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Bjørnsen HN, Bjørnebekk G, Brandmo C. Schools as a Source of Mental Health Literacy: Adjusting and Validating a Mental Health Literacy Scale. Health Promot Pract 2024; 25:391-398. [PMID: 36942353 PMCID: PMC11064467 DOI: 10.1177/15248399231161090] [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] [Indexed: 03/23/2023]
Abstract
Over the last decade, there has been a growing interest in mental health literacy (MHL) in health promotion, largely motivated by increased awareness of MHL as a modifiable determinant of mental health. Accordingly, MHL has been associated with the health-promoting school approach emerging over the last 20 years. To succeed in promoting MHL, it is of vast importance to evaluate working strategies and interventions to address MHL using validated instruments. The current study describes the revision and psychometric testing of a modified version of the 10-item adolescents' positive MHL measure, the MHPK-10, the only identified instrument measuring adolescents' positive MHL. The MHPK-10 was adjusted to address the previously documented ceiling effects and was further optimized for use in schools by reworking it to measure learning rather than self-reported knowledge, becoming the new nine-item Mental Health Learning Scale (MHLS-9). The MHLS-9 was tested on a national sample of N = 2,012 Norwegian ninth graders. Data were analyzed by confirmatory factor analysis (CFA) and tests of reliability and validity. The revised CFA model for the MHLS-9 showed an improved fit over the original CFA model for the MHPK-10. The MHLS-9s' CFA model revealed excellent factor determinacy (.95) and scale reliability (ω = .91). Thus, the MHLS-9 is an improved measure for the positive component of MHL for use in school settings, enabling researchers and practitioners to evaluate and focus positive MHL interventions in schools using a short, reliable, and valid measure for adolescents' learning about the factors promoting good mental health.
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Baldofski S, Klemm SL, Kohls E, Mueller SME, Bauer S, Becker K, Diestelkamp S, Eschenbeck H, Hiery A, Kaess M, Koenig J, Lehner L, Moessner M, Thomasius R, Rummel-Kluge C. Reasons for non-participation of children and adolescents in a large-scale school-based mental health project. Front Public Health 2024; 11:1294862. [PMID: 38259782 PMCID: PMC10800647 DOI: 10.3389/fpubh.2023.1294862] [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: 10/02/2023] [Accepted: 12/19/2023] [Indexed: 01/24/2024] Open
Abstract
Background Non-participation in mental health studies is an under-explored but very important topic. Investigating reasons for non-participation holds promise for the planning of future study designs and recruitment strategies. This study aimed at investigating reasons for children and adolescents (C&A) not participating in a school-based mental health research project. Methods Data collection took place within the school-based recruitment of a large-scale multi-site project ("ProHEAD-Promoting Help-seeking using E-technology for Adolescents") in Germany. Participants were N = 534 C&A aged ≥ 12 years attending secondary schools. The present cross-sectional study analyzed anonymous survey data of C&A who themselves or whose parents, respectively, did not provide written consent to participate in the mental health research project. The questionnaire consisted of 14 items covering potential reasons for non-participation, and four free text fields. Besides descriptive statistics, free text field answers were analyzed using qualitative content analysis. Results Students indicated an average of M = 2.94 (SD = 1.75) reasons for their non-participation in the project. In the descriptive analysis of indicated items, the three most frequently reported reasons for non-participation included students reporting to not be concerned by the topic "mental health" (n = 290, 54.3%), not having returned the consent form to the teacher (n = 175, 32.8%), and not having time for participation (n = 149, 27.9%). In the qualitative content analysis, the most frequently assigned categories were organizational reasons (n = 216, 57.1%), general disinterest in study participation (n = 139, 36.8%), and personal attitudes toward the topic "mental health" (n = 84, 22.2%), such as not being concerned with the topic "mental health" (n = 23, 6.1%) or being too concerned with the topic "mental health" (n = 16, 4.2%). Conclusion The study provides unique insights into reasons for C&A and their caregivers not participating in a large federally funded mental health research project. The results suggest that in order to increase participation rates, stigma should be reduced, parents as well as teachers should be involved where possible, and the use of incentives might be helpful. The study highlights the importance of assessing reasons for non-participation, especially in online intervention studies on mental health.
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Affiliation(s)
- Sabrina Baldofski
- Department of Psychiatry and Psychotherapy, Medical Faculty, University of Leipzig, Leipzig, Germany
| | - Sarah-Lena Klemm
- Department of Psychiatry and Psychotherapy, Medical Faculty, University of Leipzig, Leipzig, Germany
| | - Elisabeth Kohls
- Department of Psychiatry and Psychotherapy, Medical Faculty, University of Leipzig, Leipzig, Germany
- Department of Psychiatry and Psychotherapy, University of Leipzig Medical Center, Leipzig, Germany
| | - Sophia M. E. Mueller
- Department of Psychiatry and Psychotherapy, Medical Faculty, University of Leipzig, Leipzig, Germany
| | - Stephanie Bauer
- Center for Psychotherapy Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Katja Becker
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Faculty of Medicine, Philipps-University and University Hospital Marburg, Marburg, Germany
- Center for Mind, Brain and Behavior (CMBB), University of Marburg and Justus Liebig University Giessen, Giessen, Germany
| | - Silke Diestelkamp
- German Center for Addiction Research in Childhood and Adolescence, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Heike Eschenbeck
- Department of Educational Psychology and Health Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany
| | - Alisa Hiery
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Faculty of Medicine, Philipps-University and University Hospital Marburg, Marburg, Germany
| | - Michael Kaess
- University Hospital of Child and Adolescent Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
- Department of Child and Adolescent Psychiatry, Center for Psychosocial Medicine, University Hospital Heidelberg, Heidelberg, Germany
| | - Julian Koenig
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany
| | - Laya Lehner
- Department of Educational Psychology and Health Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany
| | - Markus Moessner
- Center for Psychotherapy Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Rainer Thomasius
- German Center for Addiction Research in Childhood and Adolescence, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Christine Rummel-Kluge
- Department of Psychiatry and Psychotherapy, Medical Faculty, University of Leipzig, Leipzig, Germany
- Department of Psychiatry and Psychotherapy, University of Leipzig Medical Center, Leipzig, Germany
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Darlington-Bernard A, Salque C, Masson J, Darlington E, Carvalho GS, Carrouel F. Defining Life Skills in health promotion at school: a scoping review. Front Public Health 2023; 11:1296609. [PMID: 38169787 PMCID: PMC10758608 DOI: 10.3389/fpubh.2023.1296609] [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: 09/18/2023] [Accepted: 11/13/2023] [Indexed: 01/05/2024] Open
Abstract
Background Life Skills have been central to Health Promotion interventions and programmes with children and adolescents for over 40 years. School is a strategic setting for Life Skills education. Recently, policy-and decision-makers have focused on Life Skills development for youth. Research on Life Skills has gained momentum. Different terms are used to discuss and define Life Skills. Research identifies a lack of conceptual definition. The purpose of this study is to identify the definitions in the literature in English and French, and to reach a conceptual and consensual definition. Method The Scoping Review methodology was used. Three research questions aim to identify how Life Skills are defined in the field of health promotion at school, to see whether a conceptual and consensual definition exists, and, if relevant, to propose a conceptual definition. The search was conducted in 5 databases by 3 reviewers. This study focused on full-text publications in English or French, human studies, health promotion in school, school pupils, teacher training, and with a definition of Life Skills. Publications on after-school activities, higher education outside teacher training, adult education, other than peer-reviewed scientific papers were excluded. Results 48 publications were included in English and 7 in French. NVIVO was used to determine and compare the French and English terms used for Life Skills and their definitions. According to the three research questions, (i) the terms used to define Life Skills are diverse and numerous, with different purposes at school in relation to health promotion, and different taxonomies, and relate to different areas of research; (ii) no consensual, conceptual definition of Life Skills was found; (iii) further semantic, epistemological and ontological clarifications are required. Conclusion Some conceptual definitions of Life Skills exist without consensus. Life Skills being at the crossroads between different fields could explain this and is illustrated by the multiplicity and diversity of the terms employed, and the various taxonomies and purposes used at school in health promotion. This may also explain why they are difficult to evaluate. Defining Life Skills consensually cannot be achieved due to the diversity of research perspectives from different fields.
