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Juhász Á, Sebestyén N, Árva D, Barta V, Pártos K, Vokó Z, Rákosy Z. We need better ways to help students avoid the harms of stress: Results of a meta-analysis on the effectiveness of school-based stress management interventions. J Sch Psychol 2024; 106:101352. [PMID: 39251304 DOI: 10.1016/j.jsp.2024.101352] [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: 03/09/2023] [Revised: 07/18/2024] [Accepted: 07/18/2024] [Indexed: 09/11/2024]
Abstract
The level of psychological stress in children and adolescents has increased rapidly over the past decade. The aim of the present meta-analysis was to evaluate the effectiveness of school-based intervention programs targeting stress management and coping/resilience in school-aged children. The present study used more rigorous selection criteria than previous meta-analyses by only including randomized controlled trials to increase the validity of the meta-analysis. Fifty-five studies were selected for the analysis, including 66 comparisons in the case of stress and 47 comparisons in the case of coping/resilience outcomes. A meta-regression with robust variance estimation was used. Effects were calculated as the standardized mean difference (Hedges' g) between the intervention and control conditions at posttest. The results highlighted important methodological issues and the influence of outliers. Without outliers, the results indicated a small significant overall effect on stress (g = -0.15, p < .01) and coping/resilience (g = 0.14, p = .01). When outliers were included, the effect sizes markedly increased in both cases (gstress = -0.26, p = .022; gcoping/resilience = 0.30, p = .009). Stress management interventions were more effective if they were delivered by mental health professionals or researchers than by teachers. Coping/resilience interventions were more effective in older age groups, in selective samples, and if they included cognitive behavioral therapy. An explanation of the results and a detailed discussion of the limitations of the study and its implications for practice are considered.
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Affiliation(s)
- Ágnes Juhász
- Department of Organisational and Leadership Psychology, Eötvös Loránd University, Izabella utca 46, Budapest H-1064, Hungary; MTA-PTE Innovative Health Pedagogy Research Group, Szigeti utca 12, Pécs H-7624, Hungary.
| | - Nóra Sebestyén
- MTA-PTE Innovative Health Pedagogy Research Group, Szigeti utca 12, Pécs H-7624, Hungary; Department of Pedagogy and Psychology, Hungarian Dance University, Columbus utca 87-89, Budapest H-1145, Hungary
| | - Dorottya Árva
- MTA-PTE Innovative Health Pedagogy Research Group, Szigeti utca 12, Pécs H-7624, Hungary; Institute of Preventive Medicine and Public Health, Faculty of Medicine, Semmelweis University, Nagyvárad tér 4, Budapest H-1089, Hungary
| | - Veronika Barta
- MTA-PTE Innovative Health Pedagogy Research Group, Szigeti utca 12, Pécs H-7624, Hungary; National Korányi Institute for Pulmonology, Korányi Frigyes út 1, Budapest H-1122, Hungary
| | - Katalin Pártos
- MTA-PTE Innovative Health Pedagogy Research Group, Szigeti utca 12, Pécs H-7624, Hungary; Institute of Preventive Medicine and Public Health, Faculty of Medicine, Semmelweis University, Nagyvárad tér 4, Budapest H-1089, Hungary
| | - Zoltán Vokó
- Center for Health Technology Assessment, Semmelweis University, Üllői út 25, Budapest H-1091, Hungary; Syreon Research Institute, Mexikói út 65/A, Budapest H-1142, Hungary
| | - Zsuzsa Rákosy
- MTA-PTE Innovative Health Pedagogy Research Group, Szigeti utca 12, Pécs H-7624, Hungary; Department of Public Health Medicine, School of Medicine, University of Pécs, Szigeti utca 12, Pécs H-7624, Hungary; Bethesda Children's Hospital, Bethesda utca 3, Budapest H-1146, Hungary
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2
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Wright M, Reitegger F, Cela H, Papst A, Gasteiger-Klicpera B. Interventions with Digital Tools for Mental Health Promotion among 11-18 Year Olds: A Systematic Review and Meta-Analysis. J Youth Adolesc 2023; 52:754-779. [PMID: 36754917 PMCID: PMC9907880 DOI: 10.1007/s10964-023-01735-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 01/14/2023] [Indexed: 02/10/2023]
Abstract
The availability of digital tools aiming to promote adolescent mental health is rapidly increasing. However, the field lacks an up-to-date and focused review of current evidence. This study thus looked into the characteristics and efficacy of digital, evidence-based mental health programs for youth (11-18 years). The selection procedure followed the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines and resulted in 27 eligible studies. The high heterogeneity of the results calls for careful interpretation. Nevertheless, small, but promising, effects of digital tools were found with respect to promoting well-being, relieving anxiety, and enhancing protective factors. Some important factors influencing overall efficacy include the given setting, the level of guidance and support, and the adherence to the intervention.
