School Health Problems Research Articles

Preface

Preface

P2-528 Adult perceptions of youth mental health issues in a Canadian province

Although 15% of Canadian youth experience mental health problems, barriers to disclosure and treatment exist. This population-based study assessed adult's beliefs about the prevalence of mental illness among youth, treatment...

The mental health of children left behind in rural China by migrating parents: a literature review

Due to social transformation in China, more than 100,000,000 people are migrating within the country. Many parents are forced to leave their children behind when they migrate. In 2008, 58,000,000 children were living as left‐behind children, mainly in the rural parts of China (Zhang, 2009).Migration and its accompanying stressors may affect the mental health of the left‐behind children. This unique literature review of Chinese literature summarises the present state of knowledge and reviews the influential factors. Possible approaches to intervention and system reforms are discussed.A literature review was performed of published studies between 2001 and 2008. Databases used were Fujian Medical University Library Interface, Chinese National Knowledge Infrastructure, Wanfang Data, and VIP Information. The Chinese word for ‘left‐behind’ was used as a key word. Books, book chapters, monographs and studies on caring were searched electronically and by hand. Altogether, 53 items were found, discussed and grouped together. Migration affected the mental health of the left‐behind children in a passive way, especially their emotions and social behaviour.There is still controversy over how serious mental health problems are among children who have been left behind. Life events, personality, coping strategies and social suppor t can be regarded as four main factors that are predictive of mental health, which provides theoretical guidance for intervention. Suppor t and prevention of mental health problems in schools, in families and in primary care should be developed and studied.

Psychosocial health and health‐related quality of life in school pupils 11–18 years

To establish levels of mental health at a community level and to model the relationship between mental health difficulty, health-related impact and health related quality of life in school pupils aged 11-18 years old. The issue of psychosocial and mental health in school pupils is a topic of considerable academic and public interest. The incidence of mental health problems in children 11-18 years shows marked differences between countries and within countries. Much of the epidemiological literature has focused on diagnostic categories rather than population health. The study employed a cross-sectional survey. A cross-sectional survey of 1786 school children aged 11-18 years was conducted in Scotland. Participants completed the strengths and difficulties questionnaire and the SF-10 for Children. This group of school pupils had similar levels of mental health needs and psychosocial health status as UK and age-related US norms. They had poorer levels of physical health status. The most important predictors of psychosocial health status were difficulty category, impact, physical health status and chronicity. The most important predictors of impact were difficulty category, chronicity and psychosocial health status. There is a need to tackle psychosocial health problems in schools. Problems are often chronic in nature and whilst still having an impact on the life of pupils may not be severe enough for a diagnosis which would trigger treatment in the conventional sense. Psychosocial health is predicted by physical health therefore nursing interventions which are focussed on both physical and psychosocial health may be needed. This study suggests that in some geographical areas in UK targeting of services to 'high-need' schools is not necessary and universal services are required. Problems need to be detected before they reach current treatment thresholds. Interventions should be school-based with a focus on impact on classroom learning and family difficulties.

Doctor on campus: A general practice initiative for detection and early intervention of mental health problems in a rural Australian secondary school

The aim of this paper is to review issues related to early intervention in mental health among adolescent students, and to specifically evaluate a school-based, early intervention program, which sought to address issues of mental health among students in a rural community in southern Australia. The early intervention program began in 2004 as school counsellors and local health professionals sought to address the difficulties rural secondary school students encountered in accessing support services. The paper seeks to explore the effectiveness of this school-based, early intervention for students, in decreasing the level of crises among students or the seriousness of associated outcomes to mental health issues, including dis-engagement from formal education.

Establishing Ongoing, Early Identification Programs for Mental Health Problems in Our Schools: A Feasibility Study

To investigate the feasibility of establishing ongoing, early identification services for mental health problems in school settings. School counselors and other mental health professionals (N = 41) in middle, junior, and high schools (N= 23) were given training and supervision in the administration of an evidence-based mental health assessment tool, the Voice Diagnostic Interview Schedule for Children IV (DISC-IV), over the course of 1 1/2 school years. During the study, 530 students were selected to be assessed with the DISC, and 72% were confirmed to be at risk for a mental health problem (DISC+). Among DISC+ cases, 71% had never been in treatment before. The most common problems identified by the DISC were symptoms related to suicide (28%), social phobia (20%), attention-deficit/ hyperactivity disorder (19%), and oppositional defiant disorder (19%). Based on schools' recommendations, 82% of parents with DISC+ children agreed to make an appointment for a follow-up evaluation. Of DISC+ children whose parents agreed to seek further evaluation, 65% of them were evaluated by a health or mental health professional within 2 weeks. Use of a computerized, evidence-based mental health assessment tool is a feasible strategy for providing early mental health identification services in schools and can help to bridge the gap between mental health providers and the unmet needs of children who are at risk for mental health problems within the community.

