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2. Analysis of an In-School Mental Health Services Model for K-12 Students Requiring Intensive Clinical Support: A White Paper Report on Tier 3 School-Based Mental Health Programming
- Author
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Dettmer, Amanda M.
- Abstract
Emotional, behavioral, and mental health challenges make it difficult for many children and adolescents to engage and succeed at school. Research indicates that at least 20% of all children and adolescents have been diagnosed with one more mental health disorders. Behavioral problems, anxiety, and depression are the most diagnosed mental health issues, and they often co-occur. Moreover, these conditions are being diagnosed at increasingly younger ages. In the past several years there has been a rise in the number of adolescents and young adults with serious mental health issues such as major depression and suicidal ideation, and the COVID-19 pandemic has exacerbated mental health problems for children and adolescents. Schools offer promise for providing intensive clinical support to the most at-risk students, and schools are necessary environment to explore the implementation of multi-modal youth mental health services. This paper provides an analysis of an intensive, in-school mental health services model developed and implemented by Effective School Solutions (ESS), a New Jersey based provider of high acuity school based mental health services for K-12 students. We analyze this multi-modal model for its effectiveness in improving educational outcomes for over 3,000 students identified as requiring intensive clinical mental health support across the 2021-22 school year. This analysis reveals that those students receiving High- versus Low-fidelity programming (i.e., multiple sessions per week for at least half of the school year versus for less than half of the school year) had better educational outcomes. Students receiving High-fidelity programming had greater improvements in grade point average (GPA) and greater reductions in absences across the school year. A higher number of in-school clinical sessions per week significantly predicted a greater increase in GPA and a greater reduction in total disciplinary incidents (including out of school suspensions) across the school year. This report provides initial promising evidence that in-school intensive mental health clinical services yield positive effects on students' educational outcomes. Though future research is needed to validate and extend these findings, schools may consider implementing such services onsite to meet students where they are and to optimize students' mental, behavioral, and educational well-being. [This white paper report was published by the Yale Child Study Center."]
- Published
- 2023
3. Exploring the research needs, barriers and facilitators to the collection of biological data in adolescence for mental health research: a scoping review protocol paper.
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Worrell C, Pollard R, Weetman T, Sadiq Z, Pieptan M, Brooks G, Broome M, Campbell N, Gardner N, Harding S, Lavis A, McEachan RRC, Mondelli V, Morgan C, Nosarti C, Porat T, Ryan D, Schmid L, Shire K, Woods A, Pariante CM, Dazzan P, and Upthegrove R
- Subjects
- Humans, Adolescent, Research Design, Mental Disorders, Data Collection methods, Mental Health
- Abstract
Introduction: While research into adolescent mental health has developed a considerable understanding of environmental and psychosocial risk factors, equivalent biological evidence is lacking and is not representative of economic, social and ethnic diversity in the adolescent population. It is important to understand the possible barriers and facilitators to conduct this research. This will then allow us to improve our understanding of how biology interacts with environmental and psychosocial risk factors during adolescence. The objective of this scoping review is to identify and understand the needs, barriers and facilitators related to the collection of biological data in adolescent mental health research., Methods and Analysis: Reviewers will conduct a systematic search of PubMed, Medline, Scopus, Cochrane, ERIC, EMBASE, ProQuest, EBSCO Global Health electronic databases, relevant publications and reference lists to identify studies published in the English language at any time. This scoping review will identify published studies exploring mental health/psychopathology outcomes, with biological measures, in participants between the ages of 11 and 18 and examine the reported methodology used for data collection. Data will be summarised in tabular form with narrative synthesis and will use the methodology of Levac et al , supplemented by subsequent recommendations from the Joanna Briggs Institute Scoping Review Methodology., Ethics and Dissemination: Ethical approval is not required for this scoping review. The scoping review will be conducted with input from patient and public involvement, specifically including young people involved in our study ('Co-producing a framework of guiding principles for Engaging representative and diverse cohorts of young peopLE in Biological ReseArch in menTal hEalth'-www.celebrateproject.co.uk) Youth Expert Working Group. Dissemination will include publication in peer-reviewed journals, academic presentations and on the project website., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)
- Published
- 2024
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4. Reading for Life: The Impact of Youth Literacy on Health Outcomes. Topic Paper
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Scholastic Inc., Shulman, Kai, and Trabucchi, Sarah
- Abstract
"Reading for Life" seeks to provide a gateway to that research. Reviewing data on reading and literacy and their impact on the physical, mental, and social-emotional components of health, this paper will: (1) Review the current state of children's literacy and health, particularly in the wake of the COVID-19 pandemic; (2) Explore the importance of early-childhood education and literacy interventions in preschool, and their roles in health outcomes; (3) Summarize existing literature on the relationship between literacy rates and physical, mental, and social-emotional health; and (4) Study successful collaborations between the education and medical fields to implement literacy interventions in pediatric healthcare settings. [This paper was prepared by Scholastic Research & Validation as part of the Yale Child Study Center-Scholastic Collaborative for Child & Family Resilience.]
- Published
- 2023
5. Prototype development of the Mental Health benchmarking Industry Tool for residential aged Care (MHICare Tool): a protocol paper of a two-stage sequential and mixed methods codesign study.
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Brimelow R, Brooks D, Sriram D, Burley C, Beattie E, Byrne G, and Dissanayaka N
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- Aged, Humans, Australia, Homes for the Aged, Delivery of Health Care, Benchmarking, Mental Health
- Abstract
Objectives: Current mental health practices for people living in residential aged care (RAC) facilities are poor. In Australia, there are no mechanisms to monitor and promote mental health for people living in RAC, including those who experience changed behaviours and psychological symptoms. The aim of this study is to improve current practices and mental health outcomes for people living in RAC facilities by codesigning a Mental Health benchmarking Industry Tool for residential aged Care (MHICare Tool)., Methods: A two-stage sequential and mixed methods codesign methodology will be used. Stage 1 will include qualitative interviews and focus groups to engage with residents, family/care partners and RAC staff to ascertain mental healthcare practices and outcomes of greatest significance to them. Adapted concept mapping methods will be used to rank identified issues of concern in order of importance and changeability, and to generate draft quality indicators. Stage 2 will comprise a Delphi procedure to gain the wider consensus of expert panel views (aged care industry, academic, clinical) on the performance indicators to be included, resulting in the codesigned MHICare Tool., Ethics and Dissemination: This study has been reviewed and approved by the University of Queensland Human Research Ethics Committee (HREC/2019002096). This project will be carried out according to the National Statement on Ethical Conduct in Human Research (2007). The study's findings will be published in peer-reviewed journals and disseminated at national and international conferences and through social media., Conclusion: This protocol reports structured methods to codesign and develop a mental health performance indicator tool for use in Australian RAC., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)
- Published
- 2024
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6. Integrating Mental Health Management into Empowerment Group Sessions for Out-of-School Adolescents in Kenyan Informal Settlements: A Process Paper.