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Affiliation(s)
- Michaela Wright
- Research Center for Inclusive Education (RCIE), University of Graz, Graz, Austria.
| | - Franziska Reitegger
- Institute of Education Research and Teacher Education, University of Graz, Graz, Austria
| | - Herald Cela
- Institute of Psychology, University of Graz, Graz, Austria
| | - Andrea Papst
- Institute of Education Research and Teacher Education, University of Graz, Graz, Austria
| | - Barbara Gasteiger-Klicpera
- Research Center for Inclusive Education (RCIE), University of Graz, Graz, Austria
- Institute of Education Research and Teacher Education, University of Graz, Graz, Austria
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3
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Petrovic J, Mettler J, Argento A, Carsley D, Bloom E, Sullivan S, Heath NL. Understanding the Needs of Primary School Teachers in Supporting Their Students' Emotion Regulation. THE JOURNAL OF SCHOOL HEALTH 2022; 92:853-863. [PMID: 35578767 DOI: 10.1111/josh.13191] [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: 11/16/2021] [Revised: 05/01/2022] [Accepted: 05/01/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Accumulating evidence has underscored the importance of fostering children's emotion regulation (ER) within primary school settings and the role of teachers in such efforts. This study sought to assess the needs of teachers in supporting students' ER, through a better understanding of teachers' perceptions and use of healthy versus unhealthy ER strategies in the classroom. METHODS Primary school teachers (n = 212; 91% female) completed an online, researcher-developed needs assessment survey assessing their perceptions regarding the importance of ER instruction and challenges surrounding children's ER, as well as the perceived effectiveness and reported use of healthy and unhealthy ER strategies in the classroom. RESULTS Cochran's Q and chi-square analyses revealed misperceptions regarding the effectiveness of healthy and unhealthy strategies, as well as discrepancies between teachers' perceptions regarding the effectiveness of specific healthy strategies (eg, meditation) and their reported use of them. CONCLUSIONS While teachers recognize the growing importance of fostering ER in the classroom, the present findings suggest that there is a need for more professional development regarding the effectiveness and implementation of ER strategies in the primary school context. Efforts should be made to provide teachers with concrete recommendations for the implementation of ER strategies in the classroom.
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Affiliation(s)
- Julia Petrovic
- Department of Educational and Counselling Psychology, McGill University, Quebec, Canada
| | - Jessica Mettler
- Department of Educational and Counselling Psychology, McGill University, Quebec, Canada
| | - Amanda Argento
- Pedagogical Development and Innovation, John Abbott College, Quebec, Canada
| | - Dana Carsley
- Student Wellness Hub, McGill University, Quebec, Canada
| | - Elana Bloom
- Access Center for Students with Disabilities, Concordia University, Montreal, Canada
| | - Shaun Sullivan
- Family and School Support and Treatment Team, Lester B. Pearson School Board, Dorval, Canada
| | - Nancy L Heath
- Department of Educational and Counselling Psychology, McGill University, Quebec, Canada
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Ogrodniczuk JS, Beharry J, Oliffe JL. An Evaluation of 5-Year Web Analytics for HeadsUpGuys: A Men's Depression E-Mental Health Resource. Am J Mens Health 2021; 15:15579883211063322. [PMID: 34861812 PMCID: PMC8646842 DOI: 10.1177/15579883211063322] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022] Open
Abstract
The present study reports an evaluation of web analytics, over a 5-year period, for HeadsUpGuys.org, an eHealth resource for men with depression. Google Analytics, Search Console, and Tag Manager were used to monitor user activity over the course of the website's first 5 years (June 15, 2015-June 15, 2020). Through this period, HeadsUpGuys had a total of 1,665,356 unique users, amounting to 1,948,481 sessions and 3,328,258 page views. Organic traffic accounted for the highest proportion (53.44%; n = 1,041,277) of website sessions. Four of the top 10 Google search queries that brought users to the website related to suicidality. Three countries (United States, United Kingdom, Canada) accounted for almost three-quarters (71.10%; n = 1,385,485) of the site's traffic. Nearly three-quarters (73.35%; n = 1,429,285) of sessions occurred on a mobile device. The goal conversion rate for the Self Check was 60.27%. The average time on page was 2 min 53 s, with a bounce rate of 65.92%, and an exit rate of 57.20%. The goal conversion rate for the Stress Test was 52.89%. The average time on page was 4 min 8 s, with a bounce rate of 72.40% and an exit rate of 48.88%. The conversion rate for the final goal was 11.53%, indicating that approximately one in 10 visitors to the site had a session of at least 3 min. The findings illustrate the potential of eHealth resources to support men's mental health and provide a real-world benchmark to help advance the men's eHealth field.
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Affiliation(s)
- John S Ogrodniczuk
- Department of Psychiatry, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Joshua Beharry
- Department of Psychiatry, The University of British Columbia, Vancouver, British Columbia, Canada
| | - John L Oliffe
- School of Nursing, The University of British Columbia, Vancouver, British Columbia, Canada.,Department of Nursing, The University of Melbourne, Melbourne, Victoria, Australia
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Alves MI, Felipe AOB, Moreira DDS. Integrative Community Therapy - interventive strategies in the reduction of depression symptoms in adolescents: A quasi-experimental study. Int J Ment Health Nurs 2021; 30 Suppl 1:1426-1436. [PMID: 34142419 DOI: 10.1111/inm.12900] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 05/26/2021] [Accepted: 06/02/2021] [Indexed: 11/30/2022]
Abstract
This study aimed to evaluate the effects of Integrative Community Therapy on depression symptoms in adolescents in the school context. This is a quantitative, quasi-experimental, pre-, and post-test study that compared depression scores before and after the Integrative Community Therapy intervention was applied, conducted with 56 adolescent students. The guidelines recommended by the Standards for Quality Improvement Reporting Excellence were used to present this study. The instruments used for data collection were the following: Participants' characterization, Economic Classification, and the Children's Depression Inventory. This depression inventory was applied before and after the intervention was carried out. Most of the participants presented depressive symptoms (53.6%). Girls presented higher depression scores and were more likely to develop depression; to be working proved to be a protective factor for depression and adolescents with depression symptoms presented a higher proportion of suicidal ideation. The analysis of the depression variable indicated a reduction of the scores in the post-intervention period; however, in the gender analysis, there was a reduction in the depression scores only for the girls. The Integrative Community Therapy was an effective intervention in reducing depression scores, being a relevant strategy for healthcare services and schools in assisting adolescents to deal with their emotions, mitigate psycho-emotional suffering, and contribute as a support tool in the context of vulnerabilities inherent to the process of becoming an adolescent.