Assessment of need for a school-based mental health programme in Nigeria: Perspectives of school administrators

The majority of children in Nigeria are unable to access mental health services. In this resource-poor setting, a school-based mental health service can be used to reach children who would otherwise not have access. An essential first step in the development of a school-based mental health programme is a needs assessment. Key informants (KIs) from southwest Nigeria were interviewed to identify their perspectives on child mental illness and needs for a school mental health programme. Data were analysed using interpretative phenomenological analysis. Although KIs sometimes used derogatory terms to describe mental illness, they were able to give full descriptions of different kinds of mental illnesses in children and a range of causes based on the bio-psychosocial model of disease. KIs acknowledged deficiencies in their training even though they currently use parent, child and environment-centred interventions to deal with mental health problems in school. KIs reported teachers as comfortable with handling mental health issues in children and suggested interventions that included development of basic and ongoing training. Barriers, such as poverty, ignorance and stigma need to be addressed, while government involvement and enlightenment campaigns are critical components of a successful programme.

Sick Buildings or Not: Indoor Air Quality and Health Problems in Schools

Poor indoor air in schools has become a wide-spread problem with serious effects on occupant health. Resultant costs can be considerable at both local and national government levels. These include absenteeism and rehabilitation as well as building alterations and even demolition and rebuilding. This project aims to show factors contributing to health problems in Swedish schools. It includes a literature survey and particle measurements taken during various activities. Due to the fact that today there is no standard for indoor air quality (IAQ) in schools, in this project we used the outdoor air surrounding the building as an indicator. Results showed that indoor school environments had high airborne pollution levels, to a degree that probably causes health problems for many people. Regarding IAQ, this project shows the importance of taking into consideration choices in activities and furnishing of the building.

The Effects of Guided Imagery Program on High School Male Students Stress, Stress Coping, and Health Problem

Purpose: This study was to analyze the effects of Guided Imagery Program on stress, stress coping, and health problem in high school students, and to detail applicable ways of Guided Imagery Program. Methods: A study with quasi-experimental design was conducted from March 27, 2006 through April 21, 2006 with male students in the second grade of high school. 34 students in the experimental group (once a day the guided imagery program received group) and 32 control group remained for the final analysis. Data were analyzed using SPSS 12.0 program by x2-test, t-test and paired t-test. Results: There was no significant group difference in stress, stress coping, and health problem. However, upper 30% group of imagery ability showed significant increase stress coping in 4weeks after pre-test compare to the control group. Conclusion: The results indicate that students who have high level imagery ability are more efficient to guided imagery program.

Culturally competent interventions in schools for children with physical health problems

AbstractAn estimated 5.2 to 7.8 million children with significant chronic health problems attend school every day in the United States requiring interventions in the school setting. A majority of these students will be from ethnic minority or low‐income groups within two decades. Providing culturally competent interventions in schools is critical to optimize the health, educational, and psychological outcomes of children with significant health problems. This article underscores the culture and health connection and presents a 5‐step model for providing culturally competent services for health problems in schools. The article is intended to help school personnel to determine if, when, and how to incorporate cultural issues in assessment, treatment planning, and intervention. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 389–396, 2007.

Early identification of mental health problems in schools: The status of instrumentation

When embedded within a continuum of mental health services including both prevention and treatment, school-based mental health identification programs can promote improved academic and mental health functioning among students. This article describes the scientific status of assessment instrumentation that may be used for early mental health identification in schools. Currently available instruments are described in terms of their ability to accurately detect youth with mental health problems. Implications for selecting mental health screening and assessment instruments and integrating them into schools are discussed. Finally, a range of approaches to early identification in schools as well as some of the broader ethical and practical issues related to the integration of these strategies into a school-wide continuum of services are presented.

Continuous admission to primary school and mental health problems

BackgroundYounger children in a school class have higher rates of mental health problems if admission to primary school occurs once a year. This study examines whether this relative age effect also occurs if children are admitted to school continuously throughout the year.MethodsWe assessed mental health problems based on parent-reports (using the Child Behavior Checklist, CBCL) and on professional assessments, among two Dutch national samples of in total 12,221 children aged 5–15 years (response rate: 86.9%).ResultsAt ages 5–6, we found a higher occurrence of mental health problems in relatively young children, both for mean CBCL scores (p = 0.017) and for problems assessed by child health professionals (p < 0.0001). At ages 7–15, differences by relative age did not reach statistical significance.ConclusionContinuous admission to primary school does not prevent mental health problems among young children, but may do so at older ages. Its potential for the prevention of mental problems deserves further study.

