Adolescent Mental Well-being Research Articles

Social inequalities in the mental well-being of adolescents in Barcelona (2016-2021)

Abstract Crises have the potential to affect mental well-being (MWB), especially at vital stages of personal development such as adolescence. The objective of this study was to investigate the 2016-21 trends of social inequalities in the MWB of adolescents in Barcelona, stratifying by sex. Sequential, cross-sectional study based on the FRESC survey, held by the ASPB, representative of 8th and 10th grade adolescents (13-16 years old) schooled in Barcelona, in 2016 (N = 2,154) and 2021 (N = 2,299). MWB was examined using the validated WEMWBS, scoring from 14 (lowest) to 70 (highest) MWB. A temporal trend analysis of inequalities in MWB was carried out using the student socioeconomic status (SES) (low/average/high), measured with the validated FAS. For each group, the effect size of the WEMWBS means was measured with Cohen’s D. Linear regressions were performed, adjusting for academic grade, student country of origin, type of school and school index of vulnerable students. Adjusted β coefficients (aβ) and their statistical significance (p<.05) were estimated. In 2016, boys had higher MWB mean scores than girls (54.0 vs 50.8) (p<.01). In 2021, sex differences persisted, but with lower scores (51.7 vs 47.0) (p<.01) and still with a moderate effect size (0.52 in 2021 vs 0.40 in 2016). In multivariate regression models, boys in low SES showed the greatest MWB decrease in 2016 (low vs high SES: aβ= -3.44; p<.01). A significant temporal trend 2016-2021 of MWB worsening was observed in all groups, except for boys in low SES. The greatest deterioration in MWB was observed in girls, similarly in different SES (low SES: aβ= -3.52; p<.01). Boys in low SES showed the worst MWB in 2016 whereas all SES categories of girls had a significant trend of deterioration in MWB (2016-21). The latter could be attributed, among other factors, to a differential effect of the COVID-19 pandemic. These results underline the importance of addressing inequalities in the MWB, particularly among adolescent girls. Key messages • This study reveals a deterioration in mental well-being temporal trends (2016-2021) among adolescents in Barcelona, especially in girls. • Findings emphasize the need to address social inequalities for improving mental well-being outcomes in adolescent populations.

Adolescent well-being in time of crisis: The role of social and residential contexts

Abstract Background It is unknown whether social or residential context during the COVID-19 lockdowns may impact mental well-being. We identified classes of each of social and residential context during the lockdown and examined their associations with mental well-being among French adolescents one-year after the first lockdown. Methods We used data collected in a cross-sectional study design in 2021 from 387 adolescents ages 12 to 15 years enrolled in the school-based pilot study for EXIST. Participants reported social and residential characteristics during the lockdown retrospectively, and current mental well-being in self-report questionnaires. We used latent class analysis to identify classes of social and residential contexts, and linear regression models to study their association with mental well-being. Results Four social context classes were identified: class 1 ‘Low opportunities for social contacts at home’, class 2 ‘Moderate opportunities for social contact at home”, class 3 ‘High opportunities for social contact at home’, and class 4 ‘Very high opportunities for social contact at home’. Compared to class 4, lower levels of mental well-being were observed among adolescents in class 1 (b= -4.08, 95% CI [-8.06; -0.10]) one year after the lockdown. We identified four residential context classes, with differences across classes in proximity to nature, type of residence (e.g., apartment, house), and level of neighborhood deprivation. No association was found between residential context during the lockdown and adolescent mental well-being one year later. Conclusions An unsupportive social environment during the lockdown may have long-term effects on mental well-being among adolescents. Given the observed disparities in social support, future intervention should aim to strengthen social support for adolescents living in unsupportive environments (e.g., remote homework assistance, support for isolated parents, provision of virtual chat rooms for adolescents). Key messages • Mental well-being was challenged among youth with lower levels of social connectedness and support during lockdown, residential context was not associated with adolescent well-being after one year. • During crisis, a critical need among adolescents does not pertain to the physical attributes of their living environment, but rather to social support from friends or family within and outside home.

