School Health Problems Research Articles

Debate: Where to next for universal school-based mental health interventions? Universal versus targeted school-based mental health interventions: a health economic perspective.

Mental health problems in schools are a concern and various initiatives have been developed to address these. Interventions can be universal (covering a whole school) or targeted (addressing those with specific needs). Any new intervention should be evaluated, and this should include an assessment of cost-effectiveness. Evidence to date suggests that while gains from universal schemes may be modest, they can still be cost-effective given the extent of their reach. However, targeted interventions can address key health inequalities which should also be an objective of an economic evaluation. Studies that have examined the longer term impact of both universal and targeted approaches have demonstrated that both can represent good values for money, and it is likely that a blended or tiered approach is appropriate.

Mentoring the Development of Mental Health Systems in Schools

This community service program aims to provide assistance to guidance and counseling teachers who are expected to become pioneers of the school mental health system. The emergence of increasingly complex mental health problems in schools cannot only be handled in responsive and curative ways but also need to be accompanied by preventive efforts from the school. By using the paradigm of positive psychology and positive education through the PROSPER model, guidance and counseling teachers and schools in general are able to collect resources to build a mental health system in schools. The PROSPER model consists of seven components, namely positivity, relationships, outcomes, strength, purpose, engagement, and resilience. The partners selected for this community service are guidance and counseling teachers at junior high schools in the Karanganyar area under the auspices of the Karanganyar Regency Education and Culture Office. The number of participants who attended was 30 guidance and counseling teachers from both private and public schools in this area. The assistance carried out was carried out over a period of 3 months starting with initial coordination, provision of materials, workshops and assistance and monitoring. Initial coordination was carried out through the WhatsApp group media, then the provision of materials was carried out offline. This material provision activity was then continued with a workshop on preparing SOPs for implementing the PROSPER model. It is hoped that after participating in this program, target partners will have the capacity to develop mental health systems and implement them independently and sustainably. The outputs in this PkM include mandatory outputs, namely partner cooperation letters, IA scripts, print and social media publications, and PkM activity posters.

Reproductive health of female students in Islamic boarding school culture: A literature review.

Reproductive health in Islamic boarding schools is still a special concern, because female students in Islamic boarding schools are teenagers, namely 12-19 years old. This article aims to discuss adolescent reproductive health in relation to the culture in Islamic boarding schools. One model of education in Indonesia is Islamic boarding schools which prioritises religious education and are supported by dormitories as a place to live, where they interact with their peers 24 hours a day. Islamic boarding schools prioritize a simple way of life, independence, discipline and cooperation. ,using the literature review method, This methodology involves a comprehensive database search in Scopus, PubMed, ScienceDirect, and ResearchGate. The main search terms used were 'adolescent reproductive health' and 'Islamic boarding school culture'. Eight articles were obtained for analysis of topic relevance, objectives, methods used, sample size, and results in each article. We evaluated the relevance of the selected articles to the topic.. However, health problems in Islamic boarding schools still require attention, such as access to health services, healthy behavior and environmental health which can affect reproductive health. Students gain knowledge about reproductive health from classical books. Reproductive health education in Islamic boarding schools tends to be normative with culture obtained from classical books.

Family communication and bi‐dimensional student mental health in adolescents: A serial mediation through digital game addiction and school belongingness

AbstractThe presence of communication within the family can be considered as a protective factor in preventing the development of mental health problems in school by acting as a buffer against mental health problems in adolescents. Thus, this study, which was designed to reveal the potential mechanisms between family communication and bi‐dimensional student mental health (psychological well‐being/distress) in Turkish adolescents, examined the serial mediator role of digital game addiction and school belongingness. The study sample consists of a total of 397 volunteering Turkish adolescents, including 206 girls (51.9%) and 191 boys (48.1%). The participants' ages range from 14 to 17 (M = 14.63 years, SD = 0.60). In this study, a cross‐sectional and explanatory design based on structural equation modeling was used. The main findings of the study are as follows: (1) digital game addiction mediated the relationship between family communication and psychological well‐being/distress, (2) school belongingness mediated the relationship between family communication and psychological well‐being/distress, and (3) the relationship between family communication and psychological well‐being/distress was serially mediated by both digital game addiction and school belongingness.

