School-based psychoeducation and storytelling: Associations with long-term mental health in adolescent survivors of the Wenchuan earthquake

Assessing the method of providing health services to at-risk groups during natural events (earthquake): A systematic review

Disasters create a large amount of human needs. Health services in natural disasters are considered the main factor of human survival. The present study was conducted to determine the method of providing health services to at-risk groups during natural events such as earthquakes in 2022. This systematic review was conducted based on English and Persian studies published in Web of Science, Google Scholar, Scopus, Science Direct, and PubMed databases, as well as internal databases including SID, Magiran in the fields of title, abstract, and keywords such as natural disaster, earthquake, health services, mental health services, psychosocial support system, nursing services, relief, mental and physical health, and its MeSH equivalents with all of the possible combinations. Finally, 11 studies were identified as eligible among the 48 ones found in the initial search. To examine the quality of studies, the Joanna Briggs Institute (JBI) and STROBE evaluation checklists were used. Based on the results, 1834 studies were found after screening and investigating the inclusion criteria, among which 237 and 1549 were excluded due to repetition and unrelated titles, respectively. Then, 48 studies remained after reviewing their abstracts, resulting in including 11 in English (N = 10) and Persian (N = 1) from different countries during 2003-2020. The reviewed studies included semi-experimental and experimental (N = 5) and descriptive ones (N = 6). A large number of studies (N = 21) were related to providing services in the event of multiple disasters and were excluded. About 92% (N = 10) of the studies were conducted in English and more than 90% were related to providing services after the earthquake including providing mental health services (N = 6), the cognitive behavioral intervention (N = 3), rapid assessment of needs (N = 1), as well as mental health services and disaster education (N = 1). The vast majority of studies demonstrated improvement in psychosocial functioning, facilitation of children's normal development, and successful adaptive functioning with an intervention. Based on the results, mental health training affects more when local people are trained to assess the victims based on mental and psychological status. Earthquake is regarded as an opportunity that allows professionals to discover and introduce intervention combination modules to provide mental health services while helping victims who need emotional support and comfort. However, various types of services should be provided, especially in earthquake-prone areas before and after the earthquake in order to achieve a life with fewer complications and a higher quality considering the amount of trouble created by such disaster as a special condition.

Assessment of Factors Associated With Mental Well-Being Among Chinese Youths at Individual, School, and Province Levels

Importance

Although rapid urbanization in China provided improved economic prosperity and educational opportunities, it was associated with increased internalizing and externalizing problems among youths, with negative outcomes for mental well-being. Previous studies suggested that factors in individual, school, and regional levels were associated with mental well-being, and comprehensively examining these factors may provide evidence for policies for improving youth mental health.

Objective

To investigate factors associated with mental well-being at individual, school, and province levels among Chinese youths.

Design, Setting, and Participants

This cross-sectional study analyzed nationally representative data collected December 1, 2021, to January 1, 2022, from schools in China. Among 435 schools, 144 institutions had primary school students, 107 institutions had middle school students, 95 institutions had primary and middle school students, and 89 institutions had high school students. A total of 398 520 students were included.

Exposures

Characteristics at individual, school, and province levels.

Main outcomes and measures

The main outcome was mental well-being, assessed by the Short Warwick-Edinburgh Mental Well-being Scale. Linear mixed-effects models were used to investigate individual, school, and regional disparities in mental well-being among youths.

Results

There were 398 520 participants (194 460 females [48.80%]; mean [SD; range] age, 13.78 [2.40; 9-20] years). At the school level, 352 443 students (88.44%) were in public school and 291 354 students (73.11%) were in urban schools. Drinking (coefficient = -1.08; 95% CI, -1.12 to -1.05; P < .001), smoking (coefficient = -0.89; 95% CI, -0.96 to -0.83; P < .001), and increased age (coefficient per 1-year increase in age = -0.02; 95% CI, -0.03 to -0.01; P < .001) were associated with worse mental well-being. Male sex (coefficient = 1.01; 95% CI, 0.98 to 1.04; P < .001), being in a 1-child family (coefficient = 0.17; 95% CI, 0.13 to 0.20; P < .001), being in the Han group (coefficient vs other ethnic groups = 0.20; 95% CI, 0.14 to 0.26; P < .001), a higher frequency and coverage of psychological courses (eg, ≥2/wk for all students vs none: coefficient = 1.02; 95% CI, 0.36 to 1.69; P = .003), and a higher level of self-rated popularity in school (coefficient per 1-unit increase in score = 0.89; 95% CI, 0.88 to 0.89; P < .001) were associated with improved mental well-being. However, age (eg, age and 1 courses/2 wk for all students: coefficient per 1-year increase in age = -0.047; 95% CI, -0.089 to -0.005; P = .03) and sex (eg, female sex and ≥2 courses/wk for some students: coefficient = -0.184; 95% CI, -0.323 to -0.046; P = .009) had interactions with the association between psychological courses and mental well-being.