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Mutahi J, Kangwana B, Khasowa D, Muthoni I, Charo O, Muli A, and Kumar M
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- Humans, Adolescent, Kenya, Schools, Public Health, Mental Health, Empowerment
- Abstract
This article presents processes for developing contextualized training procedures to better appreciate partnership, capacity-building experiences, and specific implementation challenges and opportunities for mental and public health teams. The program enrolled 469 out-of-school adolescents to participate in the integration of youth mental health into health and life-skill safe spaces. The teams utilized various methods to achieve process outcomes of restructuring and adapting curricula, training youth mentors, and assessing their self-efficacy before integrating the intervention for 18 months. The Coronavirus (COVID-19) pandemic became an additional unique concern in the preliminary and the 18-month implementation period of the program. This necessitated innovation around hybrid training and asynchronous modalities as program teams navigated the two study locations for prompt training, supervision, evaluation, and feedback. In conclusion, out-of-school adolescents face a myriad of challenges, and a safe space program led by youth mentors can help promote mental health. Our study demonstrated how best this can be achieved. We point to lessons such as the importance of adapting the intervention and working cohesively in teams, building strong and trusting partnerships, learning how to carry out multidisciplinary dialogues, and continuous supervision and capacity building. This article aimed to document the processes around the design and implementation of this innovative intervention and present a summary of lessons learned.
- Published
- 2024
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7. Briefing Paper: Infant and Early Childhood Mental Health and Early Intervention (Part C)--Policies and Practices for Supporting the Social and Emotional Development and Mental Health of Infants and Toddlers in the Context of Parent-Child Relationships
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Early Childhood Technical Assistance (ECTA) Center and University of North Carolina at Chapel Hill, FPG Child Development Institute
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This briefing paper explores Infant and Early Childhood Mental Health (IECMH) policies and practices that state early intervention (Part C) programs may consider implementing to meet the social-emotional and mental health needs of infants and toddlers in the context of relationships with their parents and other caregivers.
- Published
- 2022
8. Policy and Planning in the Midst of Crisis: Supporting Student Learning during the COVID-19 Pandemic. Working Paper
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Stanford University, Policy Analysis for California Education (PACE), Hurtt, Alexandria, Reed, Sherrie, Dykeman, Kramer, and Luu, Justin
- Abstract
As the COVID-19 crisis disrupted schooling, recovery efforts to ensure educational continuity in California included the adoption of Senate Bill 98, which mandated local educational agencies (LEAs) to complete Learning Continuity and Attendance Plans (LCPs). These plans act as critical snapshots of sensemaking in the midst of crisis; however, their details have yet to be explored statewide, concealing the potential trends that arise in local planning when traditional schooling is disrupted by crisis. Through a multiphase, mixed methods approach, this study examines the legislative requirements of an educational policy that orchestrated large-scale local planning. Results suggest that, during a crisis, equity is centered in both policy and the plans of public school districts, threaded through accessibility to instruction as well as academic and social-emotional supports. [For the Policy Brief, see ED624610.]
- Published
- 2022
9. Apart but Connected: Online Tutoring,Cognitive Outcomes, and Soft Skills. Working Paper 32272
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National Bureau of Economic Research (NBER), Michela Carlana, and Eliana La Ferrara
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We study the Tutoring Online Program (TOP), where: (i) tutoring is entirely online; (ii) tutors are volunteer university students, matched with underprivileged middle school students. We leverage random assignment to estimate effects during and after the pandemic (2020 and 2022), investigating channels of impact. Three hours of individual tutoring per week increased math performance by 0.23 SD in 2020 and 0.20 SD in 2022. Higher-dosage yielded stronger effects, while group tutoring smaller effects. TOP enhanced students' aspirations, socio-emotional skills and psychological well-being, but only during school closures. We also estimate the impact of TOP on tutors, finding increases in empathy. [This report received financial support from the Cariplo Foundation.]
- Published
- 2024
10. A call for action with a call for papers: PNEC announces a special issue for "Biology, conflict, and mental health: Understanding the physiology and trauma of forced migration".
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Shirtcliff EA, Jankovic-Rankovic J, and Gettler L
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- Humans, Biology, Mental Health, Refugees
- Published
- 2023
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11. Self-Monitoring Using a Digital versus Paper DBT Diary Card Format: Predicting Fidelity of Completion, Self-Reported Mental Health Symptoms, and Social Acceptability
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Morgan Anderson
- Abstract
Prevalence of mental health needs, particularly those related to anxiety, depression, and emotion regulation, are on the rise in higher education institutions (Auerbach et al., 2016; Blanco et al., 2008). Research has shown college and university student help-seeking behavior varies by identity and many students are often reluctant to seek support (Oswalt et al., 2020; Rickwood et al., 2007), and yet, there are increasing rates of students seeking counseling supports on college and university campuses (Abrams, 2020; Prince, 2015; Son et al., 2020; Xiao et al., 2017). To support students' mental health needs, creative, preventive mental health care is needed in higher education institutions. The present study is situated within the context of a preventive mental health care intervention for undergraduate students in the form of an optional, universally offered course. The course draws on principles of Dialectical Behavioral Therapy, Acceptance-Commitment Therapy, and Positive Psychology. In order to track intervention efficacy and support generalization and rehearsal of learned skills, students are tasked with using a self-monitoring tool called a diary card. Behavior change literature suggests that self-monitoring is a key factor in goal attainment and can even promote better intervention outcomes (Harkin et al., 2016; Kruglanski et al., 2002). Effective self-monitoring is that which is completed with fidelity, meaning high accuracy and consistency, both of which stand to be improved by technology. Digital formats of self-monitoring are increasingly popular because of their implications for self-monitoring fidelity and social acceptability (Aguilera, 2015; Avina, 2008; Cristol, 2018; Bedesem, 2012; Borntrager & Lyon, 2015; Dennison et al., 2013; Marzano et al., 2015; Melbye et al., 2020; Murnane et al., 2016; Sin et al., 2020; Ysseldyke et al., 2006). However, there remains a lack of robust evidence to support the use of digital self-monitoring tools in mental health interventions. This study adds to existing literature by using quantitative and qualitative methods to further explore the efficacy and social acceptability of a digital diary card used within a preventive mental health course at the university level. Students enrolled in the course were randomly assigned either to the Business as Usual (BAU) paper diary card or the digitally formatted diary card. Multiple regression analysis showed the digital diary card format uniquely predicted lower completion fidelity and social acceptability. Qualitative interviews further revealed students had difficulty with using and submitting the digital diary card, but even in spite of these challenges, would prefer a digital diary card in the future, emphasizing the importance of ease of use and submission in future designs. This paper concludes with recommendations for the design and implementation of a digital self-monitoring tool and directions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
12. The Condition of Education in Wisconsin. WCER Working Paper No. 2020-12
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Hirschl, Noah, and Grodsky, Eric
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This report presents a snapshot of selected features of the condition of education in Wisconsin in 2019. With support from the U.S. Department of Education's Institute for Education Sciences, and in collaboration with colleagues at the Wisconsin Department of Public Instruction (DPI), the authors set out to measure practices in PK-12 education that they considered especially important for educational equity and success for children in Wisconsin. Public school teachers and administrators in Wisconsin are responsible for educating about 855,000 students between four-year-old kindergarten and twelfth grade. State report cards produced annually by the Wisconsin DPI show how well we are doing as a school system with respect to student outcomes. In this paper, we focus on what principals and teachers in the state are doing. How do kindergarten teachers at both the four-year-old and five-year-old levels engage in play in their classrooms? How do elementary teachers group students for instruction and how frequently do they reconsider these groupings? What sorts of educational opportunities do teachers and schools offer their English language learners and their students with special needs? How supported do teachers feel in their early years in the profession? These are just a few of the questions we asked a representative sample of almost 700 principals and 2,200 teachers in the state. This paper offers a big picture view of instructional practice and educational opportunity in Wisconsin. It makes no claims about what schools and teachers should do to increase equity and success for students in Wisconsin. Instead, it shines a light on the many ways our educators work to support students in the state and, we hope, offers insights into where we might do better.