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Affiliation(s)
- Mariane Inaraí Alves
- Post-Graduate Nursing Program, Federal University of Alfenas, Alfenas, Minas Gerais, Brazil
| | | | - Denis da Silva Moreira
- Post-Graduate Nursing Program, Federal University of Alfenas, Alfenas, Minas Gerais, Brazil
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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.
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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
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7
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Achilles MR, Anderson M, Li SH, Subotic-Kerry M, Parker B, O'Dea B. Adherence to e-mental health among youth: Considerations for intervention development and research design. Digit Health 2020; 6:2055207620926064. [PMID: 32547775 PMCID: PMC7249594 DOI: 10.1177/2055207620926064] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Accepted: 03/15/2020] [Indexed: 12/20/2022] Open
Abstract
E-mental health programmes have great potential to provide young people with
access to mental health support. However, it is commonly reported that adherence
to these programmes is low. Low adherence can be problematic, particularly if
young people do not receive the full benefits of a programme. In a research
trial setting, non-adherence to treatment recommendations can prevent
researchers from drawing strong conclusions about effectiveness. Although
adherence has been recognised as an issue in need of attention, many of the
reviews available are focused on adults and lack clear direction towards what
strategies to employ. This paper presents a broad review of the adherence
literature, focusing on factors associated with improving adherence to e-mental
health among youth. Our view on the key elements to improve adherence identified
from the existing literature are presented, and key recommendations for e-mental
health intervention design are provided. These include: developing and
communicating adherence guidelines based on individuals’ needs and symptom
severity, including customisable features to provide a tailored experience and
promote a sense of agency, including engagement checks and adopting a
user-centred approach by utilising strategies such as co-design. This paper
provides guidance to intervention designers and researchers by outlining
recommendations and considerations for intervention development and research
design.
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Affiliation(s)
| | | | - Sophie H Li
- Black Dog Institute, Prince of Wales Hospital, Australia.,School of Psychology, University of New South Wales, Australia
| | | | - Belinda Parker
- Black Dog Institute, Prince of Wales Hospital, Australia
| | - Bridianne O'Dea
- Black Dog Institute, Prince of Wales Hospital, Australia.,School of Psychology, University of New South Wales, Australia
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van Loon AWG, Creemers HE, Beumer WY, Okorn A, Vogelaar S, Saab N, Miers AC, Westenberg PM, Asscher JJ. Can Schools Reduce Adolescent Psychological Stress? A Multilevel Meta-Analysis of the Effectiveness of School-Based Intervention Programs. J Youth Adolesc 2020; 49:1127-1145. [PMID: 32034632 PMCID: PMC7237523 DOI: 10.1007/s10964-020-01201-5] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2019] [Accepted: 01/24/2020] [Indexed: 12/11/2022]
Abstract
Increased levels of psychological stress during adolescence have been associated with a decline in academic performance, school dropout and increased risk of mental health problems. Intervening during this developmental period may prevent these problems. The school environment seems particularly suitable for interventions and over the past decade, various school-based stress reduction programs have been developed. The present study aims to evaluate the results of (quasi-)experimental studies on the effectiveness of school-based intervention programs targeting adolescent psychological stress and to investigate moderators of effectiveness. A three-level random effects meta-analytic model was conducted. The search resulted in the inclusion of k = 54 studies, reporting on analyses in 61 independent samples, yielding 123 effect sizes (N = 16,475 individuals). The results indicated a moderate overall effect on psychological stress. Yet, significant effects were only found in selected student samples. School-based intervention programs targeting selected adolescents have the potential to reduce psychological stress. Recommendations for practice, policy and future research are discussed.
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Affiliation(s)
- Amanda W G van Loon
- Utrecht University Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands.
