alhakimi
- Head of MedGebra Centre for Research Consultations, Epidemiologist and Community Medicine Specialist, MedGebra Centre for Research Consultations, Utrecht, The Netherlands
| | - Helen Elsey
- Health Sciences, University of York, York, UK
| |
Collapse
|
3
|
Moula Z, Powell J, Brocklehurst S, Karkou V. Feasibility, acceptability, and effectiveness of school-based dance movement psychotherapy for children with emotional and behavioral difficulties. Front Psychol 2022; 13:883334. [PMID: 36072049 PMCID: PMC9443698 DOI: 10.3389/fpsyg.2022.883334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Accepted: 07/21/2022] [Indexed: 11/13/2022] Open
Abstract
BackgroundSchools have been increasingly employing dance movement psychotherapists to support children cope with daily worries and stress, express and understand their emotions, develop self-awareness and self-esteem. However, evidence on the impact of dance movement psychotherapy as a tool for prevention of mental health difficulties in childhood remains limited.MethodsSixteen children (aged 7–9) with mild emotional and behavioral difficulties from two primary schools were randomly assigned to a Dance Movement Psychotherapy (DMP) intervention or to a waiting list, within a larger pilot cross-over randomized controlled study which aimed to (a) test whether all elements of study design can work together and run smoothly in a full-scale RCT; and (b) investigate the effectiveness of arts therapies in improving children’s health related quality of life (HRQOL; EQ-5D-Y), wellbeing and life functioning (Child Outcome Rating Scale; CORS), emotional and behavioral difficulties (Strengths and Difficulties Questionnaire; SDQ), and duration of sleep (Fitbits). The therapeutic process was also evaluated through interviews with children, participant observations, the Children’s Session Rating Scale (CSRS), and ratings of adherence to the therapeutic protocol.ResultsThe findings indicated that DMP led to improvements in children’s life functioning, wellbeing, duration of sleep, emotional and behavioral difficulties, but not in quality of life. The improvements were maintained at the follow-up stages, up to 6 months post-intervention. Interviews with children also suggested positive outcomes, such as self-expression; emotional regulation; mastery and acceptance of emotions; improved self-confidence and self-esteem; reduced stress; and development of positive relationships. However, children would have preferred smaller groups and longer sessions.ConclusionThis study indicated that all outcome measures would be suitable for inclusion in a larger randomized controlled trial, though the EQ-5D-Y is not recommended as a stand-alone measure due to its lack of sensitivity and specificity for young participants. The adherence to the therapeutic protocol ratings differed between children and adults, highlighting the need to include children’s voice in future research. Strategies are also proposed of how to conduct randomization of participants in ways that do not hinder the therapeutic process.
Collapse
Affiliation(s)
- Zoe Moula
- Imperial College London, London, United Kingdom
- *Correspondence: Zoe Moula,
| | - Joanne Powell
- Faculty of Health, Social Care & Medicine and Faculty of Psychology, Edge Hill University, Ormskirk, United Kingdom
| | - Shirley Brocklehurst
- Faculty of Health, Social Care & Medicine and Faculty of Psychology, Edge Hill University, Ormskirk, United Kingdom
| | - Vicky Karkou
- Faculty of Health, Social Care & Medicine and Faculty of Psychology, Edge Hill University, Ormskirk, United Kingdom
| |
Collapse
|
4
|
Ordinary Magic in Extraordinary Circumstances: Factors Associated with Positive Mental Health Outcomes for Early Adolescents During the COVID-19 Pandemic. ADVERSITY AND RESILIENCE SCIENCE 2022; 3:65-79. [PMID: 35128460 PMCID: PMC8801386 DOI: 10.1007/s42844-022-00054-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 01/06/2022] [Indexed: 11/26/2022]
Abstract
The COVID-19 pandemic and associated restrictions have had a negative impact on the mental health and wellbeing of many people worldwide, but this may have been particularly challenging for adolescents. However, there is a paucity of research examining the factors associated with good mental health during this time. The aim of the current study was to identify the protective factors amongst early adolescents in the UK that were associated with better mental health outcomes (internalising and externalising difficulties, and wellbeing) during the first national COVID-19 lockdown. Between September and December 2020, 290 11–14 year olds across North West England completed an online survey consisting of several measures pertaining to experiences of lockdown, and mental health and wellbeing. Hierarchical multiple regression was used to analyse the data. Results indicated that higher participant-rated lockdown experience (the extent to which it was fun, easy, and good) and higher levels of optimism were protective factors for all three outcomes of interest. Greater adherence to government guidance was a protective factor for internalising difficulties and wellbeing only, while family keyworker status was protective for externalising difficulties and wellbeing only. Community and school connection were protective factors for internalising difficulties; family connection and number of parents at home were protective factors for externalising difficulties; and peer support and family knowledge of COVID-19 were protective factors for wellbeing. In summary, the ‘ordinary magic’ of supportive relationships and positive experiences appear to be some of the key factors needed to maintain adolescents’ mental health and wellbeing, and to help them overcome difficulties posed by the COVID-19 pandemic.
Collapse
|
5
|
Vlot-van Anrooij K, Naaldenberg J, Hilgenkamp TIM, Overwijk A, van der Velden K, Leusink GL. Gaining actionable knowledge to improve local health-promoting capacities in long-term care support settings for people with intellectual disabilities. PATIENT EDUCATION AND COUNSELING 2022; 105:407-415. [PMID: 34045091 DOI: 10.1016/j.pec.2021.05.033] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Revised: 01/29/2021] [Accepted: 05/19/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVE People with intellectual disabilities (ID) are largely dependent on their environment to live healthily and, in this, ID-support organizations play a vital role. An environmental asset mapping tool for ID-support settings has been developed. This study aims to provide insight into whether or not the tool can provide a comprehensive view on assets in the system and actionable knowledge to improve health-promoting capacities in ID-support settings. METHODS Fifty-seven users from four setting completed the tool on availability, user satisfaction, and dreams regarding social, physical, organizational, and financial assets. RESULTS The findings provide a comprehensive view of available assets. Together with user satisfaction and dreams for improvements, they provide actionable knowledge for improving the health-promoting capacities of the settings, including: (1) how use of available assets can be improved, (2) the type of assets that should be enriched, and (3) the assets that can be added to the system. CONCLUSION The asset mapping tool provides a comprehensive view on assets in the system and actionable knowledge to improve health-promoting capacities in ID-support settings. PRACTICE IMPLICATIONS ID-support organizations can use the tool to generate actionable bottom-up knowledge for priority setting and implementing interventions to improve their health-promoting capacities.