- Published
- 2020
13. Addressing the Needs of Students Experiencing Homelessness during the COVID-19 Pandemic: Highlights from the Alameda, Contra Costa, San Mateo, Santa Clara, and Solano County Offices of Education Bay Area Geographic Leads Consortium. White Paper
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Center to Improve Social and Emotional Learning and School Safety at WestEd and Berliner, Bethann
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This report, commissioned by the Bay Area Geographic Leads Consortium, explores how five county offices of education and local school districts pivoted to reach, teach, and support the holistic needs of students experiencing homelessness during the COVID-19 pandemic. The report documents the rising number of students experiencing homelessness as well as the causes and consequences of childhood homelessness. It also describes how educators faced unique challenges and creatively found solutions to educating students without a stable home or an appropriate place to attend school remotely. Each county offers promising examples of ways to provide instruction and learning supports to students without homes and meaningful ways to deliver urgently needed social-emotional, mental health, and well-being assistance to students and families, including meeting basic needs such as food and shelter. The report also describes innovative ways that the counties addressed technology and connectivity gaps that resulted from the shift to distance learning and collaborated with community-based partners.
- Published
- 2021
14. [Climate change and mental health. Position paper of a task force of the DGPPN].
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Heinz A and Meyer-Lindenberg A
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- Humans, Climate Change, Anxiety Disorders, Anxiety, Mental Health, Stress Disorders, Post-Traumatic
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Climate change and the resulting higher frequency of extreme weather events have a direct negative impact on mental health. Natural disasters are particularly associated with an increase in the prevalence of depression, anxiety and posttraumatic stress disorder. Indirect consequences of climate change, such as food shortages, economic crises, violent conflicts and forced migration, additionally represent severe psychological risk and stress factors. Climate anxiety and solastalgia, the distress induced by environmental change, are new psychological syndromes in the face of the existential threat posed by the climate crisis. Accordingly, a sustainable psychiatry must prepare for increasing and changing demands. The principles of psychiatric treatment need to focus more on prevention to reduce the overall burden on the healthcare system. Waste of resources and CO
2 emissions in psychiatric treatment processes as well as infrastructure must be perceived and prevented. Psychiatric education, training and continuing education concepts should be expanded to include the topic of climate change in order to comprehensively inform and sensitize professionals, those affected and the public and to encourage climate-friendly and health-promoting behavior. More in-depth research is needed on the impact of climate change on mental health. The DGPPN becomes a sponsor and aims for climate neutrality by 2030 by committing to climate-friendly and energy-saving measures in the area of finance, in relation to the DGPPN congress as well as the DGPPN office., (© 2023. The Author(s).)- Published
- 2023
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15. Call for Papers on Adolescent Mental Health.
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Moreno MA, French B, and Christakis DA
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- Humans, Adolescent, Adolescent Health, Mental Health, Mental Disorders epidemiology, Mental Disorders therapy
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- 2023
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16. Practitioners' Recommendations to Improve the Academic Success of Economically Disadvantaged Students in Wisconsin. WCER Working Paper No. 2020-13
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Miesner, H. Rose, Packard, Chiara, Laemmli, Taylor, and MacGregor, Lyn
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Although policymakers generally appreciate the value of crafting policies that are responsive to teacher and principal voice, doing so in a systematic way is challenging. Educator voices in the room when policies are made are often those of teachers and principals closest to policymakers. In 2019, to broaden the range of educator voices available to policymakers in Wisconsin, we asked more than 2,200 teachers and 700 principals in public schools in Wisconsin how "they" would change policy to improve the academic success of economically disadvantaged students. In total, 1,559 teachers and 601 principals offered suggestions for changing policy across four categories: school level--academic, student level, school level--non-academic, and community level. Though we saw variation in responses based on percent of student body eligible for free and reduced-priced lunch, grade levels served (elementary, middle, high school) and community type (city, suburb, town, rural), many responses appear with similar frequency among practitioners across contexts--indicating promise for making broader changes that impact all schools.
- Published
- 2020
17. Perspectives on the Year Abroad: A Selection of Papers from YAC2018
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Research-publishing.net (France), Salin, Sandra, Hall, Damien, Hampton, Cathy, Salin, Sandra, Hall, Damien, Hampton, Cathy, and Research-publishing.net (France)
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This volume draws together a selection of papers from YAC2018, the first meeting in the annual Year Abroad Conference series, which took place at Newcastle University in September 2018. The contributions collected here examine some of the opportunities, gains, and challenges the Year Abroad brings for both students and staff. They are presented around the five broad themes around which YAC2018 was organised: mental health, year abroad preparation, student perception of the year abroad, year abroad assessment, and employability. This volume will be of interest to academics and professional services staff involved in the preparation, administration, and management of the year abroad. [Newcastle University and the School of Modern Languages in particular provided organisational and financial support in the preparation of the event.]
- Published
- 2020
18. Ideas of how peer support workers facilitate interprofessional learning in mental health care teamwork: conceptual paper
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Viking, Tuija and Nilsson, Lena
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- 2024
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19. Paper Charts: A Continued Barrier to Psychiatric Care in the Midst of a Broken and Fragmented Mental Health System.
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Frost ED, Donlon J, Mitwally A, Magnani G, Tomlin S, Berk M, and Koola MM
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- Humans, Confidentiality, Privacy, Delivery of Health Care, Mental Health, Electronic Health Records
- Abstract
Abstract: The use of electronic medical records (EMRs) has increased dramatically over the last 15 years. However, psychiatry has lagged. EMRs are not being used by many mental health professionals. There are many reasons, including financial burden, lack of technological support, stigma, disaggregation of upfront costs, indirect benefits, and concerns about privacy and Health Insurance Portability and Accountability Act compliance. Obtaining paper records is a lengthy process, making continuity of care and emergency care challenging. Even when records are made available, it is common for information to be incomplete. The objective of this article is to highlight how the continued use of paper charts may decrease the quality and timeliness of psychiatric care provided and to discuss the psychiatry-specific issues created by EMRs. A case illustrating the disruption of care by continued use of paper charts in psychiatric facilities is presented. The growing use of EMR creates new challenges that affect psychiatry in ways other fields are not affected. These challenges include confidentiality issues, the frequent change/spectrum of diagnoses, determining how much information should be recorded in a note, and what the implications are of the information recorded. This article will discuss the use of EMRs in psychiatry, as well as encourage medical students and residents to take a deeper dive into psychiatry-specific issues regarding the use of EMR. EMR use may have a profound impact on our patient outcomes, health care delivery system, shorter inpatient stay, as well as reduce health care costs., (Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved.)
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- 2023
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20. Mental Health Profiles in Clinical and Non-clinical Samples in Light of the Maintainable Positive Mental Health Theory: Protocol Paper.