Prevalence of depression and associated factors among adolescents in Uttar Pradesh, India: insights from UDAYA wave-1

ABSTRACT Mental health issues, especially depression among adolescents is a global concern. This study focuses on understanding the prevalence and factors influencing depression among adolescents in Uttar Pradesh (UP), India. The study was utilized data from the Understanding the Lives of Adolescents and Young Adults (UDAYA) survey (Wave-1) conducted in 2015–16 among adolescents (aged 10–19 years). Bi-variate analysis, t-test, ANOVA, and ordered probit regression were employed for statistical analysis (N = 8,363). The ordered probit model demonstrated significant associations with higher depression among older adolescents (coef. = 0.16; 95% CI: 0.09, 0.24), females (coef. = 0.19; 95% CI: 0.13, 0.26), those with higher schooling (coef. = 0.19; 95% CI: 0.05, 0.33), and non-Hindu individuals (coef. = 0.08; 95% CI: 0.01, 0.15). Additionally, depression was notably higher in the richest households (coef. = 0.14; 95% CI: 0.05, 0.23), with high parental interaction (coef. = 0.11; 95% CI: 0.02, 0.21), and high peer interaction (coef. = 0.23; 95% CI: 0.16, 0.31). Conversely, lower depression was linked to good academic performance (coef. = -0.10; 95% CI: −0.18, −0.02), belonging to OBC (coef. = -0.11; 95% CI: −0.18, −0.05), and general (coef. = -0.09; 95% CI: −0.17, −0.01) categories. The study concludes that addressing adolescent depression in UP requires a nuanced approach considering demographic, socio-economic, and interpersonal factors. Interventions should target vulnerable groups while addressing academic stress, promoting positive social interactions, and providing mental health support. Further research is needed to explore underlying mechanisms and develop effective strategies for improving adolescent mental well-being in the region.

Digital addiction and its impact on the mental wellbeing of adolescents

Digital addiction has become an intriguing concern over the recent years because of the rapid explosion of gadgets and other online platforms attracting youth to spend most of their time online. Excessive use of digital platforms has been associated with many psychological issues. The results revealed significant correlations among digital addiction, depression and stress among both males and females. Males were more likely to be digitally addicted than females were. In contrast there were females on the depression scale. The study emphasizes the need to implement robust policies for schools and other educational institutes to make healthy practices for using digital media and to create alertness regarding the adverse effects of digital addiction over mental health.

Adolescent mental well-being in time of crises: The role of social and residential contexts.

The extent of the impact and the interconnections among factors within social and residential contexts during the COVID-19 lockdowns on mental well-being remain to be elucidated. We identified latent classes of each of social and residential context during the lockdown and examined their associations with mental well-being among adolescents in France 1-year after the first lockdown. We used data collected in 2021 in a cross-sectional school-based pilot study for EXIST, from 387 participants ages 12-15 years. Participants reported retrospectively on characteristics of their social and residential contexts during the lockdown, and their current mental well-being in self-report questionnaires. We used latent class analysis to identify latent classes of social and residential contexts, and linear regression models to examine the associations between these contexts and mental well-being. Four social context classes were identified: class 1 "Low opportunity for social contact at home," class 2 "Moderate opportunity for social contact at home," class 3 "High opportunity for social contact at home," and class 4 "Very high opportunity for social contact at home." Relative to class 4, lower levels of mental well-being were observed among adolescents in class 1 (b = -4.08, 95% CI [-8.06; -0.10]) 1 year after the lockdown. We identified four residential context classes based on proximity to nature, type of residence (e.g., apartment, house), and level of neighborhood deprivation. No association was detected between residential context during the lockdown and adolescent mental well-being one-year later. A limited social context may negatively impact adolescent mental well-being during crises.

ОҚУШЫЛАРДЫҢ ЭМОЦИЯЛЫҚ ЖАҒДАЙЫНА МУЗЫКАНЫҢ ӘСЕРІ: ӘЛЕУМЕТТАНУЛЫҚ ТАЛДАУ

Music plays a huge role in the everyday life of today's society,especially for schoolchildren. Music is not only a form of self-expression, it also has a profound effect on the emotional state. In this regard, the problem of the influence of music on the emotional stability of adolescents shows its great relevance. If there is emotional stability, then society has its own impact on the quality of life and personal development. The development strategy "Kazakhstan-2030" enshrines the goal of developing the quality of life of the population, including the formation of the condition of adolescents and children. Therefore, the study of this issue makes it possible to understand the full impact of cultural aspects such as music on the mental well-being of adolescents and then apply them appropriately. The purpose of the study is to identify and analyze the influence of music on the emotional state of students. Determining which genre of music and which elements have the most emotional effect on adolescents.