| | - Hanneke E Creemers
- University of Amsterdam Forensic Child and Youth Care Sciences, Nieuwe Achtergracht 127, 1018 WS, Amsterdam, The Netherlands
| | - Wieke Y Beumer
- Utrecht University Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
| | - Ana Okorn
- Utrecht University Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
| | - Simone Vogelaar
- Leiden University Developmental and Educational Psychology, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
| | - Nadira Saab
- Leiden University Graduate School of Teaching (ICLON), Kolffpad 1, 2333 BN, Leiden, The Netherlands
| | - Anne C Miers
- Leiden University Developmental and Educational Psychology, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
| | - P Michiel Westenberg
- Leiden University Developmental and Educational Psychology, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
| | - Jessica J Asscher
- Utrecht University Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands.,University of Amsterdam Forensic Child and Youth Care Sciences, Nieuwe Achtergracht 127, 1018 WS, Amsterdam, The Netherlands
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Bjerre N, Lillefjell M, Magnus E, Anthun KS. Effective interventions targeting the mental health of children and young adults: A scoping review. Scand J Public Health 2020; 49:333-345. [PMID: 32009546 DOI: 10.1177/1403494820901406] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Aims: Children and young adults are in general characterised by good health, but evidence shows increasing mental-health problems. Numerous interventions have been developed to target their mental health, but the effectiveness of these interventions remains varied. In this scoping review, we investigated factors associated with the effectiveness of interventions. Methods: A scoping review based on a three-block search strategy was performed to review the current literature of effective interventions. Each block (interventions, mental health and children and young adults) were operationalised to search terms. Systematic searches were conducted in three electronic databases and supplemented with citation searches, resulting in 51 studies in total. All studies were critically analysed, and a standardised extraction chart was used to systemise the data. Results: Our scoping review revealed a range of factors influencing the effectiveness of interventions. These factors were (a) characteristics of the target group (age, sex and level of baseline symptoms), (b) factors linked to implementation (use of manuals, training of implementers and context) and (c) characteristics of the interventions (universal versus indicated delivery, multiple-domain approaches, level of theory and adjustment to age and socio-economic status). Elements are discussed for each factor. Conclusions: Based on this review, it can be concluded that the use of stepwise, multi-domain approaches incorporating the social networks of the target group, adjusting activities to specific age groups and the social context, training implementers well and using stringent implementation manuals will improve the effectiveness of interventions targeting the mental health of children and young adults.
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Affiliation(s)
- Natasja Bjerre
- Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Norway.,Health Promotion, Steno Diabetes Center, Copenhagen, Denmark
| | - Monica Lillefjell
- Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Norway
| | - Eva Magnus
- Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Norway
| | - Kirsti S Anthun
- Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Norway
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Hall B, Kelly F, Wheeler AJ, McMillan SS. Consumer perceptions of community pharmacy-based promotion of mental health and well-being. Health Promot J Austr 2019; 32:26-31. [PMID: 31821666 DOI: 10.1002/hpja.312] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Revised: 11/22/2019] [Accepted: 12/03/2019] [Indexed: 11/12/2022] Open
Abstract
ISSUE ADDRESSED With nearly half of all Australians likely to experience a mental illness, increasing community-based mental health promotion is warranted. Community pharmacies are accessible health care destinations that effectively provide a range of public health services. This study explored consumer opinions of mental health promotion in the community pharmacy setting, the activities they have observed and the perceived role/s of pharmacy staff in this area. METHODS A survey was informed by five interviews with pharmacy consumers and a literature review. Adult pharmacy consumers were recruited nationwide via a Research Panel company between December 2018 and January 2019. Survey data were descriptively analysed and associations confirmed by chi-square analysis. RESULTS Data were analysed from 537 of the 577 respondents; 34.3% of participants had a lived experience of mental illness. Just under a quarter of participants (23.3%) had observed mental health promotion in community pharmacy. Pharmacy was viewed as a suitable environment for this promotion by most respondents (n = 446/516), particularly those with lived experience, with a preference for in-store leaflets, posters and linking with existing national mental health organisations/campaigns. Lack of privacy and the busy pharmacy environment were identified as barriers for promotion in this setting. CONCLUSION There is a clear potential for mental health promotion within community pharmacies, although the uptake and impact of such activities require further investigation. SO WHAT?: These findings highlight a missed opportunity for pharmacists to engage with consumers about mental health and well-being, even though community pharmacies are accessible health care destinations.
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Affiliation(s)
- Bethany Hall
- Quality Use of Medicines Network, School of Pharmacy and Pharmacology, Griffith University, Gold Coast, Queensland, Australia
| | - Fiona Kelly
- Quality Use of Medicines Network, School of Pharmacy and Pharmacology, Griffith University, Gold Coast, Queensland, Australia.,Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia
| | - Amanda J Wheeler
- Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia.,Faculty of Medical and Health Sciences, Auckland University, Auckland, New Zealand
| | - Sara S McMillan
- Quality Use of Medicines Network, School of Pharmacy and Pharmacology, Griffith University, Gold Coast, Queensland, Australia.,Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia
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Bonilla Ibañez CP, Díaz Heredia LP. Características de las intervenciones realizadas con adolescentes en condición de sobrepeso y obesidad: una revisión integrativa. REVISTA CUIDARTE 2019. [DOI: 10.15649/cuidarte.v10i3.681] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Introducción: Dado que el sobrepeso y la obesidad en la población adolescente van en aumento, es necesario identificar las intervenciones para la prevención y manejo de estas condiciones en el grupo de jóvenes. Objetivo: Presentar la evidencia encontrada, en relación con las características de las intervenciones publicadas en revistas científicas indexadas, sobre la prevención y manejo del sobrepeso y de la obesidad, respecto de la nutrición y la actividad física, para ser utilizada en la toma de decisiones, en cuanto a políticas y programas de promoción y prevención de esta condición de salud. Materiales y Métodos: Se realizó la revisión sistemática de estudios cualitativos y cuantitativos (desde descriptivos hasta experimentales, que incluyeran tanto revisiones sistemáticas como meta-análisis), publicados en el período comprendido entre 2005 y 2017, a través de las bases de datos PubMed y ScienceDirect, las bibliotecas virtuales Ovid y SciELO, y el compendio de revisiones Cochrane. Resultados: Existe gran variedad en diseño e implementación de las intervenciones, en cuanto a componentes, teorías, escenarios, evaluación de los efectos, dosis, tiempo y seguimiento, que tienen efecto en los hábitos nutricionales, en la actividad física, en la autoeficacia y en el índice de masa corporal (IMC) de la población estudiada. Discusión: La efectividad de las intervenciones varía, dependiendo de los componentes y de la fidelidad en la aplicación de la misma, lo cual debe revisarse a la luz de los mejores efectos encontrados. Conclusiones: 47 estudios cumplieron los requisitos de inclusión. Las intervenciones se robustecen con el uso de una teoría que direccione y fundamente los hallazgos que permitan dar mayores y mejores resultados. Los componentes de las intervenciones incluyen: duración, dosis, intensidad de la intervención, respuesta y seguimiento. Los adolescentes prefieren metodologías participativas e interactivas; sin embargo, aún no existe una intervención concreta y claramente definida que pueda ser estandarizada para enfrentar este problema de salud.