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Zabo V, Purebl G, Olah A, Gonda X, Harangozo J, Keri S, Vincze A, Patko D, Bognar J, Erat D, and Vargha A
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- Humans, Cross-Sectional Studies, Surveys and Questionnaires, Mental Health, Mental Disorders epidemiology, Mental Disorders diagnosis
- Abstract
Clinical psychology has invested a lot of energy in the thorough examination of the characteristics of mental disorders, but less in the implication of the accessible mental health capacities in the recovery phase. Our aim in the present study is to verify the two-continuum mental health model in clinical and non-clinical samples in the light of the Maintainable Positive Mental Health Theory. A further aim is to investigate the interrelationship between positive mental health and mental disorder by examining various groups of mental disorders with different levels of severity. We also examine the prevalence of the diagnostic categories of the Complete Mental Health Model. Furthermore, we aim to identify mental health profiles and their correlates. In the present paper, we introduce the protocol for the ongoing research. A cross-sectional, case-control design is employed to investigate the two-continuum model of mental health. The clinical sample (n = 400) is recruited from four Hungarian hospitals. The non-clinical sample (n = 400) is collected using an online self-report survey-based research design. The two-continuum model of mental health will be tested using exploratory factor analysis and confirmatory factor analysis, with the symptoms of mental disorders and mental health as outcome variables. We will then separate groups of mental disorders according to the leading symptoms. Analysis of variance will be used to examine mental health as the dependent variable at a certain severity level in different mental disorder groups. Analysis of covariance will be used to identify the effect of different sociodemographic indicators.The prevalence of the diagnostic categories of the Complete Mental Health Model will be calculated and compared using chi-square tests. Finally, mental health profiles will be identified using latent profile analysis. Our study draws attention to the fact that "optimal human functioning" can be understood in ways that includes, and not excludes, people living with mental disorder., ((Neuropsychopharmacol Hung 2022; 24(4): 180–184).)
- Published
- 2022
21. A Profile of Youth Not in Employment, Education or Training (NEET) in Canada, 2015 to 2017. Analytical Studies Branch Research Paper Series
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Statistics Canada, Davidson, Jordan, and Arim, Rubab
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Reducing the proportion of youth not in employment, education or training (NEET) is one of the targets of the United Nations Sustainable Development Goal 8. This has become an important indicator that is monitored by many countries and international organizations since youth NEET are prone to long-term economic and social difficulties. Although Canada-centric studies on youth NEET exist, they tend to focus on sociodemographic characteristics and on educational and employment outcomes. This report aims to expand the information on Canadian youth NEET by examining various sociodemographic and psychosocial characteristics. It also aims to explore whether different subgroups of youth NEET experience similar psychosocial characteristics. This study is based on data from three recent Canadian Community Health Survey cycles (2015 to 2017). This study indicated various sociodemographic and psychosocial differences between Canadian youth NEET and non-NEET, and also highlighted the diversity among different youth NEET subgroups. Future research should continue to identify risk and protective factors related to NEET status by distinguishing among the subgroups of this population.
- Published
- 2019
22. Understanding eating behaviours, mental health and weight change in young adults: protocol paper for an international longitudinal study.
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Whatnall M, Fozard T, Kolokotroni KZ, Marwood J, Evans T, Ells LJ, and Burrows T
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- Cross-Sectional Studies, Feeding Behavior, Humans, Longitudinal Studies, Pandemics, Young Adult, COVID-19, Mental Health
- Abstract
Introduction: Understanding the complexities of change in eating behaviours, mental health, well-being and weight is crucial to inform healthcare and service provision, particularly in light of the exacerbating effects of the COVID-19 pandemic. This study aims to address the need for more comprehensive cross-sectional and longitudinal evidence, by tracking eating behaviours, mental health, health related behaviours and weight over a 12-month period, in a sample of young adults (18-35 years) in the UK and Australia., Methods and Analysis: Online surveys administered via the Prolific online research platform will be used for data collection at baseline, 6 months and 12 months. The survey (approximately 45 min) measures demographics, the impact of COVID-19, body mass index (BMI), weight management and health service usage, eating behaviours, personality, mental health, and health-related behaviours. An optional substudy component at each time point aims to validate self-reported weight in the main survey through images. Study inclusion criteria are; aged 18-34 years at baseline, BMI ≥20 kg/m
2 , and residing in the UK or Australia. A target of 500 participants at baseline was set, recruited through Prolific, and with recruitment stratified by BMI, sex and country. The proposed analyses include creating static predictive models using baseline data (eg, using latent class analysis, factor analysis or similar), and mapping changes longitudinally (eg, using multivariate regressions). These analyses will enable changes in the study measures to be identified, as well as predictors and outcomes of change., Ethics and Dissemination: Ethical approval was granted by Leeds Beckett University, UK (reference number 86004) and the University of Newcastle, Australia (reference number H-2022-0110). Study findings will be disseminated through scientific journals, conferences, institute websites and social media, and briefings tailored to policy, practice and the public, with the intention to help inform the future development of health and well-being care and support for young adults across Australia and the UK., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)- Published
- 2022
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23. Are Mental Health and Neurodevelopmental Conditions Barriers to Postsecondary Access? Analytical Studies Branch Research Paper Series
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Statistics Canada, Arim, Rubab, and Frenette, Marc
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The Canadian literature on postsecondary access has identified many of its key determinants including parental education and income, academic performance, and sex. However, relatively little work has investigated the independent role of disability in postsecondary enrollment. This study fills that gap by estimating the relationship between mental health and neurodevelopmental conditions diagnosed in childhood (available from the National Longitudinal Survey of Children and Youth [NLSCY]) and postsecondary enrollment during early adulthood (available from the tax credits on the T1 Family File [T1FF]). The study is possible as a result of the recent linkage between the NLSCY and T1FF. The findings suggest that 77% of youth who were not diagnosed with any long-term health condition in their school years (the comparison group) enrolled in postsecondary education (PSE) by their early 20s. In contrast, 60% of youth diagnosed with a neurodevelopmental condition (NDC) enrolled in PSE in the same time frame (a gap of 17 percentage points), while only 48% of youth diagnosed with a mental health condition (MHC) enrolled in PSE (a gap of 29 percentage points compared with youth in the comparison group). Youth diagnosed with both an NDC and an MHC were even less likely to enroll, with only 36% going on to PSE (41 percentage points behind youth in the comparison group). Differences in sex, academic performance and family background (e.g., parental income and education) explain only about one-third of these gaps. Among the MHCs, the most common diagnosis was Attention Deficit Hyperactivity Disorder (ADHD). Youth with an ADHD diagnosis were less likely to pursue PSE than youth diagnosed with other types of MHCs such as emotional, psychological or nervous difficulties. These findings suggest that youth diagnosed with NDCs and MHCs in their school years face barriers to enrolling in PSE that are distinct from those confronting other youth.
- Published
- 2019
24. Digital use of standardised assessment tools for children and adolescents: can available paper-based questionnaires be used free of charge in electronic format?