Impact of a collaborative model on community clinician confidence in child and adolescent mental health care, wellbeing, and access to child psychiatry expertise.

The COVID-19 pandemic was associated with an increase in child and adolescent mental health disorders, with subsequent worsening of patient access to specialist mental health care. Clinicians working in the community were faced with increased demands to diagnose and manage pediatric mental health disorders, without always having the confidence and knowledge to do so. We therefore developed COnnecting Mental-health PAediatric Specialists and community Services (COMPASS)-a collaborative model designed to upskill community clinicians in child and adolescent mental health care and provide them with better access to child and adolescent psychiatry expertise. COMPASS comprises (1) an online Community of Practice (CoP) with fortnightly one-hour sessions covering: anxiety; aggression and challenging behaviours; depression; self-harm and suicidality; eating disorders; and autism spectrum disorder/complex cases and (2) primary and secondary consultations for general practitioners and paediatricians with an experienced child psychiatrist. We aimed to assess the impact of COMPASS on community clinician self-reported confidence in: managing common child and adolescent mental health disorders (Objective 1, primary outcome); navigating the mental health care system (i.e. knowing how services are organised, accessed, and how to refer patients, Objective 2); diagnosing conditions (Objective 3); prescribing psychotropic medications (Objective 4) as well as the impact on, clinician practice and wellbeing (Objective 5) and outcomes of patients referred by COMPASS clinicians to the child psychiatrist (Objective 6). We evaluated COMPASS in its first year, with COMPASS running from March to July 2021. Participating clinicians completed pre-post surveys evaluating change in Objectives 1 to 4 above, using study-designed measures. A purposive sample of clinicians was then invited to a semi-structured interview to understand their experience of COMPASS and its impacts on practice and wellbeing (Objective 5). We adopted an inductive approach to the qualitative analysis using the Framework Method. This involved selecting five random transcripts which were double coded and categorized, to generate an initial framework against which all subsequent transcripts were analysed. Themes and subthemes were generated from the data set, by reviewing the matrix and making connections within and between clinicians, codes and categories One child psychiatrist completed a 2-week logbook of the nature and outcomes of primary and secondary consultations (Objective 6). 51 (86%) clinicians attended CoP sessions and completed pre-post surveys, with 92% recommending COMPASS to peers. Clinicians reported increased confidence in the pharmacological and non-pharmacological management of all conditions, most notably for management of self-harm. They also reported increased knowledge of how to navigate the mental health system and prescribe medications. Qualitative analysis (n = 27 interviews) found that COMPASS increased clinician wellbeing and reduced feelings of professional isolation and burnout. Over the 2-week snapshot, the child psychiatrist consulted on 22 patients and referred all back to the community clinician. COMPASS is associated with improved clinician confidence to manage child and adolescent mental health concerns, navigate the mental health system, improved clinician wellbeing, and reduced need for ongoing mental health care by specialists.

Latent classes of adolescent health behaviour, social covariates and mental wellbeing: a longitudinal birth cohort study

BackgroundAdolescent mental wellbeing has been declining in the United Kingdom for over a decade. Expansion of services to support the mental wellbeing of young people is a public health priority and a core component of the National Health Service’s Long-Term Plan. In this paper, we leverage secondary analysis of a very large longitudinal dataset (#BeeWell) to generate insights regarding different patterns of health behaviour, their covariates, and consequences for mental wellbeing one year later.MethodsA Latent Class Analysis was conducted using data on physical activity, sleep, and eating habits collected in 2021 from 18,478 Year 8 pupils from Greater Manchester (United Kingdom) to (1) identify distinct latent classes of adolescent health behaviour; (2) establish factors likely to be associated with latent class membership; and (3) determine whether latent class membership contributes to variance in self-reported mental wellbeing one year later.ResultsA three-class solution was identified as an excellent fit to the data, discriminating between: the Wellness Weary (n = 2,717; 15%); the Balanced Bunch (n = 7,377; 40%); and the Green and Dream Team (n = 8,384; 45%). Several factors significantly influenced class membership. Most notably, socio-economic disadvantage and social media use were linked with less favourable health behaviour patterns, whilst cisgender heterosexual girls were likely to endorse healthier patterns. After adjusting for covariates, the Green and Dream Team reported significantly greater mental wellbeing than the Balanced Bunch one year later. However, there was no difference between the Balanced Bunch and the Wellness Weary, signalling that health behaviours may support mental wellbeing, but only among the healthiest young people.ConclusionsBeyond advancements in fundamental understanding, our findings yield significant translation opportunities through their use and application in health, education, and allied professional settings designed to support young people.