Teacher-Rated Mental Health of Siblings of Children with Chronic Disorders

Siblings of children with chronic disorders are at a heightened risk for internalizing and externalizing problems. Studies on sibling mental health typically use parent report, and sometimes sibling self-report, but do not include the perspectives of teachers. We investigated how teachers and parents in Norway rated sibling mental health to gain a more coherent picture of siblings’ well-being and functioning across the home and school contexts. We compared how siblings aged 8–16 years (45% boys, 54% girls) were scored on the strengths and difficulties questionnaire by teachers (n = 125), mothers (n = 115), and fathers (n = 81) with population norms and clinical cutoffs. For boys, the mean teacher scores did not indicate problems for total difficulties or any subscale except hyperactivity–inattention, but mean parent scores were higher for total difficulties and most subscales (d = .44 to .96). For girls, teachers indicated higher than norm scores for total difficulties, emotional problems, hyperactivity–inattention and peer problems (d = .26 to .46), while parents indicated higher total difficulties and problems across most subscales (d = .31 to .54). Prosocial behavior was as a relative strength of siblings across all raters. Siblings may not display the same level of mental health problems in school as at home, and teachers can offer an important perspective on siblings’ mental health and functioning.

Social Work Competencies In School Settings: Addressing Adolescent Adjustment Challenges

Social work is a helping profession that has the power to improve people’s lives on an individual, family, group, and community level. Increasing society’s overall well-being. In order to help students succeed academically, schools, parents, and communities depend on school social workers. They take the initiative in formulating policies for handling crises, providing support services and managing school behaviors. The period of growth and development that comes between childhood and maturity is known as adolescence. The psycho-social stage of development is characterized by increased stress, behavior problems, and conflict. School social workers offer direct and indirect assistance to students, families, and school personnel. The aim of the present research is to study adolescent student’s adjustment problems and explore the competencies of social workers in dealing with school-going adolescents’ problems, data was collected in shivamogga city with a convenient and purposeful sampling technique with the help of ‘The AISS-SS scale, the findings show that most of the adolescent students have problems related to mental health which they can’t express and social work competencies were playing an important role in dealing with adolescent mental health and adjustment problems in schools.

An Introspective Survey of Modern Islamic Boarding School to Increase Health Awareness of Islamic Boarding Schools in Surabaya

Introduction: Islamic boarding schools is a place at risk of disease transmission and the conditions in the Islamic boarding school environment still require attention from related parties. Based on data compiled by the district/city Health Office in 2022, there are 4046 Islamic boarding schools in East Java, of which only 1500 (37.2%) have Islamic boarding schools health posts as a means of identifying health problems in Islamic boarding schools with Introspective Survey and assess the health community carried out by cadres and local community leaders under the guidance of the village or district head and health officers. Aims: to dectriptively the health status of individual students in the two Islamic boarding schools using an introspective survey. Method: The research method used is a descriptive research method with a quantitative approach. Sampling in this study used a random sampling method from students living in the two Islamic boarding schools as many as 196 samples. Result: the results showed in the form of data on the individual characteristics of students and the health situation of the individual students. Conclusion: The conclusion on this study is the health condition of the students is in a good category

Special Education Teachers’ Self-Assessed Voice Health Regarding Voice Use Habits