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Cottin M, Blum K, Konjufca J, Quevedo Y, Kaaya S, Behn A, Schmeck K, Sharp C, and Zimmermann R
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- Adolescent, Child, Electronics, Humans, Surveys and Questionnaires, Mental Health, Poverty
- Abstract
Question: Most adolescents live in low- and middle-income countries (LMIC), and about 10% of them face mental problems. The mental health provision gap in low- and middle-income countries could be addressed by evidence-based practices, however costs are implementational barriers. Digitalization can improve the accessibility of these tools and constitutes a chance for LMIC to use them more easily at a low cost. We reviewed free and brief evidence-based mental health assessment tools available for digital use to assess psychopathology across different domains in youth., Methods: For the current study, instruments from a recent review on paper-based instruments were re-used. Additionally, a systematic search was conducted to add instruments for the personality disorder domain. We searched and classified the copyright and license terms available from the internet in terms of free usage and deliverability in a digital format. In the case that this information was insufficient, we contacted the authors., Results: In total, we evaluated 109 instruments. Of these instruments, 53 were free and digitally usable covering 11 mental health domains. However, retrieving information on copyright and license terms was very difficult., Conclusions: Free and digitally adaptable instruments are available, supporting the strategy of using instruments digitally to increase access. The instrument's authors support this initiative, however, the lack of copyright information and the difficulties in contacting the authors and licence holders are barriers to using this strategy in LMIC. A comprehensive, online instrument repository for clinical practice would be an appropriate next step to make the instruments more accessible and reduce implementation barriers., (© 2022. The Author(s).)
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- 2022
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25. Supporting Students Facing Mental Health Challenges. CRLT Occasional Paper No. 38
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University of Michigan, Center for Research on Learning and Teaching (CRLT), Collette, Karishma, Armstrong, Sara, and Bean, Christine Simonian
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University life is widely publicized as an adventure--a chance to engage with new ideas, people, and opportunities. While these vibrant interactions can be part of the college experience, participation in a competitive, high-stakes academic environment like University of Michigan (U-M) can pose very real challenges. Students must learn to navigate campus norms and culture, meet rigorous academic expectations, and manage financial, social, and personal pressures. Navigating these often-competing demands can create or exacerbate mental health concerns and jeopardize student well-being. In addition to these general complexities, individuals who hold identities that are marginalized in U.S. higher education spaces (e.g., students of color, LGBTQ+ students, undocumented students, students from low income families, international students) face additional burdens: emotional stress and labor arising from daily microaggressions, taunting, harassment, or worse. Mental health challenges are a common concern for students at U-M. Findings from the National Alliance on Mental Health's report "College Students Speak" (Gruttadaro & Crudo, 2012) show that 64% of students who have dropped out of college connect their departure to a mental health concern. In recent years, U-M's Counseling and Psychological Services unit (CAPS) has seen a surge in demand for its services. Their 2016-17 annual report highlights that service requests have nearly quadrupled since 2010, with an average increase of 5% per year that significantly exceeds U-M's annual increase in enrollment. In 2017-18, this annual increase continued with CAPS reporting a 6.7% increase from the previous academic year. The growth in demand for services, though alarming enough in its own right, is likely to be an underestimate of the actual incidence of mental health distress experienced by U-M students. Students may not access counseling support due to stigma surrounding mental health issues. They might also choose not to seek support via formal mechanisms because of cultural norms related to their identities or because of an actual or perceived lack of support professionals who share relevant identities. Both U-M students and instructors have identified a need for instructors to respond knowledgeably and compassionately to student mental health concerns. This Occasional Paper is designed to assist instructors in developing their capacity to support and assist students experiencing mental health concerns. It will introduce them to role-appropriate strategies to facilitate positive academic and health outcomes for their students, and shares strategies for proactively supporting student well-being. The paper presents principles that can proactively shape interactions with students who disclose a mild to moderate level of distress and distills best practices for responding to students experiencing severe distress.
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- 2018
26. Promoting Inclusive Education for Diverse Societies: A Conceptual Framework. OECD Education Working Papers. No. 260
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Organisation for Economic Cooperation and Development (OECD) (France), Cerna, Lucie, Mezzanotte, Cecilia, Rutigliano, Alexandre, Brussino, Ottavia, Santiago, Paulo, Borgonovi, Francesca, and Guthrie, Caitlyn
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In many countries, schools and classrooms are becoming increasingly diverse along a variety of dimensions, including migration; ethnic groups, national minorities and Indigenous peoples; gender; gender identity and sexual orientation; special education needs; and giftedness. To navigate this diversity, adopting a multidimensional and intersectional lens could help education systems promote equity and inclusion in education and foster the well-being and learning of all students. Such an approach could also support education systems in preparing all individuals so that they can engage with others in increasingly complex and diverse societies. To build equitable and inclusive education systems, analysing policy issues regarding governance arrangements, resourcing schemes, capacity building, school-level interventions, and monitoring and evaluation is key. The "Strength through Diversity: Education for Inclusive Societies" project seeks to help governments and education systems address diversity to achieve more equitable and inclusive education systems. This paper presents the project's theoretical and analytical framework.
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- 2021
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27. The Effect of SNAP and the Broader Safety Net on Mental Health and Food Insecurity. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2018-04
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University of Kentucky Center for Poverty Research (UKCPR), Schmidt, Lucie, Shore-Sheppard, Lara, and Watson, Tara
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Previous literature documents a strong relationship between food insecurity and mental health, and also examines the impact of safety net programs on food insecurity. However, little is known about the intersection between mental health, safety net participation, and food insecurity. In this research, we use a multi-program safety net calculator (including cash, food, and health insurance programs) and data from the National Health Interview Survey and the Current Population Survey to examine the effects of safety net generosity on food insecurity and mental health for single mother families. We examine four research questions. First, does state safety net generosity affect self-reported participation in safety net programs? Second, does mental health affect participation in safety net programs, conditional on generosity? Third, does more generous cash and food assistance affect mental health? And finally, how effective is the safety net in reducing food insecurity in the presence of mental health issues? We find that state-level safety net generosity does predict self-reported participation, and that conditional on generosity, those with mental health issues are significantly more likely to participate in safety net programs. More generous cash and food assistance is protective of maternal mental health, but results are somewhat sensitive to the measure of mental health examined. Finally, we find no effect of the safety net on 30-day food insecurity. These results have important implications for the effectiveness of safety net programs for some of the most vulnerable members of society: low-income mothers suffering from mental health challenges and their children.
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- 2018
28. Transition to Adulthood: Dynamics of Disability, Food Security, Health, and SNAP Participation. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2018-01
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University of Kentucky Center for Poverty Research, Guo, Baorong, Huang, Jin, and Porterfield, Shirley L.