Perception, use of social media, and its impact on the mental health of Indian adolescents: A qualitative study.

Mental illness is a health challenge faced by adolescents that has grown worse after the Coronavirus disease 2019 pandemic. Research on social media and young people's mental health has recently increased, and numerous studies have examined whether frequent use of social media is linked to issues such as anxiety, stress, depression, eating disorders, insomnia, frustration, feeling alone, and externalizing problems among adolescents. This influence of social media on adolescents' lives is clear, with many platforms like Facebook, Instagram, and YouTube playing an important role in daily interactions and self-expression. Even though social media offers numerous benefits, such as connectivity and information sharing, excessive usage can have detrimental effects on mental health, particularly among adolescents. To study the impact of social media on the mental wellbeing of adolescents, and the associated potential dangers in India. A total of 204 adolescents aged 14 years to 23 years were included in the study. This study explored the intricate relationship between social media usage and adolescent mental health in India. The study employs a cross-sectional survey design to capture a snapshot of adolescent mental health and social media usage patterns. Data collection involved administering structured questionnaires and the analysis utilized quantitative methods, including descriptive statistics. Excessive use of social media is correlated with increased stress, anxiety, and depression. Adolescents engage in compulsive behaviors such as scrolling in the middle of the night, which negatively impacts their mental and physical health, and leads to significant sleep disruption. Findings from the study aim to provide insights into the current state of adolescent mental health and inform strategies to promote positive wellbeing in the Indian population. The study underscores the need for further research to better understand the complex interplay between social media and adolescent mental health, and need for effective strategies to combat online harassment.

The Role of Outdoor Mindfulness Intervention in Optimizing Mental Well-Being in Adolescents with Specific Learning Disabilities

Adolescents with specific learning disabilities may experience mental well-being challenges as a result of struggling academically, facing social stigma, being subjected to negative stereotypes, and experiencing heightened levels of anxiety, poor mental health, lower self-esteem, and increased stress. This study explores the potential benefits of outdoor-based mindfulness interventions as a complementary approach to remedial education, in improving mental well-being in adolescents with specific learning disabilities. This study was conducted at an institution that gives remedial education for children with specific learning disability in Thrissur, Kerala. Convenient sampling was used to select 30 students aged 13-18 years. Later, participants were randomly divided into two groups the experimental group (n=15) received outdoor mindfulness training in addition to their regular remedial education program. In contrast, the control group (n=15) received only remedial training. The study duration spanned four weeks, during which the mindfulness group participated in weekly outdoor mindfulness sessions conducted individually. They were instructed to practice mindfulness exercises daily between sessions. Both groups were assessed using the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) at the beginning (pre-intervention) and at the end (post-intervention) of the four weeks to measure changes in mental well-being. The outdoor mindfulness interventions included a range of activities, designed to optimize the level of well-being experienced by the participants in their day-to-day lives. These activities focused on enhancing the skills of mindfully listening, walking, breathing, and observing without any judgments of self and surroundings and being in the present at the moment. Results indicated significant improvements in mental well-being scores among participants in the mindfulness group compared to the control group. This underscores the potential of integrating mindfulness practices into educational settings to enhance emotional regulation and overall well-being in adolescents with specific learning disabilities, highlighting interdisciplinary opportunities across psychology, education, environmental psychology, public health, and social work to support comprehensive student development.

GASLIGHTING, PARENTING STYLES, AND THE MENTAL HEALTH OF SECONDARY SCHOOL STUDENTS

This study aims to identify the level of gaslighting, parenting style, and mental health of secondary school students in Malaysia. Gaslighting, as a hidden form of psychological manipulation, can have a negative impact on the mental well-being of adolescents. Parenting styles, especially those of a negative nature such as authoritarian and permissive, have also been identified as risk factors for mental health problems. A total of 273 secondary school students in the Petaling Perdana district, Malaysia were selected as respondents to this study. Data were collected using questionnaires consisting of the Victim Gaslighting Questionnaire (VGQ), Parental Authority Questionnaire (PAQ), and Depression Anxiety Stress Scales-21 (DASS-21). Descriptive analysis is used to analyse the data. The results showed that the mental health of pupils was reported to be at a normal level, however, there were a large number of those who experienced higher levels of stress, anxiety, and depression. Gaslighting among secondary school students has been detected to be at an alarming level and needs to be paid attention to by the relevant authorities. Authoritative parenting style is described as the most dominant parenting style practice among parents of secondary school students. The findings of this study contribute to the understanding of family relationships that affect adolescent mental health and can be used to plan more effective interventions and support programmes.