ObjectivesSpecial education teachers (SETs) work with students with disabilities. To get and keep these students' attention during the lesson, they may use their voices with high loudness and frequent pitch changes. These situations can be tiring for their voices and affect their vocal health. This study aimed to compare SETs' voice fatigue, reflux symptoms, and self-assessments according to their voice use habits in their work and social lives. MethodsA total of 208 SETs were included. A Teacher Voice Use Habits Questionnaire was developed by considering the literature, taking expert opinion, and conducting a pilot study. In addition, the Vocal Fatigue Index (VFI), Voice Handicap Index-30 (VHI-30), and Reflux Symptom Index (RSI) were used. One-way ANOVA, Mann-Whitney U, Kruskal Wallis-H, and Pearson correlation analyses were performed. ResultsOf SETs, 37.5% reported frequent hoarseness, and 65.4% reported voice fatigue during/at the end of the day. Those who answered "yes" to the questions about talking loudly at home, having the television on at home, feeling stressed in the work environment, eating and drinking before going to bed at night, smoking, having frequent colds, talking loudly during the day, and voice fatigue during/at the end of the day had significantly higher scores in all scales. Those who used their voice for more than six hours were found to have significantly higher scores on the VFI and RSI. In all scales, the scores of those who made very frequent long phone calls were significantly higher. ConclusionAccording to the SETs' reports, it was concluded that they did not comply with the rules of vocal hygiene, although they used their voices for a long time. This situation should be considered an occupational health problem in schools, and it may be helpful to screen this group's voice disorders and design preventive programs.

Risk Factors Associated with Scabies Occurring in Islamic Boarding Schools: Literature Review

Background: Islamic boarding schools in Indonesia, in particular, have classic health problems. Some diseases that are common in Islamic boarding schools are scabies, shortness of breath, fever, fainting, cough and cold with influenza, gastritis/ulcer, and so on. And the most common health problem in Islamic boarding schools is scabies. It seems that students who live in boarding schools are "obliged" to experience an itchy disease characterized by symptoms of mruntus (pustules), redness, and itching. There is a saying that being a boarding school student is not valid if you don't suffer from itchy skin. Scabies and hut children's diseases are the same. Personal health, knowledge, teacher and peer support are some of the causes. Aims: The purpose of this literature review was to identify some risk factors for scabies in Indonesian Islamic boarding schools. Method: The research was conducted using relevant literature databases, such as google scholar,n SageJournal and PubMed. The keyword used for this literature review was "scabies in Islamic boarding schools". The literature search was limited from 2013 - 2022. There were 11 articles that were relevant and related to scabies that occurred in boarding schools. Results: The results of the 11 articles showed that personal hygiene has a lot to do with and even influences the incidence of scabies in some boarding schools. Conclusion: So improving the personal hygiene of students is one of the important factors in preventing the incidence of scabies in Islamic boarding schools.

Management Systems for Metal Technology and Design Workshop Safety, Health and Environmental Hazards in Selected Secondary Schools in Zimbabwe

Learners using school workshops encounter numerous safety, health and environmental problems. Inadequate and ineffective facilities and equipment expose learners to serious health complications or injuries. Unguarded and uninsulated machine connections have the potential to injure learners. There is risk of serious property damage and injuries due to inconsistent application of safety, health and environments procedures. The Social Learning Theory informed the study anchored with ethnographic research design as located in the interpretivist paradigm. Interviews, observations and documents were data collecting methods. The findings revealed that inadequate teaching resources affected effective teaching and learning on safety, health and environmental practice. The study further revealed that malfunctioning electrical safety equipment exposed learners to injuries. The study recommended that schools provide all the necessary resources to prevent safety, health and environmental accidents. In addition, the study recommended that schools develop an Occupational Health and Safety policy and give someone responsibility for dealing with such issues. The study also recommended that the Ministry of Primary and Secondary Education should include occupational health issues in the existing National School Health Policy.