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Affiliation(s)
- Adeline Darlington-Bernard
- Laboratory Health Systemic Process (P2S) UR4129, University Claude Bernard Lyon 1, University of Lyon, Lyon, France
| | - Corélie Salque
- Laboratory Health Systemic Process (P2S) UR4129, University Claude Bernard Lyon 1, University of Lyon, Lyon, France
| | - Julien Masson
- Laboratory Education, Cultures, Politics, University Lumière Lyon 2, Lyon, France
| | - Emily Darlington
- Laboratory Health Systemic Process (P2S) UR4129, University Claude Bernard Lyon 1, University of Lyon, Lyon, France
| | | | - Florence Carrouel
- Laboratory Health Systemic Process (P2S) UR4129, University Claude Bernard Lyon 1, University of Lyon, Lyon, France
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Alruwaili TAM, Alshehri SAK, Thirunavukkarasu A, Elfarargy MS, Tariq Alanazi K, Muharib R. Alruwaili K, Alanezi YSA, Abdulhadi Alruwaili A. Assessment of health promotion behavior and associated factors among the northern Saudi adolescent population: a cross-sectional study. PeerJ 2023; 11:e15567. [PMID: 37397023 PMCID: PMC10312158 DOI: 10.7717/peerj.15567] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2023] [Accepted: 05/24/2023] [Indexed: 07/04/2023] Open
Abstract
Background and Aim Health promotions among the adolescent population have a significant role in achieving the 2030 sustainable development goals of the World Health Organization. The COVID-19 pandemic has led to several devastating impacts on the health, economic, social, and healthcare systems, and adolescents' health promotions are no exception. We assessed health promotion behaviors and associated factors among the adolescent population of northern Saudi Arabia (KSA). Methods We used the Arabic version of the adolescent health promotion scale (AHPS-40) among the 400-adolescent population. The AHPS-40 assessed six domains of adolescent health behavior: nutrition, social support, health responsibility, life appreciation, exercise, and stress management. We applied the Chi-square test to identify the associated factors of adolescent health promotion activities and the logistic regression test to find the predictors for overall health promotion categories. Results Of the studied participants, the mean ± SD of the total AHPS-40 was 103.31 ± 18.78. The nutrition domain of the AHPS-40 was significantly associated with the age group (p = 0.002), and the social support domain was significantly related to fathers' (p = 0.022) and mothers' education (p = 0.006). The exercise domain of AHPS-40 was significantly associated with age group (p = 0.018) and school level (p = 0.026). Gender was significantly associated with most of the six domains. Furthermore, more than half (52.7%) of them had a low health promotion behavior, which was significantly associated with gender (adjusted odds ratio = 1.59, 95% CI of AOR = 1.04 -2.45, p = 0.032). Conclusion Our study results suggest improving health promotion behaviors by instituting awareness-raising and health promotion intervention programs for adolescent groups. Furthermore, we recommend a focused, exploratory, mixed-method survey among the adolescents of other regions of KSA to identify the region-specific adolescent's health promotion behaviors.
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Affiliation(s)
| | | | - Ashokkumar Thirunavukkarasu
- Department of Community and Family Medicine, College of Medicine, Jouf University, Sakaka, Aljouf, Saudi Arabia
| | - Mohamed Shawky Elfarargy
- Department of Pediatrics, College of Medicine, Jouf University, Sakaka, Aljouf, Saudi Arabia
- Department of Pediatrics, Faculty of Medicine, Tanta University, Gharbia Governorate, Egypt
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Arregi A, Lertxundi A, Vegas O, García-Baquero G, Ibarluzea J, Anabitarte A, Barroeta Z, Jimeno-Romero A, Subiza-Pérez M, Lertxundi N. Environmental Noise Exposure and Sleep Habits among Children in a Cohort from Northern Spain. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16321. [PMID: 36498392 PMCID: PMC9738338 DOI: 10.3390/ijerph192316321] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/29/2022] [Revised: 11/23/2022] [Accepted: 12/02/2022] [Indexed: 06/17/2023]
Abstract
Environmental noise is considered the second most serious environmental risk factor in Europe. However, little evidence exists regarding its impact on health and sleep in children, and the results are inconclusive. In this study, we aim to analyse the effect of environmental noise exposure on 11-year-old children's sleep habits. Data were collected from 377 participants in the INMA-Gipuzkoa (INfancia y Medio Ambiente) cohort project using both parent-reported and actigraphic sleep measures. The results revealed that 60% of children have a day-evening-night environmental noise exposure (Lden) of above 55 dB, which is defined as a "high noise level". No differences in noise exposure were observed between different socioeconomic groups. However, no effect of environmental noise was found on sleep variables. The paper highlights the importance of studying how environmental noise may affect children's sleep.