Fostering open dialogue: Creating safe spaces for adolescents to discuss sexual health

Sexual health education has significant implications on the physical and mental well-being of adolescents, yet several barriers impede the delivery of a quality curriculum. This article explores the challenges and importance of comprehensive sexual education. Through the experiences of adolescents like “Maya” (pseudonym), we discuss the need for safe spaces, inclusive curricula, and supportive networks to address gaps in sexual health education. The article also examines the current landscape of sexual education across the United States, emphasizing the role of advocacy and community-driven initiatives in promoting standardized, inclusive, and comprehensive programs. It concludes with actionable steps individuals can take at the local, national, and legislative level to support and advance comprehensive sexual health education.

Health-Related Quality of Life and its Determinants among School-going Adolescents: A Cross-sectional Study.

Adolescents experience rapid physical, cognitive, and psychosocial growth in their transition from childhood to adulthood, affecting health outcomes and well-being. Health-related quality of life (HRQoL) is a useful indicator of health outcomes, assessed in the current study along with associated determinants. A cross-sectional study was conducted among 634 randomly selected adolescents from 13 randomly selected schools in Gharwal division, Uttarakhand, India, from August 2019 to September 2020. The students studying in the 8th-11th standard and those providing assent and consent from their parents were included in the study. They were screened using the short version of the Physical Activity Readiness Questionnaire. Along with physical activity and fitness assessment, the Global School-based Student Health Survey questionnaire was administered. The transformed HRQoL domain scores were calculated using the WHOQOL-BREF questionnaire. A univariate and multivariable linear regression model was applied to identify the determinants of HRQoL using SPSS version 23. The study included 324 (51.1%) boys and 310 (48.9%) girls. The mean age of the students was 14.4±1.4 years. The highest mean score was 72.3±21.0 for the social relationship domain and the lowest was 55.6±15.0 for the physical domain. The age, parents using any form of tobacco, a history of ever-use of alcohol and physical fitness were significantly associated with HRQoL domain scores. The non-dominant back stretch test was also significantly associated (Beta coefficient; SE, P-value) with physical (-4.1; 1.4, 0.002), psychosocial (-3.9; 1.5, 0.010) and environmental (-3.5; 1.4, 0.014) domain scores. All domains of HRQoL need to be improved and should address the psychological, social, and mental well-being of adolescents. Physical activity and fitness of students emerged as a strong modifiable predictor affecting almost all the domains of HRQoL, warranting its promotion in schools and the promotion of healthy behavior among parents and adolescents.

Parental Migration and the Social and Mental Well-Being Challenges among Indonesian Left-Behind Children: A Qualitative Study.

Parental labour migration, of either one or both parents, has been associated with various challenges among left-behind children (LBC). However, there is a limited understanding of the LBC's own views and experiences of social and mental well-being and how the new daily life circumstances they encounter following their parents' migration impact them. This study aimed to understand the influence of parental migration and its aftermath on the social and mental well-being of adolescents (referred to as LBC) in two rural districts in Indonesia. Employing a qualitative design, data were collected through individual in-depth interviews with LBC (n = 24) aged 14 to 18 years, recruited using the snowball sampling technique. Data were thematically analysed, guided by a qualitative data analysis framework. The findings showed that parental migration negatively impacted the social well-being of LBC. This impact was reflected in negative labelling from friends and changes in familial roles which influenced their social interactions and activities with peers. Parental migration was also associated with challenges to the mental well-being of LBC. These manifested in the LBC experiencing fractured emotional bonds, leading to negative emotions, including stress, anxiety, sadness, depression, frustration, loss of motivation, and self-imposed isolation, which were associated with their parents' migration and abrupt disruptions in parent-child communication. The transition to new life situations with caregivers after parental migration and the dynamics within the caregivers' households were additional factors that detrimentally affected their mental well-being. Unmet basic needs and educational needs due to financial hardships faced by mothers and caregivers further exacerbated mental health challenges for the children. The findings indicate the importance and improvement of policies and interventions in Indonesia (e.g., counselling services, non-cash food assistance, family hope program, direct cash assistance) that cover and address the diverse needs of mothers or caregivers and the LBC.