A comparison study of environmental health related issues and policies between private and public U.S. schools using multi-level data

ObjectiveLittle is known about school environmental health (EH) problems in private schools. This study identified and compared the school EH related issues and policies between private and public schools in the U.S. MethodsSchool EH information was collected from school administrators on two levels – in New York State (NYS) and nationwide. In NYS, questionnaires were developed and distributed to administrators from both public and private schools via conferences (2015–2016). Nationwide survey data were obtained from the 2014 School Health Policies and Practices Study. We compared the perceived school environment as well as policies related to identification and training on EH issues between private and public schools both in NYS and nationwide. ResultsIn NYS, both private and public schools reported limited use of proactive approaches in identifying EH issues. Compared to public schools, more private school respondents reported poorer perceived indoor air quality (IAQ) (30% vs. 0%), along with less routine training and lower use of policies that help improve air quality in school. Nationwide, fewer private schools implemented indoor air quality management programs (18% vs. 58%) and were able to always meet ventilation standards (44% vs. 64%) than public schools. Staff members in private schools received less required training on a wide range of EH issues than staff members in public schools. ConclusionU.S. private schools reported worse perceived indoor air quality than public schools and a lack of awareness and protective policies. Future environmental research and implementation of policies are needed in private schools.

Penyuluhan dan Pelatihan Kegawatdaruratan Dental Serta Penanganannya Kepada Guru-guru SDI Assalam Joglo Jakarta Barat

Dental emergencies are potentially life-threatening conditions and immediate treatment is needed to stop ongoing bleeding, reduce pain and also uncontrolled bleeding, cellulitis or bacterial tissue infection causing swelling in the mouth or mouth area and trauma to the bones in the facial area . Delay in treatment of trauma to the teeth can lead to treatment failure. Delay in emergency dental treatment after trauma will increase the risk of complications, non-vital teeth and an unpredictable prognosis.Dental emergencies often occur at the elementary school level and the most common cases are loose or avulsed teeth due to falls and impacts. Teachers in schools not only have a central role as educators, but teachers also act as first aid agents in dealing with health problems in schools. In addition, teachers also play a role and assist health workers in collecting data and also as the first emergency referral before being handled by health workers.SDI Assalaam has a staff of 46 teachers and 250 students. Having students who are actively moving has a risk of accidents such as falling and so on which can cause injury, especially the oral cavity, while knowledge of dental emergencies and their management according to the Principal of SDI Assalaam has never been received by the teachers who teach at SDI Assalaam , so that if there is a dental emergency the teachers don't know what action to take.To overcome the lack of knowledge about dental emergencies and their management. So the teachers of SDI Assalam are given counseling and training about dental emergencies and their handling so that the importance of dental emergencies is socialized so that teachers at SDI Assalaam can increase their knowledge about dental emergencies and their management.Based on the evaluation results of community service activities. There was a significant increase in the level of knowledge of SDI Assalaam teachers regarding dental emergencies and their treatment.

Inattention, academic underachievement, and depressive symptoms: uncovering environmental and genetic pathways from middle to late childhood

IntroductionSchool underachievement has been shown to mediate the association between inattention and depressive symptoms in middle childhood. However, is it not clear whether these sequential associations are underpinned by genetic and environmental pathways, and the extent to which associated disruptive behaviors, such as hyperactivity/impulsivity, and peer relation difficulties partly account for these associations.MethodsThe present study used a longitudinal study of twins assessed from Kindergarten to Grade 6 to address these questions using multivariate biometric modeling.ResultsThe hypothesized genetically informed (twin) model revealed that over and above disruptive behaviors and relational difficulties, there was evidence for (1) shared genetic factors partly accounting for these associations, and for (2) putative phenotype-to-phenotype associations sequentially linking inattention, school achievement, and depressive symptoms.DiscussionConfirmation of the expected sequence of phenotype-to-phenotype associations (i.e., in addition to shared genetic factors) suggests an environmental pathway linking these phenotypes. The discussion focuses on the relevance and significance of these pathways for understanding the development of school and mental health problems, as well as for the identification of children at risk and early preventive interventions.