Como citar este artículo: Bonilla CP, Díaz LP. Características de las intervenciones realizadas con adolescentes en condición de sobrepeso y obesidad: una revisión integrativa. Rev Cuid. 2019; 10(3): e681. http://dx.doi.org/10.15649/cuidarte.v10i3.681
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Impact of a Web Program to Support the Mental Wellbeing of High School Students: A Quasi Experimental Feasibility Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16142473. [PMID: 31336738 PMCID: PMC6679030 DOI: 10.3390/ijerph16142473] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/19/2019] [Revised: 07/07/2019] [Accepted: 07/08/2019] [Indexed: 01/10/2023]
Abstract
Little effort has been made to investigate the potential of web programs aimed to support the mental wellbeing of adolescents in school environments in middle-income countries. A quasi-experimental feasibility study was conducted in Thailand with adolescents (N = 180) in three conveniently sampled high schools and with teachers (N = 12) who acted as program tutors. The web program was used in small groups, independently, or it was not used at all. No statistically significant changes were found between the groups regarding depression, stress, or satisfaction. Differences between program users (n = 61) and non-users (n = 48) were not significant. Acceptance was higher among adolescents who used the program independently (n = 40, 73% vs. n = 21, 39%; p = 0.001). Usability feedback did not differ between the groups. Support should be provided in order for programs to be potentially used. More information is needed regarding factors associated with the use of web programs.
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Effects of internet-based stress management on acute cortisol stress reactivity: Preliminary evidence using the Trier Social Stress Test for Groups (TSST-G). Psychoneuroendocrinology 2019; 105:117-122. [PMID: 30573351 DOI: 10.1016/j.psyneuen.2018.12.001] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/13/2018] [Revised: 11/10/2018] [Accepted: 12/03/2018] [Indexed: 11/22/2022]
Abstract
Previous studies have demonstrated the effectiveness of face-to-face stress management programs in reducing psychological and endocrine responses to acute psychosocial stress exposure. With the present pilot study, we compare the effects of a brief internet-based stress management (IBSM) intervention versus relaxation training on subjective, autonomic, and endocrine stress responses to a standardized psychosocial laboratory stressor (Trier Social Stress Test for Groups, TSST-G). A group of male participants receiving IBSM was compared to a group receiving Progressive Muscle Relaxation (PMR) training and a waiting-list control group. All groups underwent the TSST-G following a 6-week training/waiting period. Both the IBSM and PMR group reported lower subjective stress levels than the control group. However, the IBSM group exhibited the lowest free salivary cortisol responses to the TSST-G, with significantly lower levels than the PMR group. The waiting-list control group exhibited an intermediate cortisol response. These preliminary results suggest that a 6-week internet-based stress management program is effective in reducing the subjective stress levels, and might be associated with an attenuated salivary cortisol response to an acute stressor.
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Eschenbeck H, Lehner L, Hofmann H, Bauer S, Becker K, Diestelkamp S, Kaess M, Moessner M, Rummel-Kluge C, Salize HJ. School-based mental health promotion in children and adolescents with StresSOS using online or face-to-face interventions: study protocol for a randomized controlled trial within the ProHEAD Consortium. Trials 2019; 20:64. [PMID: 30658675 PMCID: PMC6339406 DOI: 10.1186/s13063-018-3159-5] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2018] [Accepted: 12/22/2018] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND Schools are an ideal setting in which to promote health. However, empirical data on the effectiveness of school-based mental health promotion programs are rare, and research on universal Internet-based prevention in schools is almost non-existent. Following the life skills approach, stress management training is an important component of health promotion. Mental health literacy is also associated with mental health status, and it facilitates formal help-seeking by children and adolescents (C&A). The main objectives of this study are (1) the development and evaluation of an Internet-based version of a universal school-based health promotion program called StresSOS and (2) demonstrating non-inferiority of the online setting compared to the face-to-face setting. StresSOS aims to improve stress management and mental health literacy in C&A. METHODS/DESIGN A school-based sample of 15,000 C&A (grades 6-13 and older than 12 years) will be recruited in five regions of Germany within the ProHEAD Consortium. Those with a screening result at baseline indicating no mental health problems will be invited to participate in a randomized controlled trial comparing StresSOS online to an active online control condition (Study A). In addition, 420 adolescents recruited as a separate school-based sample will participate in the StresSOS face-to-face intervention. Participants in both intervention groups (online or face-to-face) will receive the same eight treatment modules to allow for the comparison of both methods of delivery (Study B). The primary outcome is the number of C&A with symptoms of mental health problems at a 12 months follow-up. Secondary outcomes are related to stress/coping (i.e., knowledge, symptoms of stress, coping resources), mental health literacy (knowledge and attitudes toward mental disorders and help-seeking), program usage patterns, cost-effectiveness, and acceptability of the intervention. DISCUSSION This study represents the first adequately powered non-inferiority trial in the area of school-based mental health promotion. If online StresSOS proves efficacious and non-inferior to face-to-face delivery, this offers great potential for health promotion in youths, both in and outside the school environment. TRIAL REGISTRATION German Clinical Trials Register, DRKS00014693 . Registered on 14 May 2018.