“It’s Time to see What I Can Do”: A Mixed-Methods Investigation into Trajectories of Resilience in Adolescents during the COVID-19 Pandemic

AbstractThere is a concern that adolescent mental well-being and resilience has been adversely affected by the COVID-19 pandemic. Consequently, the aim of the current investigation was to track adolescents’ resilience from the initial months of the pandemic (T1) to approximately two years later (T2) using both qualitative and quantitative methods. Through interviews, thirty-one adolescents narrated their COVID-19 experiences and reflected on their mental well-being across this timespan. Using these accounts, we identified four groups of adolescents exhibiting one of the following trajectories of resilience: (1) Enduring resilience, (2) Reaching resilience, (3) Declining resilience and (4) Enduring non-resilience. Our findings revealed that most adolescents were able to maintain or develop good resilience on prolonged exposure to COVID-19 adversity (trajectories 1 and 2). This finding is contrary to the prevailing notion that the majority of adolescents’ mental well-being and hence resilience was adversely impacted by COVID-19 in the short and long term. Further qualitative analysis identified key factors that contributed to maintaining and developing greater levels of resilience during the pandemic: quality of friendships, quality of family relationships and regaining a sense of control. Lastly, we found a lack of congruence between quantitative and qualitative measures of mental well-being and resilience, suggesting that they might tap into different constructs/experiences. Significantly, our findings highlight that the majority of teens showed adaptive resilience during the pandemic and highlight the need for further longitudinal qualitative and quantitative research to assess both adaptive and maladaptive impacts of adversity on the adolescents’ mental well-being and resilience.

The developmental trajectories of teacher autonomy support and adolescent mental well-being and academic stress

AbstractThis study investigated the developmental impact of teacher autonomy support on changes in students’ mental well-being and academic stress throughout upper secondary school. The sample consisted of 1453 Norwegian students (baseline Mage = 17.00; 60.6% girls; 80.9% Norwegian-born). The unconditional latent growth curve model results showed that perceived teacher autonomy support and mental well-being decreased during the three-year-long education. Academic stress, on the other hand, increased during this period. Findings from the parallel process latent growth curve model indicated that the initial status and change in teacher autonomy support were positively and negatively related to the initial levels and trajectories of mental well-being and academic stress, respectively. Girls experienced a higher level of academic stress and lower mental well-being and teacher autonomy support at the beginning of upper secondary school. Students with a higher socioeconomic status reported higher initial mental well-being and teacher autonomy support than others but also a more rapid decline in teacher autonomy support throughout upper secondary school. This study provides new insights into academic, psychological, and affective processes and their interrelationships during upper secondary school.

Mental Well-Being in Adolescence: A Systematic Review

Mental well-being is defined as an individual's awareness of his/her own potentials, making an effort to overcome the challenging experiences he/she encounters, being productive in his/her individual and social life and trying to contribute to society within the framework of his/her abilities. In this study, it is aimed to systematically review the research theses conducted to determine the variables associated with mental well-being in adolescents. For this purpose, a search was made in the National Thesis Center database using the key concept of mental well-being. As a result of the screening, 4 postgraduate theses conducted with adolescents were accessed. In the studies conducted with adolescents, the relationship between mental well-being and variables such as playing sports, time spent on social media, perceived social support, attachment to mother and father, gender, age, level of education of mother and father, perceived income level are examined. The findings of the research show that the mental well-being scores of the groups who regularly do sports and participate in social activities increase. In the studies examined, there was a significant positive relationship between the level of secure attachment to mother and father and mental well-being, and a significant negative relationship with social media time. Perceived social support was found to be a significant predictor of mental well-being in adolescents. As a result, doing regular sports, spending less time on social media, being aware of social support resources, and having secure attachment positively benefit adolescents' mental well-being levels. These results will shed light on preventive and protective guidance and counseling practices for adolescents' well-being levels.