Implementasi Program Santri Husada Dalam Upaya Kemandirian Pesantren Bidang Kesehatan di Pondok Pesantren Riyadlotut Thalabah Sedan Rembang

Health problems in Islamic boarding schools are very diverse, such as infectious diseases, non-communicable diseases, and emergencies that can occur at any time. Regarding infectious diseases, some Islamic boarding schools fall into the risky category because they are communal and densely populated places to live. Therefore, it is necessary to have promotive and preventive efforts to prevent the spread and transmission. Pesantren efforts that are carried out to promote health in Islamic boarding schools include the development of Islamic boarding schools in the health sector to the formation of Poskestren (Pesantren Health Posts), because health is a problem that should not be underestimated but must really be a point that should be considered regularly. Riyadlotut Thalabah Islamic Boarding School is one of the Islamic boarding schools in Central Java which has had a poskestren since 2018 and has activated health education and formed a "Kader Santri Husada" as an effort to empower santri to overcome problems such as the lack of direct education. This study aims to determine the Implementation of the Santri Husada Program in Health Independence Efficiency in the Riyadlotut Thalabah Sedan Rembang. The method used in this study is a qualitative research method. The data collection process was carried out by observation and interviews with informants whose background was from pesantren caregivers, poskestren supervisors, kader santri husada and other Islamic boarding schools that adopted the program and policy makers in the health sector. From this research, it is known that Islamic boarding schools that have health education programs will make pesantren better in the health sector, as evidenced by the increasing number of students' health, health promotion efforts are accepted by the wider community through many media, duplication of the same activities in various Islamic boarding schools to get district level awards, residency, and province. This makes a positive impact on the pesantren by increasing the number of buildings managed by the poskestren, increasing the number of students each year, and becoming a brand as a healthy pesantren.

Android-Based Educational Model Cross Puzzle to Improve Dental Health Behavior among Elementary Schools

Background: Dental health problems in the intervention group primary school were dental caries at 81%, persistence at 32%, gingivitis at 35%, and dental health problems in the control group primary school namely dental caries at 86%, persistence at 36%, gingivitis 48%. Dental health problems in elementary school children are caused by low dental health maintenance behavior. The strategy to overcome this problem is by using an "Android-based crossword puzzle education model" providing education to children through the game method so that the learning process is more interesting and fun. Design: This research design uses the Research and Development method Quasi-experimental with a pre-test-post-test control group design. Result: The treatment in the intervention group and control group was given for 21 days. The Android-based crossword puzzle education model according to expert validation is an average of 92% and a p-value of 0.002 (very feasible) and its application is effective as an effort to improve dental health behavior in elementary school children, as well as a different test of crossword puzzle education models android-based effective as an effort to increase knowledge of delta p-value 0.009, attitude delta p-value 0.001, delta p-value 0.001 action, debris index score delta p-value 0.001 compared to the control group. Conclusion: The Android-based crossword puzzle education model is feasible, and its application is effective as an effort to improve dental health behavior in elementary school children compared to the control group Keywords: Elementary school children, behavior, dental health, crossword puzzle educational model

QUALITATIVE ANALYSIS OF SANTRI HUSADA CADRES FORMATION AND ORAL DENTAL EXAMINATION AT ASSHODIQIYAH ISLAMIC BOARDING SCHOOL SEMARANG