Collapse
Affiliation(s)
- Kristel Vlot-van Anrooij
- Department of Primary and Community Care, Intellectual Disabilities and Health, Radboud University Medical Center, 6500 HB Nijmegen, The Netherlands.
| | - Jenneken Naaldenberg
- Department of Primary and Community Care, Intellectual Disabilities and Health, Radboud University Medical Center, 6500 HB Nijmegen, The Netherlands
| | - Thessa I M Hilgenkamp
- Department of Physical Therapy, University of Nevada, Las Vegas, USA; Department of General Practice, Intellectual Disability Medicine, Erasmus MC University Medical Center, Rotterdam, The Netherlands
| | - Annelies Overwijk
- Research group Healthy Ageing, Allied Health Care and Nursing, Hanze University of Applied Sciences Groningen, The Netherlands; Department of Health Psychology, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands
| | - Koos van der Velden
- Department of Primary and Community Care, Radboud University Medical Center, 6500 HB Nijmegen, The Netherlands
| | - Geraline L Leusink
- Department of Primary and Community Care, Intellectual Disabilities and Health, Radboud University Medical Center, 6500 HB Nijmegen, The Netherlands
| |
Collapse
|
6
|
Moltrecht B, Patalay P, Bear HA, Deighton J, Edbrooke-Childs J. A Transdiagnostic, Emotion Regulation App (Eda) for Children: Design, Development, and Lessons Learned. JMIR Form Res 2022; 6:e28300. [PMID: 35044312 PMCID: PMC8811693 DOI: 10.2196/28300] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Revised: 10/04/2021] [Accepted: 11/16/2021] [Indexed: 01/23/2023] Open
Abstract
BACKGROUND Digital interventions, including mobile apps, represent a promising means of providing effective mental health support to children and young people. Despite the increased availability of mental health apps, there is a significant gap for this age group, especially for children (aged 10-12 years). Research investigating the effectiveness and development process of child mental health apps is limited, and the field faces persistent issues in relation to low user uptake and engagement, which is assumed to be a result of limited user involvement in the design process. OBJECTIVE This study aims to present the development and design process of a new mental health app for children that targets their emotion regulation abilities. We describe the creation of a new interdisciplinary development framework to guide the design process and explain how each activity informed different app features. METHODS The first 2 stages of the framework used a variety of methods, including weekly classroom observations over a 6-month period (20 in total); public engagement events with the target group (N=21); synthesis of the existing evidence as part of a meta-analysis; a series of co-design and participatory workshops with young users (N=33), clinicians (N=7), researchers (N=12), app developers (N=1), and designers (N=2); and finally, testing of the first high-tech prototype (N=15). RESULTS For the interdisciplinary framework, we drew on methods derived from the Medical Research Council framework for complex interventions, the patient-clinician framework, and the Druin cooperative inquiry. The classroom observations, public engagement events, and synthesis of the existing evidence informed the first key pillars of the app and wireframes. Subsequently, a series of workshops shaped and reshaped the content and app features, including games, psychoeducational films, and practice modules. On the basis of the prototype testing sessions, we made further adjustments to improve the app. CONCLUSIONS Although mobile apps could be highly suitable to support children's mental health on a wider scale, there is little guidance on how these interventions could be designed and developed. The involvement of young users across different design activities is very valuable. We hope that our interdisciplinary framework and description of the used methods will be helpful to others who are hoping to develop mental health apps for children and young people.
Collapse
Affiliation(s)
- Bettina Moltrecht
- Evidence-based practice unit, Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom.,Centre for Longitudinal Studies, Institute of Education, University College London, London, United Kingdom
| | - Praveetha Patalay
- Centre for Longitudinal Studies, Institute of Education, University College London, London, United Kingdom
| | - Holly Alice Bear
- Evidence-based practice unit, Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom.,Department of Psychiatry, University of Oxford, Oxford, United Kingdom
| | - Jessica Deighton
- Evidence-based practice unit, Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom
| | - Julian Edbrooke-Childs
- Evidence-based practice unit, Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom
| |
Collapse
|
7
|
Blackburn R, Ajetunmobi O, Mc Grath-Lone L, Hardelid P, Shafran R, Gilbert R, Wijlaars L. Hospital admissions for stress-related presentations among school-aged adolescents during term time versus holidays in England: weekly time series and retrospective cross-sectional analysis. BJPsych Open 2021; 7:e215. [PMID: 34794519 PMCID: PMC8612011 DOI: 10.1192/bjo.2021.1058] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/16/2022] Open
Abstract
BACKGROUND Schools are a potential stressor for adolescents and may contribute to emergency hospital admissions. AIMS We describe rates of stress-related presentations (SRPs) among school-aged adolescents (11-17 years) during school terms and holidays, and explore differences by age and gender. METHOD Using national administrative hospital data, we defined an SRP as an emergency hospital admission with a primary diagnosis related to pain, psychosomatic symptoms (e.g. fatigue) or mental health problems, or with self-harm indicated in any diagnostic position. We estimated incidence rate ratios for weekly SRPs in term time versus holidays from 2014-2015 to 2017-2018, using negative binomial regression models, stratified by age and gender. We estimated the cumulative incidence of any SRP between 11 and 17 years by analysing prior hospital admission histories of adolescents with an SRP in 2017-2018. RESULTS Over the 4-year study period, 305 491 SRPs in 171 013 school-aged adolescents accounted for 31% of emergency admissions for this group. SRPs were predominantly for mental health problems or self-harm (38%), or pain (35%). Weekly admission rates for SRPs were higher in term time than holidays for all ages (age-specific incidence rate ratios were 1.15-1.49 for girls and 1.08-1.60 for boys). Rates were highest for girls aged 14 and 15 years. The estimated cumulative incidence of any SRP between 11 and 17 years was 7.9% for girls and 4.1% for boys. CONCLUSIONS Hospital admissions for SRPs are common among adolescents, affecting around two girls and one boy in every classroom. Higher rates in term time than holidays suggest that school factors may contribute.