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Affiliation(s)
- Heike Eschenbeck
- Department of Psychology, University of Education Schwäbisch Gmünd, Oberbettringer Str. 200, 73525 Schwäbisch Gmünd, Germany
| | - Laya Lehner
- Department of Psychology, University of Education Schwäbisch Gmünd, Oberbettringer Str. 200, 73525 Schwäbisch Gmünd, Germany
| | - Hanna Hofmann
- Department of Psychology, University of Education Schwäbisch Gmünd, Oberbettringer Str. 200, 73525 Schwäbisch Gmünd, Germany
| | - Stephanie Bauer
- Center for Psychotherapy Research, University Hospital Heidelberg, Bergheimerstr. 54, 69115 Heidelberg, Germany
| | - Katja Becker
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Marburg and Philipps-University Marburg, Hans-Sachs-Str. 6, 35039 Marburg, Germany
- Marburg Center for Mind, Brain and Behavior (MCMBB), Philipps-University Marburg, 35043 Marburg, Germany
| | - Silke Diestelkamp
- University Hospital Hamburg-Eppendorf, German Center for Addiction Research in Childhood and Adolescence, Martinistr. 52, W29, 20246 Hamburg, Germany
| | - Michael Kaess
- Section for Translational Psychobiology in Child and Adolescent Psychiatry, Department of Child and Adolescent Psychiatry, Centre for Psychosocial Medicine, University Hospital Heidelberg, Blumenstraße 8, 69115 Heidelberg, Germany
- University Hospital of Child and Adolescent Psychiatry and Psychotherapy, University of Bern, Stöckli, Bolligenstrasse 141c, 3000 Bern 60, Switzerland
| | - Markus Moessner
- Center for Psychotherapy Research, University Hospital Heidelberg, Bergheimerstr. 54, 69115 Heidelberg, Germany
| | - Christine Rummel-Kluge
- Department of Psychiatry and Psychotherapy, University Leipzig, Semmelweisstraße 10, 04103 Leipzig, Germany
| | - Hans-Joachim Salize
- Mental Health Services Research Group, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, J5, 68159 Mannheim, Germany
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15
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Saleh D, Camart N, Sbeira F, Romo L. Can we learn to manage stress? A randomized controlled trial carried out on university students. PLoS One 2018; 13:e0200997. [PMID: 30183710 PMCID: PMC6124718 DOI: 10.1371/journal.pone.0200997] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2017] [Accepted: 07/03/2018] [Indexed: 12/02/2022] Open
Abstract
In our research, we examined the efficacy of an Internet-based stress management program. Our interest in evaluating this type of intervention is based on the increasing accessibility of the Internet today, the growth of Internet-based interventions for various psychopathological problems, and the observation that despite the prevalence of stress among university students, only a fraction of students ever seek professional help. Methodology: “I’m managing my stress” (“Je gère mon stresse”), an Internet-based self-help program composed of four sessions, was examined in this study. The aforementioned program is based on cognitive-behavioral therapy and was inspired by the “Funambule” program in Quebec. Four questionnaires (Perceived Stress Scale, Rosenberg Self-Esteem Scale, Scale of Satisfaction in Studies, and General Health Questionnaire) uploaded online were answered thrice: during “preintervention”, “postintervention”, and “follow-up” stages, the latter of which occurred three months after the intervention. The sample comprised 128 university students, with the majority being women (81.25%). The subjects were divided randomly into two groups (an experimental group and a control group that did not follow the program). Results: The self-esteem scores of the control group were significantly higher than those of the experimental group at the preintervention stage, but this difference disappeared at the postintervention and follow-up stages. There were also significantly lower scores on the General Health Questionnaire subfactors of somatic symptoms and anxiety/insomnia in the experimental group than in the control group during the postintervention stage, though no differences were observed before the intervention. These differences no longer remained after three months. ANOVA revealed significant effects of the intervention over time in the experimental group. Effects were observed at both the postintervention and follow-up stages for self-esteem, perceived stress, satisfaction in studies, and in the somatic symptoms, anxiety and insomnia and severe depression aspects of the General Health Questionnaire (Cohen’s d = 0.38 to 4.58). In contrast, no effects were observed in the control group. Conclusion: This type of Internet-based program has the ability to reach a large number of students due to its rather short format and accessibility. It has already shown improvements in terms of the levels of perceived stress, psychological distress and satisfaction with studies. The option of online interventions could appeal specifically to students who do not seek professional help. However, even though these results are promising at the postintervention stage, they are limited, as indicated by the lack of significant differences between the two groups after the initial three months of follow-up. We still, specifically, need to improve this intervention program and, generally, need more research to address the methodological problems raised by this type of intervention. Trial registration: ISRCTN registry, ISRCTN13709272
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Affiliation(s)
- Dalia Saleh
- EA4430 CLIPSYD, UFR SPSE, Paris Nanterre University, Nanterre, France
- Counseling Psychology, Tishreen University, Latakia, Syria
- * E-mail:
| | - Nathalie Camart
- EA4430 CLIPSYD, UFR SPSE, Paris Nanterre University, Nanterre, France
| | - Fouad Sbeira
- Counseling Psychology, Tishreen University, Latakia, Syria
| | - Lucia Romo
- EA4430 CLIPSYD, UFR SPSE, Paris Nanterre University, Nanterre, France
- CMME, Centre Hospitalier Sainte Anne, Unité Inserm U864, CPN, Paris, France
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Carsley D, Heath NL. Effectiveness of mindfulness-based colouring for test anxiety in adolescents. SCHOOL PSYCHOLOGY INTERNATIONAL 2018. [DOI: 10.1177/0143034318773523] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of this study was to compare the effectiveness of a mindfulness art activity (mandala) with a free draw/colouring activity on test anxiety in adolescents with an examination of gender differences, and to assess the effect of dispositional mindfulness on students’ experience of mindfulness and test anxiety states. Participants were 193 Grade 8 students (56.6% female; Mage = 13.49 years, SD = 0.50) randomly assigned to a mandala ( n = 97) or free draw/colouring condition ( n = 96). Students completed standardized measures to assess test anxiety and state mindfulness pre- post-colouring intervention, immediately prior to completing a test, in addition to a measure of dispositional mindfulness. Results showed a significant decrease in test anxiety and a significant increase in state mindfulness following both activities; however, a gender by group by time interaction was found such that females reported a greater decrease in test anxiety in the free condition compared to males. Furthermore, the baseline measures (pre-intervention state mindfulness and test anxiety) were found to fully mediate relations between dispositional mindfulness and the outcome measures (post-intervention state mindfulness and test anxiety). Implications for educators and future research and practice regarding the use of mindfulness activities in the classroom are discussed.
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Fogarty AS, Proudfoot J, Whittle EL, Clarke J, Player MJ, Christensen H, Wilhelm K. Preliminary Evaluation of a Brief Web and Mobile Phone Intervention for Men With Depression: Men's Positive Coping Strategies and Associated Depression, Resilience, and Work and Social Functioning. JMIR Ment Health 2017; 4:e33. [PMID: 28798009 PMCID: PMC5571234 DOI: 10.2196/mental.7769] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2017] [Revised: 06/13/2017] [Accepted: 07/13/2017] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Previous research has identified that men experiencing depression do not always access appropriate health services. Web-based interventions represent an alternative treatment option for men, are effective in reducing anxiety and depression, and have potential for wide dissemination. However, men do not access Web-based programs at the same rate as women. Programs with content explicitly tailored to men's mental health needs are required. OBJECTIVE This study evaluated the applicability of Man Central, a new Web and mobile phone intervention for men with depression. The impact of the use of Man Central on depression, resilience, and work and social functioning was assessed. METHODS A recruitment flier was distributed via social media, email networks, newsletters, research registers, and partner organizations. A single-group, repeated measures design was used. The primary outcome was symptoms of depression. Secondary outcomes included externalizing symptoms, resilience, and work and social functioning. Man Central comprises regular mood, symptom, and behavior monitoring, combined with three 15-min interactive sessions. Clinical features are grounded in cognitive behavior therapy and problem-solving therapy. A distinguishing feature is the incorporation of positive strategies identified by men as useful in preventing and managing depression. Participants were directed to use Man Central for a period of 4 weeks. Linear mixed modeling with intention-to-treat analysis assessed associations between the intervention and the primary and secondary outcomes. RESULTS A total of 144 men aged between 18 and 68 years and with at least mild depression enrolled in the study. The symptoms most often monitored by men included motivation (471 instances), depression (399), sleep (323), anxiety (316), and stress (262). Reminders were scheduled by 60.4% (87/144). Significant improvements were observed in depression symptoms (P<.001, d=0.68), depression risk, and externalizing symptoms (P<.001, d=0.88) and work and social functioning (P<.001, d=0.78). No change was observed in measures of resilience. Participants reported satisfaction with the program, with a majority saying that it was easy (42/51, 82%) and convenient (41/51, 80%) to use. Study attrition was high; 27.1% (39/144) and 8.3% (12/144) of the participants provided complete follow-up data and partial follow-up data, respectively, whereas the majority (93/144, 64.6%) did not complete follow-up measures. CONCLUSIONS This preliminary evaluation demonstrated the potential of using electronic health (eHealth) tools to deliver self-management strategies to men with depressive symptoms. Man Central may meet the treatment needs of a subgroup of depressed men who are willing to engage with an e-mental health program. With further research, it may provide an acceptable option to those unwilling or unable to access traditional mental health services. Given the limitations of the study design, prospective studies are required, using controlled designs to further elucidate the effect of the program over time.