Background: Dental and oral health problems in Indonesia are still high due to the low number of health workers, both dentists and dental nurses. Therefore, the prevention and promotion of dental and oral health services must be improved formation of dental health cadres in a community. Islamic boarding schools are places of Islamic learning where students or santri live permanently and study together with teachers or Kiai. In a pesantren learning environment, it is essential to pay attention to health, especially the condition of the teeth and mouth, so as not to interfere with the learning process. This community service aims to form cadres and carry out dental and oral health checks by dentists and dental co-operative students, Faculty of Dentistry, Sultan Agung Islamic University (UNISSULA) Semarang. Method: In addition, this activity also aims to change students' behaviour thus they put more attention of the condition of their oral cavity and know the importance dental and oral care treatments according to their oral condition. With direct counselling provided by dentists, the cadres gain understanding and knowledge about the oral cavity, including the arrangement of teeth, various kinds of dental and oral problems, and how to treat them. In addition, the cadres also received training on how to brush their teeth with the right brush and toothpaste provided by the Co-assistant of dental students. Result: With the formation of 12 cadres, it is suggested that promotive, preventive, and referral activities for dental and oral health problems in the Asshodiqiyah Islamic boarding school can continue to run to reduce dental and oral health problems. Conclusion: Cadre activities for students and brushing teeth together can increase knowledge in the field of dental and oral health and the ability to clean the mouth teeth of PP students. Asshodiqiyah. This activity was also able to increase the awareness of the students to be more active in caring for and maintaining the health of their teeth and mouth.

Microbial Assessment of Indoor Air Quality of Laboratory Sections in Obong University, Obong Ntak, Nigeria

Background: Poor indoor air quality constitutes a significant health problem in schools, mostly in the laboratory sections due to a high number of students per laboratory vis-a-vis space confinement, insufficient outside air supply, poor construction and maintenance of laboratory buildings. Aim: This study was carried out to assess the air quality and identify airborne bacteria and fungi in selected sections of Obong University Laboratory. Materials and Methods: Institutional based study employing passive air sampling, settle plate or gravitational sampling method to collect airborne bacteria and fungi was conducted in 3 selected laboratory sections of the University. Culture, isolation, colony count/air quality assessment and identification of airborne bacteria and fungi were done using standard methods. Results: The mean bacterial load was 111.75 CFU/m3 in the morning and 125.25 CFU/m3 in the afternoon. The highest and lowest bacterial loads were recorded at the Laboratory Animal Room (LAR) to be 165 CFU/m3 and 201 CFU/m3 in the morning and afternoon, respectively. The total fungal load was 100 CFU/m3 in the morning and 170 CFU/m3 in the afternoon with the mean estimate of 25 CFU/m3 in the morning and 42.5 CFU/m3 in the afternoon. The highest fungal load was equally estimated in the LAR at a percentage rate of 55% and 54.12% in the morning and afternoon, respectively. The results of the indoor air quality assessment of the different laboratory sections revealed a very low (<50 CFU/m3) to low (50-100 CFU/m3) degree of both fungal and bacterial air pollution within the sampling time. A total of 3 bacterial and 5 fungal species were isolated as follows: Staphylococcus aureus 16(61.5%), coagulase negative Staphylococcus species (CoNS) 7 (27%) and Bacillus species 3 (11.5%); Aspergillus flavus 7 (25%), Aspergillus niger 8 (28.5%), Penicillium chrysogenum 4 (14.3%), Rhizopus spp. 5 (17.9%) and Fusarium spp. 4 (14.3%). The levels of indoor airborne bacteria and fungi as revealed in this study were found to be within the acceptable and permissible limits of microbial load ≤500 CFU/m3. Conclusion: Attention should be given to control those human, animal and environmental factors which favour the proliferation of bacteria and fungi in the indoor environment of school laboratories to safeguard the health of students, lecturers and laboratory personnel in the University. Keywords: Microbial Quality, Indoor Air, Laboratory, Colony, Pollution

Interprofessional education can improve learning outcomes on school health among nursing students in Thailand