Collapse
Affiliation(s)
- Ruth Blackburn
- UCL Institute of Health Informatics, University College London, UK
| | | | | | - Pia Hardelid
- Population, Policy and Practice Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, University College London, UK
| | - Roz Shafran
- Population, Policy and Practice Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, University College London, UK
| | - Ruth Gilbert
- Population, Policy and Practice Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, University College London, UK
| | - Linda Wijlaars
- Population, Policy and Practice Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, University College London, UK
| |
Collapse
|
8
|
Moltrecht B, Patalay P, Deighton J, Edbrooke-Childs J. A School-Based Mobile App Intervention for Enhancing Emotion Regulation in Children: Exploratory Trial. JMIR Mhealth Uhealth 2021; 9:e21837. [PMID: 34259642 PMCID: PMC8319776 DOI: 10.2196/21837] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Revised: 03/03/2021] [Accepted: 04/28/2021] [Indexed: 02/01/2023] Open
Abstract
BACKGROUND Most mental health disorders are first experienced in childhood. The rising rates of mental health difficulties in children highlight the need for innovative approaches to supporting children and preventing these difficulties. School-based digital interventions that address shared risk factors and symptoms, such as emotion dysregulation, present exciting opportunities to enhance mental health support for children on a larger scale. OBJECTIVE This study investigates the use of a new app-based intervention designed to support children's emotion regulation in schools. The aim is to optimize the usability, acceptability, and utility of the app and explore its scope for implementation with the target user in the school context. METHODS As part of an interdisciplinary development framework, the app is being evaluated in a 3-month trial across 4 primary schools. In total, 144 children (aged 10-12 years) took part and accessed the intervention app in the classroom or at home. Outcomes regarding usability, acceptability, and implementation opportunities were assessed through digital user data, self-report questionnaires (132/144, 91.6%), and semistructured interviews with children (19/144, 13.2%) and teachers (6/8, 75%). RESULTS The app usage data showed that 30% (128/426) of the users were returning users. Self-report data indicated that 40.1% (53/132) of the children had not used the app, whereas 57.5% (76/132) had used it once or more. Of the children who had used the app, 67% (51/76) reported that the app was helpful. Interviews with children and teachers suggested positive experiences with the app and that it helped them to calm down and relax. Children reported that they perceived the app as acceptable, usable, and helpful. In terms of the intervention's usability, most features functioned well; however, certain technical issues were reported, which may have led to reduced engagement levels. Teachers not only reported overall positive experiences but also discussed access difficulties and reported a lack of content as one of the main barriers to implementing the app. Having a web-based app significantly enhanced accessibility across devices and settings and provided teachers with more opportunities to use it. We identified the need for new, activating app features in addition to the existing, primarily relaxing ones. The findings indicated that it is possible to use and evaluate an app intervention in the school context and that the app could help enhance children's emotion regulation. We discuss areas for improvement regarding the app, study design, and future implementation strategies. CONCLUSIONS We share important insights with regard to the development, implementation, and evaluation of a new app for supporting children's emotion regulation in schools. Our results demonstrate that mental health apps represent a promising means to facilitate effective mental health service provision in and outside of the school context. Important lessons learned are shared to support other researchers and clinicians on similar journeys.
Collapse
Affiliation(s)
- Bettina Moltrecht
- Evidence-based Practice Unit, University College London & Anna Freud National Centre, London, United Kingdom.,Department of Psychiatry, University of Oxford, Oxford, United Kingdom
| | - Praveetha Patalay
- MRC Unit for Lifelong Health and Ageing, University College London, London, United Kingdom
| | - Jessica Deighton
- Evidence-based Practice Unit, University College London & Anna Freud National Centre, London, United Kingdom
| | - Julian Edbrooke-Childs
- Evidence-based Practice Unit, University College London & Anna Freud National Centre, London, United Kingdom
| |
Collapse
|
9
|
Blake J, Bayliss A, Callow B, Futter G, Harikrishnan N, Peryer G. Using a storytelling intervention in schools to explore death, dying, and loss. JOURNAL OF PUBLIC MENTAL HEALTH 2020. [DOI: 10.1108/jpmh-04-2020-0030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
Experiencing bereavement in childhood can cause profound changes to developmental trajectories. This paper aims to evaluate the feasibility of implementing a public health intervention in schools to encourage pupils aged 12-15 years to independently explore ideas of death, dying, loss and end of life care in a structured and creative format.
Design/methodology/approach
A co-produced storytelling intervention was implemented in an independent school in Norwich, UK. Pupils wrote up to 1,000 words in response to the title, “I Wish We’d Spoken Earlier”. Their participation was voluntary and extra-curricular. Stakeholder feedback was used in addition to the submissions as a measure of acceptability, appropriateness, adoption and feasibility.
Findings
In total, 24 entries were submitted. Pupils demonstrated their ability to engage thoughtfully and creatively with the subject matter. Feasibility for the storytelling intervention was demonstrated. Importantly, the intervention also prompted family conversations around preferences and wishes for end of life care.
Research limitations/implications
To determine whether the intervention has psychological and social benefits will require further study.
Practical implications
Educational settings can be considered as anchor institutions to support a public health approach to end of life care.
Originality/value
The positive response from all stakeholders in delivering and supporting the intervention indicates that schools are a community asset that could be further empowered to support children and families affected by death, dying and loss.