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Young adults face enormous economic, social and psychological challenges when they transition into adulthood. This transition can be especially overwhelming and daunting for young adults with disabilities. Among the challenges young adults with disabilities are faced with are greater risk of low food security and barriers to healthcare. This study examines how the transition to adulthood may affect food security, health, and access to healthcare for youth with disabilities, and estimates the effects that SNAP has on this group in those turbulent years. The study used five years of data (2011-2015) from the National Health Interview Survey (NHIS). We combined the public and restricted NHIS data with the state SNAP policy variables. The sample included low-income individuals ages 13-25 (and their families) to reflect the life stage from pre-transition, to transition, and then to post-transition. Analyses were conducted at the Census Research Data Center in Columbia, MO. A difference-in-difference (DID) approach in linear models was applied to compare individuals with and without disabilities regarding changes in food security status and their health-related outcomes in the transition to adulthood. State SNAP policy variables were used as exogenous instruments to estimate the effects of SNAP participation on food security and health/healthcare use for youth and young adults with disabilities in the models of instrumental variables. Below is a summary of the main findings in which youth are referred to as individuals under 18, and young adults are referred to as individuals ages 18 to 25. (1) Compared to those without disabilities, individuals with disabilities have a greater risk of low food security in both childhood and young adulthood; (2) Transition into adulthood results in greater food security for individuals without disabilities but an increased risk of low food security for individuals with disabilities. The increased risk for young adults with disabilities may well put them at very low food security, the most severe category on the food security scale; (3) Food security status is associated with health and access to healthcare for all the four groups, youth and young adults, with or without disabilities. However, the associations between low food security and health-related outcomes do not seem to vary by disability status for young adults, indicating the additional risk of low food security that young adults with disabilities experience does not correlate with their health-related outcomes; (4) Contrary to our expectation, SNAP participation does not seem to have statistically significant effects on food security and health-related outcomes for individuals with disabilities. These impacts, although insignificant, show expected directions (i.e., improving food security and health) that are different from those often found in the OLS estimation that does not address the selection bias; and (5) SNAP participation is a statistically significant predictor of youth's food security status measured by the food security raw score only, but not the other three food security measures. SNAP participation appears to have greater impacts for youth than for young adults. In other words, the protective effects of SNAP decrease for young adults perhaps because they encounter greater barriers accessing SNAP than when they were young. The study's limitations are closely examined with a focus on the constraints that we had in the DID analysis and the IV analysis. We also suggested directions for future research. Since food security likely has a profound impact on the long-term development, economic independence, and self-sufficiency, we discussed a few policy strategies that may help individuals with disabilities in their transition to adulthood. These include special outreach services to improve SNAP accessibility, an embedded alert system that serves to bring awareness of a SNAP participant's upcoming transition to adulthood, incorporation of nutrition assistance in transition planning for youth, and better coordination of multiple public programs.
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- 2018
29. Editorial Comment: Papers from the International Consortium for Mental and Social Health in Musculoskeletal Care.
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Ring D and Vranceanu AM
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- Congresses as Topic, Humans, Mental Health, Musculoskeletal Pain psychology, Musculoskeletal Pain therapy, Pain Management methods
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Competing Interests: Each author certifies that there are no funding or commercial associations (consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article related to the author or any immediate family members. All ICMJE Conflict of Interest Forms for authors and Clinical Orthopaedics and Related Research® editors and board members are on file with the publication and can be viewed on request.
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- 2022
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30. Enhancing Lives via Interdisciplinary Translational Science (EnLITS): A Circumplex Model for the Social-Behavioral-Educational Fields. CYFS Working Paper 2016-1
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University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS), Sheridan, Susan M., DiLillo, David, Hansen, David J., DeKraai, Mark, Koenig-Kellas, Jody, Swearer, Susan M., and Lorey A. Wheeler
- Abstract
According to the National Institutes of Health, "Translational research includes …the process of applying discoveries generated during research in the laboratory, and in preclinical studies, to the development of trials and studies in humans… [and] research aimed at enhancing the adoption of best practices in the community. Following this tradition, this paper defines translational research in the Social-Behavioral-Educational (SBE) sciences as the recursive, bidirectional process of integrating scientific knowledge and research-based discoveries into community and societal practices and policies. Because there is a woeful lack of understanding about the science of translation, or how this very difficult work happens. Little is actually known about the strategies, structures, and processes of translational research that influence the capability and probability of diverse researchers from distinct disciplines collaborating effectively to solve significant social, behavioral, educational, and mental health problems. Barriers such as discipline-centric terminologies, traditional methodological approaches, time constraints, and narrowly conceived and executed dissemination strategies are significant. To accelerate the transmission of knowledge across the spectrum of theory, experimentation, implementation and diffusion, an augmented translational research approach specific to the SBE sciences is needed. The specific aims of this initiative are two-fold. First, the initiative will uncover various aspects (phases and processes) of translation that are most effective in addressing a range of significant social, behavioral, educational and mental health challenges plaguing society. Second, the knowledge gained about the science of translation will be applied to ameliorate specific social, behavioral, educational, and mental health problems by targeting specific substantive issues in these areas that impede individual, familial, social, and societal health. Through advanced understanding of the mechanisms by which meaningful integration of researchers from multiple disciplines and across the basic, applied, community and policy spectrum occurs, translational researchers will provide critical core support to augment the efficient translation around targeted SBE research. Relatedly, structures developed as a product of this initiative will serve as a hub to inform significant training, practice and policy advances among researchers in the SBE sciences. [Development of this white paper was completed with partial support from the University of Nebraska-Lincoln Office of Research and Economic Development (ORED).]
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- 2016
31. Open Dialogue, need-adapted mental health care, and implementation fidelity: A discussion paper.
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Waters E, Ong B, Mikes-Liu K, McCloughen A, Rosen A, Mayers S, Sidis A, Dawson L, and Buus N
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- Finland, Humans, Mental Health, Mental Health Services
- Abstract
Open Dialogue is a need-adapted approach to mental health care that was originally developed in Finland. Like other need-adapted approaches, Open Dialogue aims to meet consumer's needs and promote collaborative person-centred dialogue to support recovery. Need-adapted mental health care is distinguished by flexibility and responsiveness. Fidelity, defined from an implementation science perspective as the delivery of distinctive interventions in a high quality and effective fashion is a key consideration in health care. However, flexibility presents challenges for evaluating fidelity, which is much easier to evaluate when manualization and reproducible processes are possible. Hence, it remains unclear whether Open Dialogue and other need-adapted mental health interventions can be meaningfully evaluated for fidelity. The aim of this paper was to critically appraise and advance the evaluation of fidelity in need-adapted mental health care, using Open Dialogue as a case study. The paper opens a discussion about how fidelity should be evaluated in flexible, complex interventions, and identifies key questions that need to be asked by practitioners working in need-adapted mental health care to ensure they deliver these interventions as intended and in an evidence-based fashion., (© 2021 John Wiley & Sons Australia, Ltd.)