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Affiliation(s)
- Ane Arregi
- Faculty of Psychology, University of the Basque Country (UPV/EHU), 20008 San Sebastian, Spain
- Environmental Epidemiology and Child Development Group, Biodonostia Health Research Institute, Paseo Doctor Begiristain s/n, 20014 San Sebastian, Spain
| | - Aitana Lertxundi
- Environmental Epidemiology and Child Development Group, Biodonostia Health Research Institute, Paseo Doctor Begiristain s/n, 20014 San Sebastian, Spain
- Spanish Consortium for Research on Epidemiology and Public Health (CIBERESP), Instituto de Salud Carlos III, C/Monforte de Lemos 3-5, 28029 Madrid, Spain
- Department of Preventive Medicine and Public Health, Faculty of Medicine, University of the Basque Country (UPV/EHU), 48940 Leioa, Spain
| | - Oscar Vegas
- Faculty of Psychology, University of the Basque Country (UPV/EHU), 20008 San Sebastian, Spain
- Environmental Epidemiology and Child Development Group, Biodonostia Health Research Institute, Paseo Doctor Begiristain s/n, 20014 San Sebastian, Spain
| | - Gonzalo García-Baquero
- Environmental Epidemiology and Child Development Group, Biodonostia Health Research Institute, Paseo Doctor Begiristain s/n, 20014 San Sebastian, Spain
- Spanish Consortium for Research on Epidemiology and Public Health (CIBERESP), Instituto de Salud Carlos III, C/Monforte de Lemos 3-5, 28029 Madrid, Spain
| | - Jesus Ibarluzea
- Faculty of Psychology, University of the Basque Country (UPV/EHU), 20008 San Sebastian, Spain
- Environmental Epidemiology and Child Development Group, Biodonostia Health Research Institute, Paseo Doctor Begiristain s/n, 20014 San Sebastian, Spain
- Spanish Consortium for Research on Epidemiology and Public Health (CIBERESP), Instituto de Salud Carlos III, C/Monforte de Lemos 3-5, 28029 Madrid, Spain
- Ministry of Health of the Basque Government, Sub-Directorate for Public Health and Addictions of Gipuzkoa, 20013 San Sebastian, Spain
| | - Asier Anabitarte
- Environmental Epidemiology and Child Development Group, Biodonostia Health Research Institute, Paseo Doctor Begiristain s/n, 20014 San Sebastian, Spain
- Department of Preventive Medicine and Public Health, Faculty of Medicine, University of the Basque Country (UPV/EHU), 48940 Leioa, Spain
| | - Ziortza Barroeta
- Department of Preventive Medicine and Public Health, Faculty of Medicine, University of the Basque Country (UPV/EHU), 48940 Leioa, Spain
| | - Alba Jimeno-Romero
- Department of Preventive Medicine and Public Health, Faculty of Medicine, University of the Basque Country (UPV/EHU), 48940 Leioa, Spain
| | - Mikel Subiza-Pérez
- Faculty of Psychology, University of the Basque Country (UPV/EHU), 20008 San Sebastian, Spain
- Environmental Epidemiology and Child Development Group, Biodonostia Health Research Institute, Paseo Doctor Begiristain s/n, 20014 San Sebastian, Spain
- Spanish Consortium for Research on Epidemiology and Public Health (CIBERESP), Instituto de Salud Carlos III, C/Monforte de Lemos 3-5, 28029 Madrid, Spain
- Bradford Institute for Health Research, Bradford BD9 6RJ, UK
| | - Nerea Lertxundi
- Faculty of Psychology, University of the Basque Country (UPV/EHU), 20008 San Sebastian, Spain
- Environmental Epidemiology and Child Development Group, Biodonostia Health Research Institute, Paseo Doctor Begiristain s/n, 20014 San Sebastian, Spain
- Spanish Consortium for Research on Epidemiology and Public Health (CIBERESP), Instituto de Salud Carlos III, C/Monforte de Lemos 3-5, 28029 Madrid, Spain
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Rauch M, Bundscherer-Meierhofer K, Loew TH, Leinberger UB. Konzeption einer App mit der Technik des „Entschleunigten Atmens“ zur Selbstregulation für Jugendliche während der Corona-Pandemie. KINDHEIT UND ENTWICKLUNG 2022. [DOI: 10.1026/0942-5403/a000394] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Zusammenfassung. Theoretischer Hintergrund: Belastungen und Stress nahmen bei den Jugendlichen während der COVID-19-Pandemie zu. Das Entschleunigte Atmen (EA) wirkt kurz- wie langfristig stressreduzierend und stabilisierend. Mithilfe einer App, die diese Technik vermittelt, haben Schüler_innen auch während des pandemiebedingten Distanz-Lernens die Möglichkeit, an einem schulbasierten Training teilzunehmen. Fragestellung: Wie hoch ist die Erreichbarkeit und wie werden inhaltliche und nicht-inhaltliche Aspekte der App bewertet? Methode: Eine mehrmodulige App, die das EA erklärt, zum Anwenden und Üben dieser Technik anleitet, wurde konzipiert und entwickelt. Während eines Pilotprojekts in der zweiten Welle der COVID-19-Pandemie wurde das vierwöchige Training von 6. bis 8. Klässler_innen erprobt. Das gesamte Training bewerteten 31 Schüler_innen, das EA sieben. Ergebnisse: Erste Ergebnisse deuten auf eine zufriedenstellende nicht-inhaltliche und eine gute inhaltliche Akzeptanz hin. Die Erreichbarkeit hingegen war gering. Alle Ergebnisse werden deskriptiv vorgestellt. Diskussion und Schlussfolgerung: Die App-Revision soll Präsenzmodule beinhalten, die motivationalen Anreize erhöhen und an einer größeren Stichprobe durchgeführt werden.