Collapse
|
10
|
Colomer-Pérez N, Chover-Sierra E, Gea-Caballero V, Paredes-Carbonell JJ. Health Assets, Vocation and Zest for Healthcare work. A Salutogenic Approach to Active Coping among Certified Nursing Assistant Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17103586. [PMID: 32443778 PMCID: PMC7277762 DOI: 10.3390/ijerph17103586] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/16/2020] [Revised: 05/15/2020] [Accepted: 05/18/2020] [Indexed: 12/19/2022]
Abstract
People's health assets (HA) mapping process and design dynamization strategies for it are paramount issues for health promotion. These strategies improve the health heritage of individuals and communities as both the salutogenic model of health (SMH) and health assets model (HAM) defend. Connecting and mobilizing HA and strengthens the 'sense of coherence' (SOC) are both related to enhancing stress active and effective coping strategies. This study aims to describe the HA present in a population of certified nursing assistant students (n = 921) in Spain and then to explore their relationships with the SOC, the motivation to choose healthcare studies and their academic performance. A great variety of HA were identified and mapped. Findings showed that individuals with greater motivation towards self-care and 'caring for others' as internal HA, possessed higher SOC levels and a strong vocation for healthcare work. Differences in HA were identified according to gender, age and employment situation. Consistent connections between the care-relation factor and vocational factor with interpersonal and extrapersonal HA were reported. Evidence and results substantiated the salutogenic and asset-based approach as a proper strategy to strengthen SOC, dynamize their HA map, reinforce the sense of calling and enable Certified Nurse Assistant (CNA) students to buffer against caregiving-related stress and thrive in their profession.
Collapse
Affiliation(s)
- Natura Colomer-Pérez
- Department of Nursing, University of Valencia, 46010 Valencia, Spain;
- Development and Advising in Traffic Safety (DATS) Research Group, INTRAS (Instituto de Investigación en Tráfico y Seguridad Vial), 46022 Valencia, Spain
- Correspondence:
| | - Elena Chover-Sierra
- Department of Nursing, University of Valencia, 46010 Valencia, Spain;
- Consorcio Hospital General Universitario de Valencia, Medicina Interna, 46014 Valencia, Spain
| | - Vicente Gea-Caballero
- Escuela de Enfermería La Fe, Centro adscrito Universitat de València, 46026 València, Spain;
- Grupo de Investigación GREIACC, Instituto de Investigación Sanitaria IIS La Fe, 46026 València, Spain
| | - Joan J. Paredes-Carbonell
- Centre de Salut Pública d’Alzira, Conselleria de Sanitat Universal i Salut Pública, Alzira, 46600 València, Spain;
- Fundació per al Foment de la Investigació Sanitària i Biomèdica de la Comunitat Valenciana (FISABIO), 46035 València, Spain
| |
Collapse
|
11
|
The Mentally Healthy Schools Workbook. JOURNAL OF PUBLIC MENTAL HEALTH 2020. [DOI: 10.1108/jpmh-03-2020-104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
12
|
Martínez García L, Alonso-Coello P, Asso Ministral L, Ballesté-Delpierre C, Canelo Aybar C, de Britos C, Fernández Rodríguez A, Gallego Iborra A, Leo Rosas V, Llaquet P, Niño de Guzmán Quispe EP, Pérez-Gaxiola G, Requeijo C, Salas-Gama K, Samsó Jofra L, Terres J, Urreta I, Rosenbaum S. Learning to make informed health choices: Protocol for a pilot study in schools in Barcelona. F1000Res 2019; 8:2018. [PMID: 32528654 PMCID: PMC7268153 DOI: 10.12688/f1000research.21292.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/20/2019] [Indexed: 11/04/2023] Open
Abstract
Introduction: The Informed Health Choices (IHC) project has developed learning resources to teach primary school children (10 to 12-year-olds) to assess treatment claims and make informed health choices. The aim of our study is to explore both the students' and teachers' experience when using these resources in the context of Barcelona (Spain). Methods: During the 2019-2020 school year, we will conduct a pilot study with 4 th and 5 th-year primary school students (9 to 11-year-olds) from three schools in Barcelona. The intervention in the schools will include: 1) a workshop with the teachers, and 2) lessons to the students. The data collection will include: 1) initial assessment of the resources by the teachers, 2) non-participatory observations during the lessons, 3) semi-structured interviews with the students after a lesson, 4) assessment of the lessons by the teachers, 5) treatment claim assessment by the students, and 6) final assessment of the resources by the teachers. We will use ad hoc questionnaires and guides to register the data. We will perform a quantitative and qualitative analysis of the data to explore understandability, desirability, suitability, usefulness, facilitators and barriers of the resources. The most relevant results will be discussed and some recommendations on how to use, how to adapt (if needed), and how to implement the IHC resources to this context will be agreed. We will publish the study results in a peer-reviewed journal and in several Internet resources (web pages, electronic bulletins, and social media), and we will present them to the different users of interest in conferences, workshops, and meetings. Ethical considerations: The study protocol has obtained an approval exemption from the Ethics Committee of the Hospital de la Santa Creu i Sant Pau (Barcelona, Spain).