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- 2021
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32. Animal-Assisted Interactions for College Student Mental Health and a Conceptual Model of Practice: A Three-Paper Dissertation
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Tanya Kathleen Bailey
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People have long found comfort and support by interacting and sharing their lives with animals, and from this interest has led to a specific modality in human healthcare called Animal-Assisted Interactions (AAI). One application of AAI in higher education has gained much attention in the past 10 years. University campuses are a setting where suicide is the second leading cause of death and where college student mental health is in crisis. However, a robust understanding of the development, implementation, and impact of these programs in relation to these immense challenges remains vastly understudied. The purpose of this dissertation is to explore campus-based AAI programs for college student mental health, and as a three-paper manuscript, the information is presented in a progressive fashion. In the first paper, I describe a scoping review study in which I map the literature on campus-based AAI programs for college student mental health. In the second paper, I present the findings from a repeated, six-year cross-sectional study for academic years 2014/15 through 2019/20 using a secondary analysis of existing data from a campus-based AAI program. In the third paper I define a conceptual model of practice that I developed called the PACE--Practitioner, Animal, Client, and Environment--Model for AAI to frame the way AAI programs are established and applied. The implications presented from this study can inform future practice, education, policy, and research in the fields of social work, college student development, and AAI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2021
33. Extended Paper: Reconceptualising Foundational Assumptions of Resilience: A Cross-Cultural, Spatial Systems Domain of Relevance for Agency and Phenomenology in Resilience
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Downes, Paul
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This article seeks to amplify Bronfenbrenner's (1979) concerns with concentric structured, nested systems and phenomenology, for Ungar's (2012) extension of resilience to systems based on Bronfenbrenner's (1979, 1995) socio-ecological paradigm. Resilience rests on interconnected assumptions regarding space, agency and system blockage, as well as the role of individual phenomenological dimensions. This article proposes a specific model of dynamic spatial systems of relation to underpin agency and phenomenology in resilience, building on a reinterpretation of Lévi-Strauss' (1962, 1963, 1973) cross-cultural observations of contrasts between concentric and diametric spatial systems; space is a key bridge between material, symbolic and interpersonal domains of relevance for resilience. Agency in resilience is interpreted in terms of movement between concentric and diametric spatial systems at social and school microsystem levels, as well as for individual phenomenology. Space is not just an object of analysis but an active constituent part of educational and developmental processes pertaining to resilience, as a malleable background contingent condition for causal trajectories. This framework of spatial-relational agency shifts focus for resilience from bouncing back into shape, towards transition points in space, moving from diametric spaces of splitting to concentric spatial relations of assumed connection across different system levels.
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- 2017
34. Call for papers: Themenschwerpunkt „Psychiatrische Pflege und psychische Gesundheit“.
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- Humans, Mental Disorders, Mental Health
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- 2022
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35. Teachers' Well-Being: A Framework for Data Collection and Analysis. OECD Education Working Papers, No. 213
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Organisation for Economic Cooperation and Development (OECD) (France), Viac, Carine, and Fraser, Pablo
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Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being of teachers and its implications on the teaching and learning nexus. This working paper proposes a comprehensive conceptual framework to analyse teachers' occupational well-being and its linkages with quality teaching. The core concept of this framework defines teachers' well-being around four key components: physical and mental well-being, cognitive well-being, subjective well-being and social well-being. The framework then explores how working conditions, at both system and school levels, can impact and shape teachers' well-being, both positively and negatively aspects. It also presents two types of expected outcomes regarding teachers' well-being: inward outcomes for teachers in terms of levels of stress and intentions to leave the profession; and outward outcomes on quality teaching in terms of classroom processes and student' well-being. In an annex, the paper proposes an analytical plan on how to analyse teachers' well-being indicators and cross the results with other OECD instruments. It also presents the field trial items of the new module on teachers' wellbeing which are included in the Programme for International Student Assessment (PISA) 2021 teacher questionnaire.
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- 2020
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36. Connecting the Brain to the Rest of the Body: Early Childhood Development and Lifelong Health Are Deeply Intertwined. Working Paper 15
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National Scientific Council on the Developing Child
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We know that responsive relationships and language-rich experiences for young children help build a strong foundation for later success in school. The rapidly advancing frontiers of 21st-century biological sciences now provide compelling evidence that the foundations of lifelong health are also built early, with increasing evidence of the importance of the prenatal period and first few years after birth. This Working Paper examines how developing biological systems in the body interact with each other and adapt to the contexts in which a child is developing--for better or for worse--with lifelong consequences for physical and mental health. It explains in clear language how these systems are affected by adversity early in life, and shows how those adaptations can result in costly, common chronic illnesses. The paper encourages us to think beyond early learning in policy and practice. It explores how policymakers, leaders of human services systems, intervention developers, and practitioners can also reduce disparities in preventable diseases and premature deaths and lower the high costs of health care for chronic illnesses that have their origins in early childhood adversity. Sections include: (1) What 21st-Century Science Is Teaching Us; (2) How Early Adversity Affects Developing Biological Systems; (3) Common Illnesses in Adults Have Roots in Early Childhood Adversity; (4) Facts About Health That Are Often Misunderstood; (5) Future Directions for Policy and Practice: Implementing Practical Strategies; Overcoming Longstanding Barriers; and (6) Final Reflections in a COVID-19 World.
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- 2020
37. Teenage parents and their children—position paper of the European academy of paediatrics and the European confederation of primary care paediatricians
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José Fontoura-Matias, Davit George Chakhunashvili, Sian Copley, Łukasz Dembiński, Agnieszka Drosdzol-Cop, Adamos Hadjipanayis, Laura Reali, and Artur Mazur
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adolescents ,medical care ,mental health ,pregnancy ,family ,Pediatrics ,RJ1-570 - Abstract
IntroductionTeenage parenthood presents multifaceted implications, affecting adolescent parents, their children, and extended families. Despite a decrease in teenage pregnancy rates across Europe, the phenomenon continues to present significant challenges, impacting not only the adolescent parents but also their offspring and extended families.MethodsA comprehensive literature review was conducted. Key factors influencing teenage pregnancies, including socioeconomic background, family structure, and access to sex education and contraception, were examined. This review was supplemented by expert opinions from the European Academy of Paediatrics (EAP) and the European Confederation of Primary Care Paediatricians (ECPCP).ResultsThe triad of mother, father, and child presents individual distinct healthcare needs and vulnerabilities, highlighting the importance of specialized support and healthcare. This paper explores the psychological, social, and educational repercussions of teenage parenthood on both parents and their children, including higher risks of postpartum depression, school dropout, and repeat pregnancies. Furthermore, it underscores the critical role that paediatricians and primary care providers play in supporting these young families.DiscussionThe position paper advocates for comprehensive care for adolescent parents and their children. It recommends preventive measures such as proper sex education and access to contraception to reduce unplanned teenage pregnancies. Additionally, it emphasizes the need for specialized healthcare and support for teenage parents to address their unique challenges and improve outcomes for both parents and their children.
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- 2024
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38. European Forum for Primary Care: Position Paper for Primary Care Mental Health.
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Smit D, Hill L, Walton I, Kendall S, and de Lepeleire J
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- Delivery of Health Care, Health Personnel education, Health Promotion, Humans, Mental Health, Primary Health Care
- Abstract
There is a need for a paradigm shift across mental health in primary care to improve the lives of millions of Europeans. To contribute to this paradigm shift, the European Forum for Primary Care (EFPC-MH) working group for Mental Health, produced a Position Paper for Primary Care Mental Health outlining 14 themes that needed prioritizing. These themes were developed and discussed interactively during the EFPC conferences between 2012 and 2019. The Position Paper on Mental Health gives direction to the necessary improvements over the next ten years. The themes vary from preferable healthcare model to the social determinants highlighting issues such as inequalities. The Statement of Mental Health in Primary Care will be established in cooperation with fellow organizations.