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Affiliation(s)
| | | | | | | | | | | | - Kay Wilhelm
- St Vincent's Hospital, Faces in the Street, Darlinghurst, Australia
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18
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Saleh D, Camart N, Romo L. Intervention de gestion du stress par Internet chez les étudiants : revue de la littérature. ANNALES MEDICO-PSYCHOLOGIQUES 2017. [DOI: 10.1016/j.amp.2016.03.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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19
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Supporting a whole-school approach to mental health promotion and wellbeing in post-primary schools in Ireland. SCHOOL MENTAL HEALTH 2015. [DOI: 10.1017/cbo9781107284241.011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Halsall T, Garinger C, Forneris T. mindyourmind: An Overview and Evaluation of a Web-Facilitated Mental Health Program that Applies Empowerment Strategies for Youth. JOURNAL OF CONSUMER HEALTH ON THE INTERNET 2014. [DOI: 10.1080/15398285.2014.952998] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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21
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Clarke AM, Kuosmanen T, Barry MM. A systematic review of online youth mental health promotion and prevention interventions. J Youth Adolesc 2014; 44:90-113. [PMID: 25115460 DOI: 10.1007/s10964-014-0165-0] [Citation(s) in RCA: 185] [Impact Index Per Article: 18.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2014] [Accepted: 07/26/2014] [Indexed: 11/29/2022]
Abstract
The rapid growth in the use of online technologies among youth provides an opportunity to increase access to evidence-based mental health resources. The aim of this systematic review is to provide a narrative synthesis of the evidence on the effectiveness of online mental health promotion and prevention interventions for youth aged 12-25 years. Searching a range of electronic databases, 28 studies conducted since 2000 were identified. Eight studies evaluating six mental health promotion interventions and 20 studies evaluating 15 prevention interventions were reviewed. The results from the mental health promotion interventions indicate that there is some evidence that skills-based interventions presented in a module-based format can have a significant impact on adolescent mental health, however, an insufficient number of studies limits this finding. The results from the online prevention interventions indicate the significant positive effect of computerized cognitive behavioral therapy on adolescents' and emerging adults' anxiety and depression symptoms. The rates of non-completion were moderate to high across a number of studies. Implementation findings provide some evidence that participant face-to-face and/or web-based support was an important feature in terms of program completion and outcomes. Additional research examining factors affecting exposure, adherence and outcomes is required. The quality of evidence across the studies varied significantly, thus highlighting the need for more rigorous, higher quality evaluations conducted with more diverse samples of youth. Although future research is warranted, this study highlights the potential of online mental health promotion and prevention interventions in promoting youth wellbeing and reducing mental health problems.
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Affiliation(s)
- Aleisha M Clarke
- Health Promotion Research Centre, National University of Ireland Galway, Galway, Ireland,
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22
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Lima-Serrano M, Lima-Rodríguez JS. Impact of school-based health promotion interventions aimed at different behavioral domains: a systematic review. GACETA SANITARIA 2014; 28:411-7. [PMID: 24923204 DOI: 10.1016/j.gaceta.2014.05.003] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2014] [Revised: 05/01/2014] [Accepted: 05/07/2014] [Indexed: 11/19/2022]
Abstract
OBJECTIVE Given that lifestyleshave similar determinants and that school-based interventions are usually targeted at all the risks that affect adolescents, the objective of this systematic review was to summarize the characteristics and effects of school-based interventions acting on different behavioral domains of adolescent health promotion. METHODS The review process was conducted by two independent reviewers who searched PubMed, Scopus, PsycINFO, and ERIC databases for experimental or observational studies with at least two measures of results published from 2007 to 2011, given that the research information available doubles every 5 years. Methodological quality was assessed with a standardized tool. RESULTS Information was extracted from 35 studies aiming to prevent risk behaviors and promote healthy nutrition, physical activity, and mental and holistic health. Activities were based on theoretical models and were classified into interactive lessons, peer mediation, environmental changes, parents' and community activities, and tailored messages by computer-assisted training or other resources, usually including multiple components. In some cases, we identified some moderate to large, short- and long-term effects on behavioral and intermediate variable. CONCLUSIONS This exhaustive review found that well-implemented interventions can promote adolescent health. These findings are consistent with recent reviews. Implications for practice, public health, and research are discussed.
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Affiliation(s)
- Marta Lima-Serrano
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, University of Sevilla, España
| | - Joaquín S Lima-Rodríguez
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, University of Sevilla, España.
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Collins S, Woolfson LM, Durkin K. Effects on coping skills and anxiety of a universal school-based mental health intervention delivered in Scottish primary schools. SCHOOL PSYCHOLOGY INTERNATIONAL 2013. [DOI: 10.1177/0143034312469157] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Anxiety disorders are common in children and may signal risk of depression, social, or academic difficulties. This study evaluated the effects of a universal mental health promotion intervention delivered in primary schools. Three hundred and seventeen 9- to 10-year-olds were randomly allocated by class group to intervention conditions (psychologist-led or teacher-led), or a comparison condition. Coping and anxiety were measured pre- and post-intervention and at six-month follow-up. Significant anxiety reduction and improved coping were found post-intervention and at follow-up. There were no significant differences between the teacher- and psychologist-led intervention groups. Results indicated that a universal school programme delivered by teachers can have positive effects on anxiety and coping.
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24
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Stress prevention in adolescence: evaluation of a multimodal training approach. J Public Health (Oxf) 2010. [DOI: 10.1007/s10389-010-0391-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
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