Collapse
Affiliation(s)
- Laura Martínez García
- Iberoamerican Cochrane Centre (IbCC) - Sant Pau Biomedical Research Institute (IIB-Sant Pau), Barcelona, Spain
- CIBER of Epidemiology and Public Health (CIBERESP), Barcelona, Spain
| | - Pablo Alonso-Coello
- Iberoamerican Cochrane Centre (IbCC) - Sant Pau Biomedical Research Institute (IIB-Sant Pau), Barcelona, Spain
- CIBER of Epidemiology and Public Health (CIBERESP), Barcelona, Spain
| | - Laia Asso Ministral
- Maternal and Child Health Service, General Subdirectorate of Health Promotion, Public Health Agency of Catalonia, Barcelona, Spain
| | | | - Carlos Canelo Aybar
- Iberoamerican Cochrane Centre (IbCC) - Sant Pau Biomedical Research Institute (IIB-Sant Pau), Barcelona, Spain
- CIBER of Epidemiology and Public Health (CIBERESP), Barcelona, Spain
| | | | | | | | - Victoria Leo Rosas
- Iberoamerican Cochrane Centre (IbCC) - Sant Pau Biomedical Research Institute (IIB-Sant Pau), Barcelona, Spain
| | | | | | | | - Carolina Requeijo
- Epidemiology and Public Health Department, Hospital de la Santa Creu i Sant Pau, Barcelona, Spain
| | - Karla Salas-Gama
- Epidemiology and Public Health Department, Hospital de la Santa Creu i Sant Pau, Barcelona, Spain
| | - Laura Samsó Jofra
- Epidemiology and Public Health Department, Hospital de la Santa Creu i Sant Pau, Barcelona, Spain
| | | | - Iratxe Urreta
- Clinical Epidemiology and Research Unit, University Hospital of Donostia, Donostia, Spain
| | - Sarah Rosenbaum
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
| |
Collapse
|
13
|
Martínez García L, Alonso-Coello P, Asso Ministral L, Ballesté-Delpierre C, Canelo Aybar C, de Britos C, Fernández Rodríguez A, Gallego Iborra A, Leo Rosas V, Llaquet P, Niño de Guzmán Quispe EP, Pérez-Gaxiola G, Requeijo C, Salas-Gama K, Samsó Jofra L, Terres J, Urreta I, Rosenbaum S. Learning to make informed health choices: Protocol for a pilot study in schools in Barcelona. F1000Res 2019; 8:2018. [PMID: 32528654 PMCID: PMC7268153 DOI: 10.12688/f1000research.21292.2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/04/2020] [Indexed: 11/04/2023] Open
Abstract
Introduction: The Informed Health Choices (IHC) project has developed learning resources to teach primary school children (10 to 12-year-olds) to assess treatment claims and make informed health choices. The aim of our study is to explore both the students' and teachers' experience when using these resources in the context of Barcelona (Spain). Methods: During the 2019-2020 school year, we will conduct a pilot study with 4 th and 5 th-year primary school students (9 to 11-year-olds) from three schools in Barcelona. The intervention in the schools will include: 1) assessment of the IHC resources by the teachers before the lessons, 2) non-participatory observations during the lessons, 3) semi-structured interviews with the students after a lesson, 4) assessment of the lessons by the teachers after a lesson, 5) treatment claim assessment by the students at the end of the lessons, and 6) assessment of the IHC resources by the teachers at the end of the lessons. We will use ad hoc questionnaires and guides to register the data. We will perform a quantitative and qualitative analysis of the data to explore understandability, desirability, suitability, usefulness, facilitators and barriers of the resources. The most relevant results will be discussed and some recommendations on how to use, how to adapt (if needed), and how to implement the IHC resources to this context will be agreed. The findings of the contextualization activities could inform the design of a cluster-randomised trial, to determine the effectiveness of the IHC resources in this context prior to scaling-up its use. Ethical considerations: The study protocol has obtained an approval exemption from the Ethics Committee of the Hospital de la Santa Creu i Sant Pau (Barcelona, Spain).
Collapse
Affiliation(s)
- Laura Martínez García
- Iberoamerican Cochrane Centre (IbCC) - Sant Pau Biomedical Research Institute (IIB-Sant Pau), Barcelona, Spain
- CIBER of Epidemiology and Public Health (CIBERESP), Barcelona, Spain
| | - Pablo Alonso-Coello
- Iberoamerican Cochrane Centre (IbCC) - Sant Pau Biomedical Research Institute (IIB-Sant Pau), Barcelona, Spain
- CIBER of Epidemiology and Public Health (CIBERESP), Barcelona, Spain
| | - Laia Asso Ministral
- Maternal and Child Health Service, General Subdirectorate of Health Promotion, Public Health Agency of Catalonia, Barcelona, Spain
| | | | - Carlos Canelo Aybar
- Iberoamerican Cochrane Centre (IbCC) - Sant Pau Biomedical Research Institute (IIB-Sant Pau), Barcelona, Spain
- CIBER of Epidemiology and Public Health (CIBERESP), Barcelona, Spain
| | | | | | | | - Victoria Leo Rosas
- Iberoamerican Cochrane Centre (IbCC) - Sant Pau Biomedical Research Institute (IIB-Sant Pau), Barcelona, Spain
| | | | | | | | - Carolina Requeijo
- Epidemiology and Public Health Department, Hospital de la Santa Creu i Sant Pau, Barcelona, Spain
| | - Karla Salas-Gama
- Epidemiology and Public Health Department, Hospital de la Santa Creu i Sant Pau, Barcelona, Spain
| | - Laura Samsó Jofra
- Epidemiology and Public Health Department, Hospital de la Santa Creu i Sant Pau, Barcelona, Spain
| | | | - Iratxe Urreta
- Clinical Epidemiology and Research Unit, University Hospital of Donostia, Donostia, Spain
| | - Sarah Rosenbaum
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
| |
Collapse
|
14
|
Martínez García L, Alonso-Coello P, Asso Ministral L, Ballesté-Delpierre C, Canelo Aybar C, de Britos C, Fernández Rodríguez A, Gallego Iborra A, Leo Rosas V, Llaquet P, Niño de Guzmán Quispe EP, Pérez-Gaxiola G, Requeijo C, Salas-Gama K, Samsó Jofra L, Terres J, Urreta I, Rosenbaum S. Learning to make informed health choices: Protocol for a pilot study in schools in Barcelona. F1000Res 2019; 8:2018. [PMID: 32528654 PMCID: PMC7268153 DOI: 10.12688/f1000research.21292.3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/10/2020] [Indexed: 11/20/2022] Open
Abstract
Introduction: The Informed Health Choices (IHC) project has developed learning resources to teach primary school children (10 to 12-year-olds) to assess treatment claims and make informed health choices. The aim of our study is to explore both the students' and teachers' experience when using these resources in the context of Barcelona (Spain). Methods: During the 2019-2020 school year, we will conduct a pilot study with 4 th and 5 th-year primary school students (9 to 11-year-olds) from three schools in Barcelona. The intervention in the schools will include: 1) a workshop with the teachers, and 2) lessons to the students. The data collection will include: 1) assessment of the IHC resources by the teachers before the lessons, 2) non-participatory observations during the lessons, 3) semi-structured interviews with the students after a lesson, 4) assessment of the lessons by the teachers after a lesson, 5) treatment claim assessment by the students at the end of the lessons, and 6) assessment of the IHC resources by the teachers at the end of the lessons. We will use ad hoc questionnaires and guides to register the data. We will perform a quantitative and qualitative analysis of the data to explore understandability, desirability, suitability, usefulness, facilitators and barriers of the resources. The most relevant results will be discussed and some recommendations on how to use, how to adapt (if needed), and how to implement the IHC resources to this context will be agreed. The findings of the contextualization activities could inform the design of a cluster-randomised trial, to determine the effectiveness of the IHC resources in this context prior to scaling-up its use. Ethical considerations: The study protocol has obtained an approval exemption from the Ethics Committee of the Hospital de la Santa Creu i Sant Pau (Barcelona, Spain).