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Affiliation(s)
- Margarete Rauch
- Abteilung für Psychosomatische Medizin, Universitätsklinikum Regensburg, Deutschland
| | | | - Thomas H. Loew
- Abteilung für Psychosomatische Medizin, Universitätsklinikum Regensburg, Deutschland
| | - und Beate Leinberger
- Abteilung für Psychosomatische Medizin, Universitätsklinikum Regensburg, Deutschland
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Lehner L, Gillé V, Baldofski S, Bauer S, Becker K, Diestelkamp S, Kaess M, Krämer J, Lustig S, Moessner M, Rummel-Kluge C, Thomasius R, Eschenbeck H. Moderators of pre-post changes in school-based mental health promotion: Psychological stress symptom decrease for adolescents with mental health problems, knowledge increase for all. Front Psychiatry 2022; 13:899185. [PMID: 35990085 PMCID: PMC9387723 DOI: 10.3389/fpsyt.2022.899185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Accepted: 07/07/2022] [Indexed: 11/16/2022] Open
Abstract
Background School-based mental health promotion aims to strengthen mental health and reduce stress. Results on the effectiveness of such programs are heterogeneous. This study realized a school-based mental health promotion program (StresSOS) for all students and aimed to identify moderators (mental health status, gender, grade level) of pre- to post-changes in stress symptoms and knowledge. Methods Participants were N = 510 adolescents (from 29 classes; 46.7% female) aged 12-18 years (M = 13.88, SD = 1.00; grade levels 7-10). They were without mental health problems (65.9%), at risk for mental health problems (21.6%), or with mental health problems (12.5%) and participated in a 90 min per week face-to-face training with 8 sessions in class at school. Demographic variables, mental health status, stress symptoms, and knowledge about stress and mental health were collected at baseline. Program acceptance, stress symptoms, and knowledge were collected post-intervention. Multilevel mixed effects models were conducted with the fixed effects time (within factor), mental health status, gender, and grade level (between factors). Random effects for students within classes were included. Results In the pre-post comparison, mental health status moderated the changes on psychological stress symptoms (p < 0.05). In adolescents with mental health problems the largest reduction in stress symptoms was observed between pre- and post-assessment. Gender and grade level were less relevant. For all adolescents knowledge gains were revealed (p < 0.001). Program acceptance was moderated by mental health status and grade level (p < 0.01). Mentally healthy adolescents and within the group of adolescents at-risk or with mental health problems, especially younger students (7th/8th grade), rated program acceptance higher. Conclusion Psychological stress symptoms decreased among adolescents with mental health problems and not among adolescents at risk for or without mental health problems. Mental health-related knowledge increased for all adolescents. The results add to knowledge on school-based mental health intervention research and practice. Its implications for different prevention strategies (universal, selective or a combination of both) are discussed.
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Affiliation(s)
- Laya Lehner
- Department of Educational Psychology and Health Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany
| | - Vera Gillé
- Department of Educational Psychology and Health Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany
| | - Sabrina Baldofski
- Department of Psychiatry and Psychotherapy, Medical Faculty, Leipzig University, Leipzig, Germany
| | - Stephanie Bauer
- Center for Psychotherapy Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Katja Becker
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Marburg and Philipps-University Marburg, Marburg, Germany
- Center for Mind, Brain and Behavior (CMBB), Philipps-University Marburg and Justus Liebig University Giessen, Marburg, Germany
| | - Silke Diestelkamp
- University Hospital Hamburg-Eppendorf, German Center for Addiction Research in Childhood and Adolescence, Hamburg, Germany
| | - Michael Kaess
- Department of Child and Adolescent Psychiatry, Centre for Psychosocial Medicine, University Hospital Heidelberg, Heidelberg, Germany
- University Hospital of Child and Adolescent Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
| | - Jennifer Krämer
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Marburg and Philipps-University Marburg, Marburg, Germany
| | - Sophia Lustig
- Department of Child and Adolescent Psychiatry, Centre for Psychosocial Medicine, University Hospital Heidelberg, Heidelberg, Germany
- Institute of Psychology, University of Heidelberg, Heidelberg, Germany
| | - Markus Moessner
- Center for Psychotherapy Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Christine Rummel-Kluge
- Department of Psychiatry and Psychotherapy, Medical Faculty, Leipzig University, Leipzig, Germany
- Department of Psychiatry and Psychotherapy, University Leipzig Medical Center, Leipzig, Germany
| | - Rainer Thomasius
- University Hospital Hamburg-Eppendorf, German Center for Addiction Research in Childhood and Adolescence, Hamburg, Germany
| | - Heike Eschenbeck
- Department of Educational Psychology and Health Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany
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'You're on the waiting list': An interpretive phenomenological analysis of young adults' experiences of waiting lists within mental health services in the UK. PLoS One 2022; 17:e0265542. [PMID: 35303040 PMCID: PMC8932552 DOI: 10.1371/journal.pone.0265542] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Accepted: 03/03/2022] [Indexed: 11/20/2022] Open
Abstract
Waiting lists in mental health services are currently considered too long. Lengthy waits of up to 18 weeks are commonly reported in the UK. Waiting lists have long been associated with a variety of negative psychological responses, however there is little understanding behind young adults’ personal experiences of such delays within mental health services. The current study aimed to explore young adults’ experiences of waiting lists in mental healthcare in the UK. Seven young adults were interviewed in the current study (aged 19–22). Interpretive phenomenological analysis was utilised to explore participant accounts. Three super-ordinate themes were generated: Reliance on Alternative Methods of Support; Inability to Function Sufficiently; and Emergence of Negative Beliefs, Emotions and Thoughts. Participants primarily reported a variety of negative psychological and behavioural consequences associated with waiting lists in mental health services, as well as exacerbated existing physical and psychological health issues. In accordance with the limited number of previous studies, waiting lists are considered by patients to be barriers to mental health support and intervention. Future direction is advised.
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Hassen HM, Behera MR, Jena PK, Dewey RS, Disassa GA. Effectiveness and Implementation Outcome Measures of Mental Health Curriculum Intervention Using Social Media to Improve the Mental Health Literacy of Adolescents. J Multidiscip Healthc 2022; 15:979-997. [PMID: 35535244 PMCID: PMC9078434 DOI: 10.2147/jmdh.s361212] [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: 02/05/2022] [Accepted: 04/14/2022] [Indexed: 11/23/2022] Open
Abstract
Purpose Globally, adolescent mental health problems reportedly manifest more severely in individuals with lower mental health literacy. Mental health curriculum interventions using social media have been associated with positive implementation outcomes. This study aimed to investigate whether such an intervention significantly improves adolescent mental health literacy and is associated with positive implementation outcome measures. Methods This study employed a quasi-experimental design, comparing the before-and-after difference between the intervention group (n1=77) and the control group (n1=76). A mental health literacy module was delivered using social media. Data were collected using validated questionnaires. Effect size and difference-in-differences model calculations (and associated 95% confidence intervals, CI) were conducted alongside other descriptive analyses. Results The estimated intervention effect size and difference-in-differences estimates were greater than zero. The effect was greater in the intervention than in the control group (p<0.05) despite sex and age differences. The effect size estimate provided by Cohen’s d and Hedges’ g values was medium-to-large (d/g=0.429–0.767, p<0.05). The difference-in-differences reflected a significant effect (DID=0.348, CI: 0.154–0.542, p<0.001) in increasing mental health literacy despite differences associated with sex, age, and school grade. The intervention program was acceptable, appropriate, feasible, and satisfactory, and more than 80% of participants said they agree to completely agree with these implementation outcomes. Resources and personal and family-related factors were among the perceived influencing factors determining the effectiveness and implementation outcome measures. Conclusion The intervention program effectively improved the mental health literacy of adolescents. It has been highlighted that social media interventions for mental health promotion could be practical and scalable; however, there is a need to take into account socio-demographic differences and barriers to inclusion/compliance.