Background and objective: Interprofessional education (IPE) is an important step in advancing the education of health professionals. This study aimed to evaluate IPE learning outcomes and satisfaction of students that participated in a school-health program. The program was delivered as a joint collaborative topic among nursing, dental public health, and public health students. We also sought to examine students’ understanding of roles and teamwork, as well as their satisfaction with IPE.Methods: This study had a quasi-experimental design. Third-year nursing students were randomly divided into 2 groups, the IPE and non-IPE groups. All third-year dental public health students and public health students were enrolled in the IPE group. All IPE students were stratified and randomized into interprofessional teams of ten or eleven students. The program included 3 modules: 1) foundational workshops for IPE role clarification in the school-health program and situation analysis of school-health problems, 2) project planning and implementation, and 3) evaluation and sharing. Non-IPE nursing students also received the same 3 modules of the school-health learning program without working in the interprofessional team. A pretest and posttest on school-health theoretical content were completed by both groups of nursing students. In the IPE group, we collected data regarding the understanding of students’ roles within their teams before and after the course. Satisfaction with IPE learning was only asked after the course. Results: The IPE group (n = 164) consisted of 60 nursing, 59 dental public health, and 45 public health students. There were 63 nursing students in the non-IPE group. For knowledge on school health, the nursing students in the non-IPE group had a significantly higher pretest score compared to the IPE group; while there was no significant difference in post-test scores between both groups. All aspects of the interprofessional collaboration among the three health professional student groups in the IPE group increased, with a significant difference for 4 out of 6 aspects. Students were satisfied with the IPE program and wished to extend their time spent in the program.Conclusions: IPE learning provides a better understanding of different healthcare roles and enhanced teamwork between multidisciplinary teams. Incorporating IPE as a learning strategy is recommended for health professional students.

Supporting Adolescents with Mental Health Problems in Secondary Education: Feasibility of a Supported Education Intervention.

Mental health problems in adolescence can have a profound influence on school functioning, educational attainment and thus future societal participation. Supported education (SEd) is a potentially useful method for educational professionals to help adolescents with mental health problems in secondary school improve their functioning by stimulating collaboration, ownership, and participation. In this study, we examined the feasibility of SEd in secondary education by examining its acceptability, implementation, and preliminary effectiveness. We performed a mixed-methods study using quantitative data (questionnaires) and qualitative data (interviews) from educational professionals (EP) and adolescents, aged 13–17, about their experiences with a SEd intervention. Regarding the acceptability of the intervention, three main themes emerged: (a) structure, (b) autonomy, and (c) applicability of the intervention. Themes regarding the implementation were: (a) lack of time, (b) personal attitude, (c) mastery, and (d) complexity of the school environment. The findings show that, for those that followed the intervention, SEd is a promising approach to support adolescents with mental health problems to improve their functioning and participation in school. Further research is needed on the effectiveness of the intervention.

Development of a transdiagnostic stepped care programme for common adolescent mental health problems in Indian secondary schools: lessons from a pilot study examining acceptability and feasibility

AbstractBackgroundThe ‘PRemIum for aDolEscents’ (PRIDE) project has developed a school-based, transdiagnostic stepped care programme for common adolescent mental health problems in India. The programme comprises a brief problem-solving intervention (‘Step 1’) followed by a personalised cognitive-behavioural intervention (‘Step 2’) for participants who do not respond to the first step.MethodsA mixed-method design was used to evaluate the acceptability and feasibility of the stepped care programme in five schools in New Delhi. Participants were N = 80 adolescents (mean age = 15.3 years, females = 55%) with elevated mental symptoms and associated distress/impairment.Results61 (76%) of the enrolled sample were assessed following Step 1, from which 33 (54%) met non-remission criteria. Among these 33 non-remitted cases, 12 (36%) opted for Step 2 and five (42%) completed the full programme. The remaining non-remitted cases (n = 21, 64%) opted out of further treatment. Perceived resolution of the primary problem (n = 9, 43%) was the most common reason for opting out. The median time to complete each step was 22 and 70 days respectively, with a gap of 31 days between steps. Qualitative feedback from adolescents and counsellors indicated requirements for a shorter delivery schedule, greater continuity across steps and more collaborative decision-making.ConclusionsThis study provides preliminary evidence for a stepped care programme aimed at common adolescent mental health problems. Modifications are recommended to enhance the acceptability and feasibility of the programme in low-resource settings.