Collapse
Affiliation(s)
- Laura Martínez García
- Iberoamerican Cochrane Centre (IbCC) - Sant Pau Biomedical Research Institute (IIB-Sant Pau), Barcelona, Spain
- CIBER of Epidemiology and Public Health (CIBERESP), Barcelona, Spain
| | - Pablo Alonso-Coello
- Iberoamerican Cochrane Centre (IbCC) - Sant Pau Biomedical Research Institute (IIB-Sant Pau), Barcelona, Spain
- CIBER of Epidemiology and Public Health (CIBERESP), Barcelona, Spain
| | - Laia Asso Ministral
- Maternal and Child Health Service, General Subdirectorate of Health Promotion, Public Health Agency of Catalonia, Barcelona, Spain
| | | | - Carlos Canelo Aybar
- Iberoamerican Cochrane Centre (IbCC) - Sant Pau Biomedical Research Institute (IIB-Sant Pau), Barcelona, Spain
- CIBER of Epidemiology and Public Health (CIBERESP), Barcelona, Spain
| | | | | | | | - Victoria Leo Rosas
- Iberoamerican Cochrane Centre (IbCC) - Sant Pau Biomedical Research Institute (IIB-Sant Pau), Barcelona, Spain
| | | | | | | | - Carolina Requeijo
- Epidemiology and Public Health Department, Hospital de la Santa Creu i Sant Pau, Barcelona, Spain
| | - Karla Salas-Gama
- Epidemiology and Public Health Department, Hospital de la Santa Creu i Sant Pau, Barcelona, Spain
| | - Laura Samsó Jofra
- Epidemiology and Public Health Department, Hospital de la Santa Creu i Sant Pau, Barcelona, Spain
| | | | - Iratxe Urreta
- Clinical Epidemiology and Research Unit, University Hospital of Donostia, Donostia, Spain
| | - Sarah Rosenbaum
- Centre for Informed Health Choices, Norwegian Institute of Public Health, Oslo, Norway
| |
Collapse
|
15
|
Punukollu M, Burns C, Marques M. Effectiveness of a pilot school-based intervention on improving scottish students’ mental health: a mixed methods evaluation. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2019. [DOI: 10.1080/02673843.2019.1674167] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
Affiliation(s)
- Mallika Punukollu
- Glasgow Royal Infirmary Library and eLearning Centre, Glasgow, UK
- NHS Greater Glasgow and Clyde, Child and Adolescent Mental Health System , Glasgow, UK
| | - Caitlin Burns
- Glasgow Royal Infirmary Library and eLearning Centre, Glasgow, UK
- NHS Greater Glasgow and Clyde, Child and Adolescent Mental Health System , Glasgow, UK
| | - Mafalda Marques
- Child and Adolescent Psychiatry Service, Pediatric Hospital of Coimbra, Hospitalar and University Center of Coimbra , Coimbra, Portugal
| |
Collapse
|
16
|
Agdal R, Midtgård IH, Meidell V. Can Asset-Based Community Development with Children and Youth Enhance the Level of Participation in Health Promotion Projects? A Qualitative Meta-Synthesis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16193778. [PMID: 31597340 PMCID: PMC6801434 DOI: 10.3390/ijerph16193778] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Revised: 09/13/2019] [Accepted: 09/25/2019] [Indexed: 11/16/2022]
Abstract
The asset-based community development (ABCD) approach have been widely used to map local assets and to ensure participation of local communities in public health promotion strategies. Participatory practices, such as ABCD, have been applied to shift public health strategies towards addressing health inequities. In this meta-synthesis, we ask if, and how, ABCD enhance the level of participation for children, youth and schools. Three thousand eight hundred eight titles and abstracts were identified in ten databases and transferred to the online program Rayyan. Through a blinded process we excluded texts that did not meet the inclusion criteria. The twelve included texts on ABCD for children, youth and schools are of varying quality. The research on ABCD for children, youth and schools have not been cumulative. Nevertheless, the texts show that ABCD provides strategies that enhance the participation of children, youth, and schools, in health promotion projects. The projects were categorized according to Robert Hart’s classical participation ladder, and we found that the projects with the highest level of adherence to ABCD principles also had the highest level of participation. The projects with high levels of participation were supported by adult facilitators that created learning environments where children and youth developed their participatory skills.
Collapse
Affiliation(s)
- Rita Agdal
- Western Norway University of Applied Sciences, 7030, 5020 Bergen, Norway.
| | | | - Vigdis Meidell
- Western Norway University of Applied Sciences, 7030, 5020 Bergen, Norway.