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Affiliation(s)
- Hailemariam Mamo Hassen
- School of Public Health, KIIT Deemed to Be University, Bhubaneswar, Odisha, India
- Correspondence: Hailemariam Mamo Hassen, School of Public Health, KIIT Deemed to Be University, Email
| | - Manas Ranjan Behera
- School of Public Health, KIIT Deemed to Be University, Bhubaneswar, Odisha, India
| | - Pratap Kumar Jena
- School of Public Health, KIIT Deemed to Be University, Bhubaneswar, Odisha, India
| | - Rebecca S Dewey
- School of Medicine, The University of Nottingham, Nottingham, UK
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Aqeel M, Rehna T, Shuja KH, Abbas J. Comparison of Students' Mental Wellbeing, Anxiety, Depression, and Quality of Life During COVID-19's Full and Partial (Smart) Lockdowns: A Follow-Up Study at a 5-Month Interval. Front Psychiatry 2022; 13:835585. [PMID: 35530024 PMCID: PMC9067378 DOI: 10.3389/fpsyt.2022.835585] [Citation(s) in RCA: 49] [Impact Index Per Article: 24.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 02/25/2022] [Indexed: 12/25/2022] Open
Abstract
Objective Scholars have debated the COVID-19's full and partial lockdowns' effectivity to control the transmission of the new case. They emphasized the provision of required economic and social resources worldwide. Past literature related to COVID-19 has contributed little evidence to examine the efficacy of full and partial lockdown measures with experimental perspectives at different intervals. This study bridges this literature gap and explores the full and smart lockdowns' impacts on Pakistani students' mental health, depression, quality of life, and anxiety symptoms, during the various waves of the COVID-19 pandemic. Method This pretest and posttest experimental designed web-based survey recruited 40 students from March 23 to August 23, 2020, and recorded their responses. The study incorporated four standardized psychological instruments to receive the desired datasets related to students' mental health, quality of life, anxiety, and depression. Researchers shared data links with the participants via social media, WhatsApp. The study applied one-way and multivariate ANOVA tests (analysis of variance) to draw the desired results. Results This study's findings suggest that both full and partial COVID-19 lockdowns effectively improve students' mental health and quality of life. These measures help reduce anxiety and depressive symptoms among university students. The study results exhibit that partial lockdown (PL) is more effective in improving quality of life. Besides, PL helps reduce anxiety symptoms than complete lockdown among Pakistani students. Conclusion The present study's findings suggest that students are vulnerable. They need particular interventions and preventive measures to protect and improve their mental health and quality of life during a global pandemic. As the stressful experience of the epidemic persists in Pakistan. It will also be interesting to examine the psychological impact of the successive waves of the COVID-19 pandemic.
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Affiliation(s)
- Muhammad Aqeel
- Foundation University Islamabad, Rawalpindi Campus, Islamabad, Pakistan
| | - Tasnim Rehna
- National University of Modern Languages, Islamabad, Pakistan
| | | | - Jaffar Abbas
- School of Media and Communication, Shanghai Jiao Tong University, Shanghai, China
- Antai College of Economics and Management, Shanghai Jiao Tong University, Shanghai, China
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11
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Stark AL, Geukes C, Dockweiler C. Digital Health Promotion and Prevention in Settings: Scoping Review. J Med Internet Res 2022; 24:e21063. [PMID: 35089140 PMCID: PMC8838600 DOI: 10.2196/21063] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Revised: 12/16/2020] [Accepted: 12/02/2021] [Indexed: 01/19/2023] Open
Abstract
BACKGROUND Digital technologies are increasingly integrating into people's daily living environments such as schools, sport clubs, and health care facilities. These settings play a crucial role for health promotion and prevention because they affect the health of their members, as the World Health Organization has declared. Implementing digital health promotion and prevention in settings offers the opportunity to reach specific target groups, lower the costs of implementation, and improve the health of the population. Currently, there is a lack of scientific evidence that reviews the research on digital health promotion and prevention in settings. OBJECTIVE This scoping review aims to provide an overview of research targeting digital health promotion and primary prevention in settings. It assesses the range of scientific literature regarding outcomes such as applied technology, targeted setting, and area of health promotion or prevention, as well as identifies research gaps. METHODS The scoping review was conducted following the Levac, Colquhoun, and O'Brien framework. We searched scientific databases and gray literature for articles on digital setting-based health promotion and prevention published from 2010 to January 2020. We included empirical and nonempirical publications in English or German and excluded secondary or tertiary prevention and health promotion at the workplace. RESULTS From 8888 records, the search resulted in 200 (2.25%) included publications. We identified a huge diversity of literature regarding digital setting-based health promotion and prevention. The variety of technology types extends from computer- and web-based programs to mobile devices (eg, smartphone apps) and telemonitoring devices (sensors). We found analog, digital, and blended settings in which digital health promotion and prevention takes place. The most frequent analog settings were schools (39/200, 19.5%) and neighborhoods or communities (24/200, 12%). Social media apps were also included because in some studies they were defined as a (digital) setting. They accounted for 31.5% (63/200) of the identified settings. The most commonly focused areas of health promotion and prevention were physical activity (81/200, 40.5%), nutrition (45/200, 22.5%), and sexual health (34/200, 17%). Most of the interventions combined several health promotion or prevention methods, including environmental change; providing information, social support, training, or incentives; and monitoring. Finally, we found that the articles mostly reported on behavioral rather than structural health promotion and prevention. CONCLUSIONS The research field of digital health promotion and prevention in settings is heterogeneous. At the same time, we identified research gaps regarding the absence of valid definitions of relevant terms (eg, digital settings) and the lack of literature on structural health promotion and prevention in settings. Therefore, it remains unclear how digital technologies can contribute to structural (or organizational) changes in settings. More research is needed to successfully implement digital technologies to achieve health promotion and prevention in settings.