The Concept of Happiness in the Perspective of QS. Yunus [10]: 62 and Its Correlation with Adolescent Mental Well-being

This study delves into the analysis of the concept of happiness as portrayed in the verses of the Quran and its relationship with adolescent mental health. Employing a library research method, relevant literature from Quranic sources and related studies is gathered and analyzed. The primary objective is to identify Quranic verses within Surah Yunus that address the notions of happiness and mental well-being, contextualizing their significance. For this research, a qualitative method was employed utilizing a literature study approach. In this approach, data is gathered from books and journals. Subsequently, the collected data is meticulously analyzed to ensure the precision and accuracy of the research findings. Therefore, this data collection technique is more likely to be literature, literature, namely data collection techniques to review books, notes and various kinds of reports on the problem to be solved. The findings of this investigation reveal that the concept of happiness expounded in QS. Yunus [10]: 62 serves as a guiding principle for adolescents to mitigate mental health issues and alleviate associated symptoms. Consequently, Islamic teachings on self-control exert a profound influence on adolescents, underscoring the importance of acquainting them with the happiness formula elucidated in the Quran to prevent undue distress or excessive worry in the face of adversities.

A system dynamics approach to understand Dutch adolescents’ sleep health using a causal loop diagram

BackgroundHealthy sleep is crucial for the physical and mental wellbeing of adolescents. However, many adolescents suffer from poor sleep health. Little is known about how to effectively improve adolescent sleep health as it is shaped by a complex adaptive system of many interacting factors. This study aims to provide insights into the system dynamics underlying adolescent sleep health and to identify impactful leverage points for sleep health promotion interventions.MethodsThree rounds of single-actor workshops, applying Group Model Building techniques, were held with adolescents (n = 23, 12–15 years), parents (n = 14) and relevant professionals (n = 26). The workshops resulted in a multi-actor Causal Loop Diagram (CLD) visualizing the system dynamics underlying adolescent sleep health. This CLD was supplemented with evidence from the literature. Subsystems, feedback loops and underlying causal mechanisms were identified to understand overarching system dynamics. Potential leverage points for action were identified applying the Action Scales Model (ASM).ResultsThe resulting CLD comprised six subsystems around the following themes: (1) School environment; (2) Mental wellbeing; (3) Digital environment; (4) Family & Home environment; (5) Health behaviors & Leisure activities; (6) Personal system. Within and between these subsystems, 16 reinforcing and 7 balancing feedback loops were identified. Approximately 60 potential leverage points on different levels of the system were identified as well.ConclusionsThe multi-actor CLD and identified system dynamics illustrate the complexity of adolescent sleep health and supports the need for developing a coherent package of activities targeting different leverage points at all system levels to induce system change.

The impact of school-based creative bibliotherapy interventions on child and adolescent mental health: a systematic review and realist synthesis protocol

BackgroundThere is a need to identify evidence-based interventions to be delivered in schools that can be used to improve child and adolescent mental health and wellbeing. Creative bibliotherapy is one proposed intervention. However, there has been, to date, no comprehensive assessment of the evidence for its impact on mental health and wellbeing. To fill this gap, we will conduct a systematic review and realist synthesis.MethodsA systematic search of the bibliographic databases APA PsycINFO, Medline (via Ovid), CINAHL, ERIC, Education Research Complete (via EBSCOhost) and Web of Science (SCI, SSCI, AHCI, ESCI) for school-based creative bibliotherapy interventions on child and adolescent mental health. Types of study to be included: cohort studies, non-randomised comparative evaluations, randomised controlled trials. The data from all included studies will be summarised descriptively and strength of evidence appraised. This is a potentially large field of practice, with heterogeneous interventions; we will use methods from intervention components analysis to describe and categorise the range of components and approaches used in included interventions. To understand how interventions work and in which contexts, we will use methods from realist synthesis to develop an exploratory account of mechanisms in different settings and for different young people (contexts).DiscussionFindings will assess the range of evidence for the impact of creative bibliotherapy on child and adolescent mental health and wellbeing, the strength of evidence for the impact identified, and describe potential mechanisms. This review will be useful for a wide range of stakeholders considering implementing or developing interventions using creative bibliotherapy in school-based settings.Systematic review registrationThis protocol was registered at the International Prospective Register of Systematic Reviews (https://www.crd.york.ac.uk/prospero/), registration number CRD42023410333. This review is funded by Wellcome Trust (221457/Z/20/Z).