| |
Collapse
|
17
|
Al-Amer R, Salamonson Y, Villarosa AR, Subih M, Darwish R, Maneze D. Accuracy of Body Weight Estimation Among Palestinian Refugee Adolescents Living in Jordan: A Cross-Sectional Study. J Nurs Scholarsh 2019; 51:642-650. [PMID: 31571411 DOI: 10.1111/jnu.12517] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/27/2019] [Indexed: 11/26/2022]
Abstract
PURPOSE We aimed to examine the prevalence of obesity among adolescents living in a refugee camp in Jordan and analyze the factors influencing their weight perceptions. DESIGN Cross-sectional survey. METHODS We examined the body weight perception, and the influence of psychological, cultural, and social factors, among Palestinian refugee adolescents living in Jordan using a cross-sectional survey. Univariate, bivariate, and multiple logistic regression analyses were used to investigate the relationships between body weight status, weight perception, satisfaction with weight, screen time, and depression status of these adolescents. RESULTS A total of 620 adolescents participated in the study, of which 24% were either overweight or obese. Overweight or obese adolescents were more likely to underestimate their weight (p < .001), while those with depressive symptoms (Patient Health Questionnaire for Adolescents score > 14), were more likely to overestimate their body weight (p = .021). Having symptoms indicative of depression (adjusted odds ratio [AOR] = 1.70; 95% confidence interval [CI] = 1.16-2.50) and having a body mass index in the overweight/obese range (AOR = 4.16; 95% CI = 2.73-6.35) were predictors of discordant weight perception. CONCLUSIONS This study showed that excess body weight is a significant issue among Palestinian refugee adolescents living in a refugee camp in Jordan. Underlying depression is an important factor in excess weight and distorted weight perceptions especially among this vulnerable group. CLINICAL RELEVANCE The study highlights the importance of addressing discordant body weight perception and depression in weight management in nursing interventions for vulnerable adolescent groups.
Collapse
Affiliation(s)
- Rasmieh Al-Amer
- Assistant Professor, Isra University of Jordan, School of Nursing and Midwifery, Amman, Jordan and Adjunct Research Fellow, Western Sydney University, School of Nursing and Midwifery, Penrith, NSW, Australia
| | - Yenna Salamonson
- Professor, Western Sydney University, School of Nursing and Midwifery, and Centre for Oral Health Outcomes & Research Translation (COHORT), Ingham Institute for Applied Medical Research, Penrith, NSW, Australia
| | - Amy R Villarosa
- Research Assistant, Western Sydney University, School of Nursing and Midwifery, and Centre for Oral Health Outcomes & Research Translation (COHORT), Ingham Institute for Applied Medical Research, Penrith, NSW, Australia
| | - Maha Subih
- Assistant Professor, Al-Zaytoonah University of Jordan (ZUJ), School of Nursing and Midwifery, Amman, Jordan
| | | | - Della Maneze
- Multicultural Health Promotion Officer, South Western Sydney Local Health District (SWSLHD), Adjunct Research Fellow, Western Sydney University, School of Nursing and Midwifery, and Centre for Oral Health Outcomes & Research Translation (COHORT), Ingham Institute for Applied Medical Research, Campbelltown, NSW, Australia
| |
Collapse
|
18
|
Abstract
Purpose
The purpose of this paper is to relate the health services’ prevention imperative to a new priority area, youth suicide.
Design/methodology/approach
The content is based on the latest UK policy documents and participation in recent events for policy-makers.
Findings
Suicide among young people is increasing, and traditional approaches are not reducing these deaths. Involving young people as researchers or trainers has been helpful, and policy-makers need to address the present social and cultural risk factors.
Research limitations/implications
Evidence differs between countries, and a local context may be important.
Practical implications
In the UK, local profiles are being developed and there is an increasing need identified for relevant training for a wide range of professionals.
Social implications
The participation of young people in developments may be emancipatory, for all concerned.
Originality/value
Because this year, young persons’ mental health will be an international priority, this may be the time to galvanise action for improved planning and resources for the prevention of youth suicide.
Collapse
|
19
|
Walker CL, Duffield K, Kaur H, Dedicoat M, Gajraj R. Acceptability of latent tuberculosis testing of migrants in a college environment in England. Public Health 2018; 158:55-60. [PMID: 29567507 DOI: 10.1016/j.puhe.2018.02.004] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2017] [Revised: 02/01/2018] [Accepted: 02/04/2018] [Indexed: 11/29/2022]
Abstract
OBJECTIVES The majority of tuberculosis (TB) cases in England occur from reactivation of latent tuberculosis infection (LTBI) in the settled migrant population. The National Institute for Health and Clinical Excellence recommends that new entrants from high-incidence countries are screened to detect LTBI. This article seeks to describe an outreach programme and testing for LTBI in an innovative setting-ESOL (English for Speakers of Other Languages) classes at a community college (CC) with evaluation of acceptability. STUDY DESIGN Partnership working with mixed methods used for evaluation of acceptability. METHODS A pre-existing network from the local TB partnership designed an outreach intervention and screening for LTBI among students from an ESOL programme at a CC. Screening for LTBI with interferon gamma release assay was the culmination of a programme of health improvement activities across the college. Any student on the ESOL programme younger than the age of 35 years and resident in the UK for less than 5 years was eligible for testing. LTBI testing was carried out on-site, and the experience was evaluated by questionnaires to staff, students and partners. A facilitated debrief among the partners gave further data. RESULTS A total of 440 eligible students were tested. One hundred and seventy-two student feedback questionnaires were completed, and 36 partner questionnaires were received with 18 CC staff responding. Students, tutors and healthcare professionals found the setting acceptable with some concerns about insufficient resource for timely follow-up. CONCLUSIONS Students, tutors, community organisations and health professionals found the exercise worthwhile and the method and setting acceptable. There were resource issues for the clinical team in follow-up of students with positive results for such a large screening event. Unexpected barriers were found by the CC as this kind of activity was not recognised for external quality review purposes. There were concerns about reputational loss and stigma of being involved in a TB project. As current initiatives aim to divert workload from stretched general practice surgeries, this may be an important addition to primary care screening.