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Affiliation(s)
- Anna Lea Stark
- School of Public Health, Centre for ePublic Health, Bielefeld University, Bielefeld, Germany
| | - Cornelia Geukes
- School of Public Health, Centre for ePublic Health, Bielefeld University, Bielefeld, Germany
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Merkle N, Ullrich J, Gfrörer T, Brown RC. Schulbasiertes Training für Jugendliche zur Emotionsregulation. KINDHEIT UND ENTWICKLUNG 2021. [DOI: 10.1026/0942-5403/a000360] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Theoretischer Hintergrund: Trainingsprogramme zur Emotionsregulation für Jugendliche sind notwendig, da eine Dysregulation der Emotionen die Entwicklung von psychischen Störungen begünstigen kann. Fragestellung: Ziel dieser systematischen Literaturübersicht ist es, einen Überblick über aktuelle Publikationen zu Trainingsprogrammen von 2015 – 2020 zu geben. Methode: Im Rahmen der Literaturrecherche konnten sechs Publikationen eingeschlossen werden. Ergebnisse: Es zeigten sich positive Effekte bei der Programmdurchführung durch externe Personen, vor allem durch Fachpersonen und keine bis negative Effekte bei der Durchführung durch das Schulpersonal. Ein positiver Einfluss durch die Einbeziehung der Eltern konnte in einem Trainingsprogramm vermutet werden, wobei die Ergebnisse statistisch nicht signifikant waren. Schlussfolgerung: Es zeigt sich die Notwendigkeit weiterer Evaluation von Trainingsprogrammen, welche sich vor allem auch mit dem Einbezug der Bezugspersonen beschäftigen und untersuchen, inwiefern Trainer_inneneffekte auch bei Studien mit einer besseren Vergleichbarkeit vorliegen.
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Affiliation(s)
- Nadja Merkle
- Klinik für Kinder- und Jugendpsychiatrie und -psychotherapie, Universitätsklinikum Ulm
| | - Janice Ullrich
- Klinik für Kinder- und Jugendpsychiatrie und -psychotherapie, Universitätsklinikum Ulm
| | - Thomas Gfrörer
- Hector-Institut für Empirische Bildungsforschung, Universität Tübingen
| | - Rebecca C. Brown
- Klinik für Kinder- und Jugendpsychiatrie und -psychotherapie, Universitätsklinikum Ulm
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Nobre J, Oliveira AP, Monteiro F, Sequeira C, Ferré-Grau C. Promotion of Mental Health Literacy in Adolescents: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:9500. [PMID: 34574427 PMCID: PMC8470967 DOI: 10.3390/ijerph18189500] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Revised: 08/31/2021] [Accepted: 09/02/2021] [Indexed: 11/16/2022]
Abstract
In recent years, there has been an important commitment to the development of programs to promote mental health literacy (MHL) among adolescents, due to the prevalence of mental health problems and the low level of MHL that affects this group. The aim of this study was to map the structure and context of programmes/interventions for promoting MHL among adolescents in school settings. A scoping review was conducted following the guidelines of The Joanna Briggs Institute. We searched for studies on programmes/interventions promoting at least one of the components of MHL of adolescents, written in Portuguese, English or Spanish, published from 2013 to 2020, in MEDLINE, CINAHL Plus with Full Text, SciELO, SCOPUS, OpenGrey, RCAAP and in the article reference lists. This review included 29 articles. The majority of programmes/interventions addressed one or more of the four components of MHL, with the knowledge of mental disorders and stigma reduction components being the most covered; were taught by adolescent's regular teachers; used face to face interventions; had a height variable duration; used non-validated instruments; were implemented in a classroom environment; and showed statistically significant improvements in adolescent's MHL levels. More research is needed to implement/construct programmes/interventions promoting adolescents' MHL concerning knowledge on how to obtain and maintain good mental health.
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Affiliation(s)
- Joana Nobre
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal; (A.P.O.); (F.M.)
- Corporate Public Entity, Local Health Unit of North Alentejo, 7300-126 Portalegre, Portugal
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain;
| | - Ana Paula Oliveira
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal; (A.P.O.); (F.M.)
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain;
| | - Francisco Monteiro
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal; (A.P.O.); (F.M.)
| | - Carlos Sequeira
- Group Inovation & Development in Nursing (NursID), Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS), 4200-450 Porto, Portugal;
- Nursing School of Porto, 4200-072 Porto, Portugal
| | - Carme Ferré-Grau
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain;
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Morgado T, Loureiro L, Rebelo Botelho MA, Marques MI, Martínez-Riera JR, Melo P. Adolescents' Empowerment for Mental Health Literacy in School: A Pilot Study on ProLiSMental Psychoeducational Intervention. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:8022. [PMID: 34360315 PMCID: PMC8345420 DOI: 10.3390/ijerph18158022] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Revised: 07/21/2021] [Accepted: 07/25/2021] [Indexed: 01/07/2023]
Abstract
Adolescence is a critical life phase for mental health and anxiety an emerging challenge for adolescents. Psychoeducational interventions to promote mental health literacy (MHL) on anxiety in adolescents are needed. This study aimed to test the primary outcome of a future full-scale trial: improvement of adolescents' anxiety MHL components on recognition, prevention strategies, and self-help strategies. A sample of 38 adolescents, 24 (63.2%) females and 14 (36.8%) males, with an average age of 14.50 years (SD = 0.89) participated in this study. Each class was allocated to the intervention group (IG, n = 21) or the waiting list control group (WLCG, n = 17) with single-blinded randomization. MHL was assessed using the QuALiSMental. The ProLiSMental psychoeducational intervention consists of four or eight weekly sessions of 90 or 45 min for adolescents, using different active pedagogical methods and techniques. There also are initial and final sessions with adolescents, legal guardians, and teachers. There was a significant improvement with a small to relatively strong effect size in many dimensions of anxiety MHL components. This study suggests the progression to the full-scale trial and values the important role of mental health and psychiatric nurses in the adolescents' empowerment for MHL in schools.
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Affiliation(s)
- Tânia Morgado
- Centro Hospitalar e Universitário de Coimbra—Hospital Pediátrico, Av. Afonso Romão, 3000-062 Coimbra, Portugal
- Health Sciences Research Unit: Nursing, Escola Superior de Enfermagem de Coimbra, Av. Bissaya Barreto, 3004-011 Coimbra, Portugal; (L.L.); (M.I.M.)
- NursID: Innovation & Development in Nursing, Center for Health Technology and Services Research, 4200-450 Porto, Portugal
| | - Luís Loureiro
- Health Sciences Research Unit: Nursing, Escola Superior de Enfermagem de Coimbra, Av. Bissaya Barreto, 3004-011 Coimbra, Portugal; (L.L.); (M.I.M.)
- Escola Superior de Enfermagem de Coimbra, Av. Bissaya Barreto, 3004-011 Coimbra, Portugal
| | | | - Maria Isabel Marques
- Health Sciences Research Unit: Nursing, Escola Superior de Enfermagem de Coimbra, Av. Bissaya Barreto, 3004-011 Coimbra, Portugal; (L.L.); (M.I.M.)