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- 2020
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39. Coping with Depression
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Novák, Lukáš, Macík, Miroslav, Mannová, Božena, Hartmanis, Juris, Founding Editor, Goos, Gerhard, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Bramwell-Dicks, Anna, editor, Evans, Abigail, editor, Winckler, Marco, editor, Petrie, Helen, editor, and Abdelnour-Nocera, José, editor
- Published
- 2024
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40. Assessing Burnout Syndrome Among Medical Staff at a Tertiary Hospital in Guayaquil
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Campos-Rivera, Carlos, Veliz-Franco, Lester, Escobar-Segovia, Kenny, Paz-Barzola, Daniela, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Botto-Tobar, Miguel, editor, Zambrano Vizuete, Marcelo, editor, Montes León, Sergio, editor, Torres-Carrión, Pablo, editor, and Durakovic, Benjamin, editor
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- 2024
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41. Enhancing Student Welfare: A Comprehensive Analysis of the User Interface for a University Mental Health Counselling App
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Parikh, Rahil, Nimonkar, Himanshu, Karra, Saikrishna, Dalvi, Ashwini, Siddavatam, Irfan, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Rajagopal, Sridaran, editor, Popat, Kalpesh, editor, Meva, Divyakant, editor, and Bajeja, Sunil, editor
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- 2024
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42. Mental Health Analysis Using RASA and BERT: Mindful
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Gandhi, Rashmi, Jain, Prachi, Thakur, Hardeo Kumar, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Garg, Deepak, editor, Rodrigues, Joel J. P. C., editor, Gupta, Suneet Kumar, editor, Cheng, Xiaochun, editor, Sarao, Pushpender, editor, and Patel, Govind Singh, editor
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- 2024
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43. Feature Fusion and Early Prediction of Mental Health Using Hybrid Squeeze-MobileNet
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Kshirsagar, Vanita G., Yadav, Sunil, Karande, Nikhil, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Garg, Deepak, editor, Rodrigues, Joel J. P. C., editor, Gupta, Suneet Kumar, editor, Cheng, Xiaochun, editor, Sarao, Pushpender, editor, and Patel, Govind Singh, editor
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- 2024
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44. A Hybrid Approach for Depression Detection Using Word Embedding, Naive Bayes and Bi-LSTM Models
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Singh, Jyoti, Mangotra, Ishan, Jain, Minni, Jain, Amita, Kacprzyk, Janusz, Series Editor, Gomide, Fernando, Advisory Editor, Kaynak, Okyay, Advisory Editor, Liu, Derong, Advisory Editor, Pedrycz, Witold, Advisory Editor, Polycarpou, Marios M., Advisory Editor, Rudas, Imre J., Advisory Editor, Wang, Jun, Advisory Editor, Das, Swagatam, editor, Saha, Snehanshu, editor, Coello Coello, Carlos A., editor, and Bansal, Jagdish C., editor
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- 2024
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45. Predicting Suicide Ideation from Social Media Text Using CNN-BiLSTM
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Oyewale, Christianah T., Akinyemi, Joseph D., Ibitoye, Ayodeji O.J, Onifade, Olufade F.W, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Patel, Kanubhai K., editor, Santosh, KC, editor, and Patel, Atul, editor
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- 2024
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46. Position Paper: Should the Scottish National Party Support Scotland to Legalize, Decriminalize, or Prohibit Cannabis?
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Jhaveri, Sujata
- Abstract
The UK has the highest rate of cannabis use among young people worldwide. Dr. Alan Leshner, Director of the National Institute of Drug Abuse reports, "Every year more than 100,000 people, most of them adolescents, seek treatment for their inability to control their marijuana use." According to the Scottish Drug Misuse Statistics in Scotland 2002, 51% of individuals under 20 years have used cannabis. Cannabis use is not limited to youth; it is also the single-most used illicit drug among adults. Because of their widespread negative impact, illicit drugs have become a focus of the agenda of the English Parliament and there is ongoing debate on how to combat this problem. As the research assistant of Michael Matheson (MSP), the author compiled this report to gather information on cannabis and to assess approaches that would form the most effective cannabis policy. This research explores whether or not the recent change toward decriminalization is adequate, or if it needs further revising.
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- 2005
47. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (37th, Jacksonville, Florida, 2014). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]
- Published
- 2014
48. Using psychologically informed care to improve mental health and wellbeing for people living with a heart condition from birth: A statement paper.
- Author
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Morton L
- Subjects
- Anxiety, Anxiety Disorders psychology, Female, Humans, Pregnancy, Psychological Theory, Stress Disorders, Post-Traumatic psychology, Delivery of Health Care, Heart Defects, Congenital psychology, Mental Health, Personal Satisfaction
- Abstract
Over the last few decades, medical and surgical advances have led to a growing population of individuals living with congenital heart disease. The challenges of this condition can reach beyond physical limitations to include anxiety, depression and post-traumatic stress disorder. To date, these psychological outcomes have been neglected; yet, they need not be inevitable. The factors contributing to these difficulties are considered here, drawing on current evidence and neuropsychological theories including the novel application of polyvagal theory. Suggestions for developing psychologically informed medical and social care to improve mental health, wellbeing and recovery and influence policy and training are proposed (See supplemental material for video abstract).
- Published
- 2020
- Full Text
- View/download PDF
49. The ethics of global psychiatric genomics: Multilayered challenges to integrating genomics in global mental health and disability-A position paper of the Oxford Global Initiative in Neuropsychiatric GenEthics (NeuroGenE).
- Author
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Kong C and Singh I
- Subjects
- Humans, Genomics ethics, Mental Disorders genetics, Mental Health ethics
- Abstract
Psychiatric genomics has the potential to radically improve the prevention and early intervention of serious mental and neurodevelopmental disorders worldwide. However, little work has been done on the ethics of psychiatric genomics-an oversight that could result in poor local uptake, reduced practical/clinical application, and ethical violations in this rapidly developing area of scientific research. As part of the Global Project of the Stanley Center for Psychiatric Research, the Global Initiative in Neuropsychiatric GenEthics (NeuroGenE) based at the University of Oxford aims to embed ethical inquiry within scientific investigation and engage with fundamental ethical questions around a psychiatric genomics approach to mental and neurodevelopmental disorder. This position paper sets out the core aims of the NeuroGenE research programme and explores the importance of a crosscutting research orientation in this field based on multidisciplinary methodologies which can ensure that efforts to translate and apply global psychiatric genomics in public policy and clinical practice are ethically grounded strategies, respectful of different cultures and contexts., (© 2018 Wiley Periodicals, Inc.)
- Published
- 2019
- Full Text
- View/download PDF
50. The Role of Educational Psychologists in Supporting Nurture-Based Practices and Policy Development at a Local and National Level in Scotland: A Position Paper
- Author
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March, Sam and Moir, Taryn
- Abstract
Aims: This position paper illustrates how Educational Psychological Services (EPSs) have been instrumental through ever more systemic and universal ways of working to identify links between the needs within Scottish schools and targeted and universal nurturing approaches. Method: This paper will initially demonstrate the appropriateness of a nurturing approach within a Scottish context, as a response to issues related both to mental health and to poverty. It will then continue by exploring how at both local and national levels, nurture-based practices have been embedded into policies and practice due to the influence of EPSs. It will demonstrate this through reference to the national context and the local authority (LA) level, using North Ayrshire Council (NAC) as an exemplar of how this can be achieved. Findings: This paper will state that, while national and local policy have influenced the focus of EPSs' priorities, so too has EPSs' knowledge of psychology influenced national and local policy regarding nurturing approaches. Limitations: This position paper is drawn from the Scottish education system and may not be fully representative of other contexts. Conclusion: There is an ongoing cycle of mutual influence, enabling the continual development of good practice within schools. This can offer a template of systemic working for the future development of the profession of the educational or 'school psychologist' on a wider scale.
- Published
- 2018
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