Collapse
Affiliation(s)
- C-L Walker
- Public Health England, Health Protection Team, West Midlands East, 5, St Philips Place, Birmingham, United Kingdom; Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, United Kingdom.
| | - K Duffield
- Public Health England, Health Protection Team, West Midlands East, 5, St Philips Place, Birmingham, United Kingdom
| | - H Kaur
- Birmingham & Solihull TB Service, Heart of England National Health Service Trust, Birmingham, United Kingdom
| | - M Dedicoat
- Department of Infection, Heart of England Foundation Trust, Birmingham, United Kingdom
| | - R Gajraj
- Public Health England, Health Protection Team, West Midlands East, 5, St Philips Place, Birmingham, United Kingdom
| |
Collapse
|
20
|
Patalay P, Gondek D, Moltrecht B, Giese L, Curtin C, Stanković M, Savka N. Mental health provision in schools: approaches and interventions in 10 European countries. Glob Ment Health (Camb) 2017; 4:e10. [PMID: 28596911 PMCID: PMC5454766 DOI: 10.1017/gmh.2017.6] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/10/2016] [Revised: 02/17/2017] [Accepted: 03/20/2017] [Indexed: 11/07/2022] Open
Abstract
BACKGROUND The role of schools in providing community-based support for children's mental health and well-being is widely accepted and encouraged. Research has mainly focused on designing and evaluating specific interventions and there is little data available regarding what provision is available, the focus and priorities of schools and the professionals involved in providing this support. The current study presents these data from schools in 10 European countries. METHODS Online survey of 1466 schools in France, Germany, Ireland, Netherlands, Poland, Serbia, Spain, Sweden, UK and Ukraine. The participating countries were chosen based on their geographical spread, diversity of political and economic systems, and convenience in terms of access to the research group and presence of collaborators. RESULTS Schools reported having more universal provision than targeted provision and there was greater reported focus on children who already have difficulties compared with prevention of problems and promotion of student well-being. The most common interventions implemented related to social and emotional skills development and anti-bullying programmes. Learning and educational support professionals were present in many schools with fewer schools reporting involvement of a clinical specialist. Responses varied by country with 7.4-33.5% between-country variation across study outcomes. Secondary schools reported less support for parents and more for staff compared with primary schools, with private schools also indicating more staff support. Schools in rural locations reported less student support and professionals involved than schools in urban locations. CONCLUSION The current study provides up-to-date and cross-country insight into the approaches, priorities and provision available for mental health support in schools; highlighting what schools prioritise in providing mental health support and where coverage of provision is lacking.
Collapse
Affiliation(s)
- P. Patalay
- University College London, London, UK
- University of Liverpool, Liverpool, UK
| | - D. Gondek
- University College London, London, UK
| | - B. Moltrecht
- Maastricht University, Maastricht, The Netherlands
| | - L. Giese
- University of Glasgow, Glasgow, UK
- Lund University, Lund, Sweden
| | - C. Curtin
- University of Limerick, Limerick, Ireland
| | - M. Stanković
- University of Niš, Niš, Serbia
- University of Sarajevo, Sarajevo, Bosnia & Herzegovina
| | - N. Savka
- University of Warsaw, Warsaw, Poland
| |
Collapse
|
21
|
Youth mental health: 'dream it, try it, live it'. Perspect Public Health 2016; 136:321-322. [PMID: 27811221 DOI: 10.1177/1757913916665515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
|
22
|
Abstract
Purpose
The purpose of this paper arose out of a Public Mental Health Network meeting in September 2015 and a suggestion then by the editor of the British Journal of Psychiatry. The British Journal of Psychiatry had just published an editorial by the chief medical officer for England that challenged the current concept of wellbeing, within health policy.
Design/methodology/approach
The analysis is structured around three key elements of the chief medical officer’s challenge to the concept of “wellbeing”: has wellbeing been scientifically defined? Does improving wellbeing prevent mental illness? Is there any robust, peer-reviewed evidence to support a wellbeing “approach” to mental health?
Findings
Wellbeing is definable provided there is recognition that it has multiple dimensions. At least some of these dimensions relate to health, with most published research focused on personal wellbeing.
Originality/value
This policy analysis addresses the three questions above, within the context of mental health improvement and training for public mental health.
Collapse
|
23
|
Patalay P, Giese L, Stanković M, Curtin C, Moltrecht B, Gondek D. Mental health provision in schools: priority, facilitators and barriers in 10 European countries. Child Adolesc Ment Health 2016; 21:139-147. [PMID: 32680356 DOI: 10.1111/camh.12160] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/07/2016] [Indexed: 10/21/2022]
Abstract
BACKGROUND Although schools are a key setting for the provision of mental health support for young people, little is known about the facilitators and barriers for providing such support. This study aimed to collect information from schools in 10 European countries regarding the priority given to mental health support for students, existence of a mental health-related school policy, links with relevant external agencies, schools' perceptions on whether they are providing sufficient mental health support and the barriers to provision of mental health support. METHODS Data from 1346 schools were collected in France, Germany, Ireland, the Netherlands, Poland, Serbia, Spain, Sweden, United Kingdom and Ukraine through an online survey. RESULTS Around 3% of the surveyed schools indicated that mental health provision was not a priority, compared to 47% indicating that it was a high/essential priority. More than half the surveyed schools did not implement a school policy regarding mental health. Half the surveyed schools reported not providing sufficient support with the key barriers identified including limited staff capacity, funding, access to specialists and lack of national policy and less than a third of schools reported good or excellent links with local mental health services. However, the responses varied by country with 8-19% between-country variation across the study outcomes. Secondary schools reported significantly better links with agencies, were more likely to have a school policy and were less likely to indicate having sufficient existing support compared to primary schools. Privately funded schools reported that mental health support was a higher priority and identified less barriers to provision compared to publicly funded schools. CONCLUSIONS This study provides an up-to-date and cross-country insight into schools' perceptions regarding priority given to mental health support and the barriers they face in providing sufficient mental health and wellbeing support for their students. The cross-country comparisons allow for a better understanding of the relationships between policy, practice and implementation and provide a platform for shared experiences and learning.
Collapse
Affiliation(s)
| | | | | | - Catriona Curtin
- Mary Immaculate College, University of Limerick, Limerick, Ireland
| | | | - Dawid Gondek
- Anna Freud Centre and University College London, London, UK
| |
Collapse
|
24
|
Caan W. Public health coming home. J Public Health (Oxf) 2016; 38:621. [DOI: 10.1093/pubmed/fdv104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
|
25
|
Díaz-Morales JF. Anxiety during adolescence: considering morningness–eveningness as a risk factor. Sleep Biol Rhythms 2015. [DOI: 10.1007/s41105-015-0032-8] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
26
|
|
27
|
Affiliation(s)
- Woody Caan
- Journal of Public Mental Health, Bingley, Bradford, Yorkshire, BD16 1WA, UK.
| |
Collapse
|