- Escola Superior de Enfermagem de Coimbra, Av. Bissaya Barreto, 3004-011 Coimbra, Portugal
| | - José Ramón Martínez-Riera
- Departamento Enfermeria Comunitaria, Medicina Preventiva y Salud Publica e Historia de la Ciencia, Universidad de Alicante, E-03080 Alicante, Spain;
| | - Pedro Melo
- Centre for Interdisiplinary Research in Health, Universidade Católica Portuguesa, 4169-005 Porto, Portugal;
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Nakamura-Thomas H, Sano N, Maciver D. Determinants of school attendance in elementary school students in Japan: a structural equation model. Child Adolesc Psychiatry Ment Health 2021; 15:38. [PMID: 34315503 PMCID: PMC8317317 DOI: 10.1186/s13034-021-00391-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/19/2021] [Accepted: 07/20/2021] [Indexed: 12/01/2022] Open
Abstract
BACKGROUND Managing school nonattendance is a priority worldwide. Frequent school nonattendance in early school years has immediate and long-term negative effects. Although strategies to address nonattendance are being developed and implemented, the number of students with school nonattendance issues is increasing. In this study, we explored students' feelings and perceptions about attending school and the potential determinants of a positive attitude towards attending school. METHODS We hypothesized that a positive perception towards attending school was influenced by relationships, perceptions of current circumstances, subjective health, and having someone to share experiences and thoughts with. For examining the hypothesized model, an original questionnaire with 14 items was developed, including perceptions towards school attendance (an item), relationships with friends and school teachers (5 items), current circumstances (4 items), subjective health (3 items), and the individuals available to share experiences and thoughts with (1 item). In total, 6860 children submitted the questionnaire (85.3% response rate) and 6841 responses were included to examine the model. Children were 10 or 11 years old, and selected from 111 state-run schools in 8 randomly selected school districts. RESULTS The final model demonstrated good fit and showed that the latent variable of relationships with friends and school teachers directly impacted on how children felt about attending school. The latent variable of subjective health also directly impacted on how children felt about attending school but not strongly. Other latent variables were not significant. CONCLUSIONS The importance of positive relationships with friends and teachers in overcoming school nonattendance has been emphasized in previous studies. This study has provided evidence that these relationships impacted children's positive perception about attending school in a large sample of students aged 10-11 years. The latent variable of subjective health may require more items to capture mental health.
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Affiliation(s)
- Hiromi Nakamura-Thomas
- Graduate School of Health, Medicine and Welfare, School of Health, Medicine and Welfare, Saitama Prefectural University, 820 San-no-miya, Koshigaya, Saitama, Japan.
| | - Nobuyuki Sano
- grid.411731.10000 0004 0531 3030Department of Occupational Therapy, Faculty of Medical Sciences, Fukuoka International University of Health and Welfare, 3-6-40 Momochihara, Sawara ku, Fukuoka city, Fukuoka Japan
| | - Donald Maciver
- grid.104846.fSchool of Health Sciences, Queen Margaret University, Queen Margaret University Way, Musselburgh, EH21 6UU UK
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Ahorsu DK, Sánchez Vidaña DI, Lipardo D, Shah PB, Cruz González P, Shende S, Gurung S, Venkatesan H, Duongthipthewa A, Ansari TQ, Schoeb V. Effect of a peer-led intervention combining mental health promotion with coping-strategy-based workshops on mental health awareness, help-seeking behavior, and wellbeing among university students in Hong Kong. Int J Ment Health Syst 2021; 15:6. [PMID: 33422098 PMCID: PMC7796456 DOI: 10.1186/s13033-020-00432-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/16/2020] [Accepted: 12/21/2020] [Indexed: 11/10/2022] Open
Abstract
Background The psychological well-being of university students is an important factor in successfully coping with the demands of academic life. This study aimed to assess the impact of a peer-led intervention of mental health promotion combined with coping-strategy-based group workshops on mental health awareness and help-seeking behavior among university students in Hong Kong. Method A mixed-method concurrent design was used for this study. Quantitative data, based on one-group pretest-posttest design, were collected using Mental Health Knowledge Schedule Questionnaire to assess mental health awareness, and Attitude Towards Seeking Professional Help Questionnaire-Short Form to examine help-seeking behavior of university students from The Hong Kong Polytechnic University. Qualitative data were collected from written post-activity reflections and focus group discussions which were thematically analyzed. Results A total of 62 university students (mean age: 23.2 ± 5.1 years) were included in this study. Mental health awareness was significantly improved (p = 0.015, 95% Confidence Interval of − 2.670, − 0.297) after program implementation. Help-seeking behavior mean score increased from pretest to posttest, however, no significant difference was observed (p = 0.188, 95% CI = − 1.775, 0.355). Qualitative analysis revealed that the program helped participants learn about coping strategies to help themselves and others with mental health challenges. Conclusions The peer-led intervention provided a positive impact through increased mental health awareness and knowledge of coping strategies on self-help and helping others among university students. Further study could focus on the impact of the program when applied regularly throughout the entire academic year.
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Affiliation(s)
- Daniel Kwasi Ahorsu
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | | | - Donald Lipardo
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, SAR, China.,College of Rehabilitation Sciences, University of Santo Tomas, Manila, Philippines
| | - Parth Bharat Shah
- School of Design, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Pablo Cruz González
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Sachin Shende
- Department of Civil and Environmental Engineering, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Shilpa Gurung
- Department of Applied Biology and Chemical Technology, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Harun Venkatesan
- Institute of Textiles and Clothing, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Anchalee Duongthipthewa
- Department of Mechanical Engineering, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Talha Qasim Ansari
- Department of Mechanical Engineering, The Hong Kong Polytechnic University, Hong Kong, SAR, China
| | - Veronika Schoeb
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, SAR, China. .,School of Health Sciences (HESAV), University of Applied Sciences and Arts Western Switzerland (HES-SO), Lausanne, Switzerland.