Conclusions and relevance

This study found that social disparities in mental well-being existed and that various factors at different levels were associated with mental well-being among Chinese youths. These findings suggest that public mental health programs may be recommended for associated improvements in regional disparities in mental health resources.

Disaster Resilience Differs between Survivors and Victims’ Families: A Semantic Network Analysis

The main purpose of this study is to clarify the difference in disaster resilience between survivors and victims’ families by analyzing the language used in popular literature on disaster cases. The results showed that there were differences in emotions, behaviors, attitudes, role perceptions, etc., between survivors and victims’ families in dealing with a disaster. In particular, survivors remember and think about the situation that occurred at the time of the disaster, which creates resilience to the incident, while victims’ families attempt to establish resilience to the incident by investigating the facts and government countermeasures. While survivors were focused on building their own resilience, victims’ families were more focused on improving government countermeasures to prevent such accidents from recurring. This can be considered as social or national resilience. Based on this comparative analysis, it is necessary to prepare various theoretical foundations for disaster preparedness and resilience, while further elaborating the theory.

Teaching Simple Strategies to Foster Emotional Well-Being

The COVID-19 pandemic has presented considerable disruptions to routines that have challenged emotional well-being for children and their caregivers. One direction for supporting emotional well-being includes strategies that help children feel their best in the moment, which can bolster their capacity to respond appropriately to thoughts and behaviors. Strengthening emotional well-being equitably, however, must include opportunities in settings that are easily accessible to all, such as schools. In this paper, we focus on simple, evidence-informed strategies that can be used in schools to promote positive feelings in the moment and build coping behaviors that facilitate tolerance of uncertainty. We focus on those strategies that educators can easily and routinely use across ages, stages, and activities. Selected strategies are primarily tied to cognitive behavioral theory, with our review broadly organized across categories of self-awareness, self-soothing, and social relationships. We review evidence for each, providing examples that illustrate ease of use in school settings.

Oxytocin Response Following Playful Mother-Child Interaction in Survivors of the Great East Japan Earthquake

BACKGROUND

Children who are exposed to natural disasters are at greater risk of developing mental and behavior problems. Prior studies have suggested that positive parenting practices could prevent child mental and behavior problems among those who were exposed to natural disasters. Parent-child interaction increases oxytocin level in parents and infants; however, studies assessing the change in oxytocin level after positive parent-child interaction and its effect on child behavior problems among preadolescents who were exposed to natural disasters are lacking. This study investigated whether playful interaction stimulated oxytocin levels in 34 mother-child dyads who experienced the 2011 Great East Japan Earthquake in Kesennuma City in Miyagi Prefecture, Japan, and the effect of the maternal oxytocin changes on child behavior problems.

METHODS

Participants were recruited in 2012 after the Great East Japan Earthquake. Annual surveys were conducted from 2012 to 2017. Salivary oxytocin level was assessed before and after the playful interaction in 2015. Behavior problems were evaluated by caregivers, using the Child Behavior Checklist (CBCL) in 2017. Fixed effect regression analyses were conducted to determine the effect of playful mother-child interaction on oxytocin level by comparing the change in the 10 min after the interaction with the change in the 10 min before the interaction. We also examined the effect of maternal oxytocin changes before and after the playful interaction on the onset of child behavior problems in 2017.

RESULTS

A significant increase in maternal oxytocin level was detected following playful interaction, especially among mothers of first-born boys (2.63 pg/mg protein. 95% CI: 0.45, 4.81). Maternal psychological distress and trauma were also negatively associated with an increase of oxytocin levels. The increase in maternal oxytocin level was significantly associated with lower externalizing problem score of children 2 years later.

CONCLUSION

Our results might suggest a rational for potential preventive intervention for child behavior problems through playful mother-child interaction after natural disasters.