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Kaess M, Ritter S, Lustig S, Bauer S, Becker K, Eschenbeck H, Moessner M, Rummel-Kluge C, Salize HJ, Thomasius R, Resch F, Koenig J. Promoting Help-seeking using E-technology for ADolescents with mental health problems: study protocol for a randomized controlled trial within the ProHEAD Consortium. Trials 2019; 20:94. [PMID: 30704534 PMCID: PMC6357507 DOI: 10.1186/s13063-018-3157-7] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2018] [Accepted: 12/22/2018] [Indexed: 01/04/2023] Open
Abstract
BACKGROUND The highest incidence and prevalence of mental health problems across the lifespan as well as the first onset of most long-term mental health conditions are reported for youths between 14 and 25 years of age. At the same time, only 25% of adolescents with mental health problems receive professional treatment. One explanation for poor treatment access in youths is their low help-seeking behavior. Barriers that can keep children and adolescents (C&A) from seeking professional help include a lack of perceived need, structural barriers, or stigma. Interventions based on e-technology might present an effective approach, overcoming these barriers by reducing stigma and providing low-threshold access with enhanced reach, ultimately facilitating help-seeking for mental health problems among youths. METHODS The study is designed as a multi-center, randomized controlled trial. In total, an estimated number of n = 1,500 C&A with mental health problems, drawn from a school-based sample of n = 15,000 pupils attending school grades 6 to 13 (≥ 12 years of age), recruited in five regions of Germany, will be randomized either to an intervention (ProHEAD online) or a control condition. C&A in the intervention group will receive online access to tailored information and individual advice on where to seek professional help for their specific needs close to their place of living, case reports of and interaction with peers, as well as the opportunity for online and telephone counseling. C&A in the control intervention will receive a recommendation to seek help and online information on where to find professional help. All participants will be asked to complete questionnaires concerning their help-seeking behavior at baseline, during the intervention (monitoring), and also at a 1 and 2 year follow-up. The primary endpoint is the number of C&A seeking conventional face-to-face professional help in the real-world setting within 1 year after their initial screening. DISCUSSION The trial will investigate if an Internet-based intervention can increase professional help-seeking in C&A with mental health problems. With its randomized controlled design and large-scale school-based sampling, the study aims to overcome the shortages of previous research. The intervention has the potential to narrow the treatment gap in C&A and to ultimately improve the mental health care system. TRIAL REGISTRATION German Clinical Trials Register, DRKS00014685 . Registered on 7 July, 2018.
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Affiliation(s)
- Michael Kaess
- Section for Translational Psychobiology in Child and Adolescent Psychiatry, Clinic of Child and Adolescent Psychiatry, Centre of Psychosocial Medicine, University of Heidelberg, Blumenstr. 8, 69115 Heidelberg, Germany
- University Hospital of Child and Adolescent Psychiatry and Psychotherapy, University of Bern, Stöckli, Bolligenstrasse 141c, 3000 Bern 60, Switzerland
| | - Sabrina Ritter
- Section for Translational Psychobiology in Child and Adolescent Psychiatry, Clinic of Child and Adolescent Psychiatry, Centre of Psychosocial Medicine, University of Heidelberg, Blumenstr. 8, 69115 Heidelberg, Germany
| | - Sophia Lustig
- Section for Translational Psychobiology in Child and Adolescent Psychiatry, Clinic of Child and Adolescent Psychiatry, Centre of Psychosocial Medicine, University of Heidelberg, Blumenstr. 8, 69115 Heidelberg, 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, Philipps-University of Marburg, Hans-Sachs-Str. 6, 35039 Marburg, Germany
- Marburg Center for Mind, Brain and Behavior (MCMBB), Philipps-University of Marburg, 35043 Marburg, Germany
| | - Heike Eschenbeck
- Department of Psychology, University of Education Schwäbisch Gmünd, Oberbettringer Str. 200, 73525 Schwäbisch Gmünd, Germany
| | - 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
| | - Rainer Thomasius
- German Center for Addiction Research in Childhood and Adolescence, University Hospital Hamburg-Eppendorf, Martinistr 52, W29, 20246 Hamburg, Germany
| | - Franz Resch
- Section for Translational Psychobiology in Child and Adolescent Psychiatry, Clinic of Child and Adolescent Psychiatry, Centre of Psychosocial Medicine, University of Heidelberg, Blumenstr. 8, 69115 Heidelberg, Germany
| | - Julian Koenig
- Section for Translational Psychobiology in Child and Adolescent Psychiatry, Clinic of Child and Adolescent Psychiatry, Centre of Psychosocial Medicine, University of Heidelberg, Blumenstr. 8, 69115 Heidelberg, Germany
- University Hospital of Child and Adolescent Psychiatry and Psychotherapy, University of Bern, Stöckli, Bolligenstrasse 141c, 3000 Bern 60, Switzerland
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Efficacy and cost-effectiveness of Internet-based selective eating disorder prevention: study protocol for a randomized controlled trial within the ProHEAD Consortium. Trials 2019; 20:91. [PMID: 30700318 PMCID: PMC6354385 DOI: 10.1186/s13063-018-3161-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2018] [Accepted: 12/22/2018] [Indexed: 01/21/2023] Open
Abstract
Background The development of efficacious, cost-effective, and widely accessible programs for the prevention of eating disorders (EDs) is crucial in order to reduce the ED-related burden of illness. Programs using dissonance-based and cognitive behavioral approaches are most effective for the selective prevention of ED. Internet-based delivery is assumed to maximize the reach and impact of preventive efforts. However, the current evidence for Internet-based ED prevention is limited. The present trial evaluates the efficacy and cost-effectiveness of two new interventions (based on dissonance theory and principles of cognitive behavioral therapy (CBT)) that are implemented as add-ons to the existing Internet-based ED prevention program ProYouth. Methods The trial is one of five sub-projects of the German multicenter consortium ProHEAD. It is a three-arm, parallel, randomized controlled superiority trial. Participants will be randomized to (1) the online program ProYouth (active control condition) or (2) ProYouth plus a structured dissonance-based module or (3) ProYouth plus a CBT-based chat group intervention. As part of ProHEAD, a representative school-based sample of N = 15,000 students (≥ 12 years) will be screened for mental health problems. N = 309 participants at risk for ED (assessed with the Weight Concerns Scale (WCS) and the Short Evaluation of Eating Disorders (SEED)) will be included in the present trial. Online assessments will be conducted at baseline, at end of intervention (6 weeks), at 6 months follow-up, and — as part of ProHEAD — at 12 and 24 months follow-up. The primary outcome is ED-related impairment (assessed with the Child version of the Eating Disorder Examination-Questionnaire (ChEDE-Q)) at the end of the intervention. Secondary outcomes include ED-related symptomatology at follow-up, ED-related stigma, ED-related help-seeking, and acceptance of and compliance with the interventions. For the health economic evaluation data on costs of the interventions, healthcare utilization and health-related quality of life will be assessed. Discussion This is the first study augmenting a flexible prevention approach such as ProYouth with structured evidence-based modules in order to overcome some of the key limitations in the current practice of ED prevention. Trial registration German Clinical Trials Register (DRKS), DRKS00014679. Registered on 25 April 2018. Electronic supplementary material The online version of this article (10.1186/s13063-018-3161-y) contains supplementary material, which is available to authorized users.
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