Swedish school nurses' view of school health care utilization, causes and management of recurrent headaches among school children.

The present survey was addressed to a representative, nationwide sample of Swedish school nurses and 174 (69%) responded. They were asked about their views on: (i) the most usual problems for students that prompt attendance at school nurses' offices; (ii) the causes and management of school children's headaches and (iii) the school nurses' own education with respect to headaches. Headaches were reported to be one of the most common problems among adolescents visiting the school nurses' offices and tension-type headaches were regarded as a more serious school health problem, compared with migraine. Various stressors such as family and peer problems were regarded as important causes of recurrent headaches. In addition, the school nurses mentioned too little physical activity, sleep problems and poor eating habits as related factors, in particular among students with tension-type headaches. Common management approaches used by the school nurses were to provide information about headaches or supportive discussion, recommend follow-up visits, perform vision tests and refer students to a school physician. About one-fifth to one-third of the school nurses often gave analgesic medication to students because of headaches, most commonly used were paracetamol followed by various NSAIDs. Most of the school nurses regarded relaxation training as an "effective or very effective" treatment for both migraine and tension-type headaches, whereas palliative and prophylactic drug treatments were seen as more effective for migraine. It is suggested that school nurses, who often provide the first line of treatment for school children and adolescents with recurrent headaches, also should administer a cost-effective treatment such as relaxation training in school settings, where many of the headache episodes occur. However, school nurses also need to be properly trained to ensure quality in delivering such treatment approaches.

Indoor air quality, ventilation and health symptoms in schools: an analysis of existing information

We reviewed the literature on Indoor Air Quality (IAQ), ventilation, and building-related health problems in schools and identified commonly reported building-related health symptoms involving schools until 1999. We collected existing data on ventilation rates, carbon dioxide (CO2) concentrations and symptom-relevant indoor air contaminants, and evaluated information on causal relationships between pollutant exposures and health symptoms. Reported ventilation and CO2 data strongly indicate that ventilation is inadequate in many classrooms, possibly leading to health symptoms. Adequate ventilation should be a major focus of design or remediation efforts. Total volatile organic compounds, formaldehyde (HCHO) and microbiological contaminants are reported. Low HCHO concentrations were unlikely to cause acute irritant symptoms (<0.05 ppm), but possibly increased risks for allergen sensitivities, chronic irritation, and cancer. Reported microbiological contaminants included allergens in deposited dust, fungi, and bacteria. Levels of specific allergens were sufficient to cause symptoms in allergic occupants. Measurements of airborne bacteria and airborne and surface fungal spores were reported in schoolrooms. Asthma and 'sick building syndrome' symptoms are commonly reported. The few studies investigating causal relationships between health symptoms and exposures to specific pollutants suggest that such symptoms in schools are related to exposures to volatile organic compounds (VOCs), molds and microbial VOCs, and allergens.

Bullying involvement in primary school and common health problems

AIMSTo examine the association of direct (e.g. hitting) and relational (e.g. hurtful manipulation of peer relationships) bullying experience with common health problems.METHODSA total of 1639 children (aged 6–9 years) in...

The National Institute for Occupational Safety and Health Indoor Environmental Evaluation Experience. Part Two: Symptom Prevalence

Abstract In October 1992 a national news program aired a segment that discussed health effects associated with the indoor, nonindustrial environment. As a direct result of this program, by February 1993 the National Institute for Occupational Safety and Health health hazard evaluations program received approximately 500 requests to evaluate health and environmental problems in offices, schools, and other non-industrial work settings related to the indoor environment. Of the 160 work sites selected for a site visit, 105 were office buildings. In 80 of these, the investigation followed a prescribed protocol for both symptoms and environmental data collection in a study area within each building. Using a standardized, self-administered questionnaire, symptom prevalences of 18 symptoms and 4 symptom groups were calculated using three different definitions: (1) on the day of the evaluation; (2) at least once a week during the preceding 4 weeks; and (3) at least once a week during the preceding 4 weeks, and having the symptom improve when the employee left the workplace. Prevalences of the most commonly reported symptoms, using the latter definition, were: tired or strained eyes (33%); dry, itching, or irritated eyes (30%); unusual tiredness, fatigue, or drowsiness (26%); headache (25%); tension, irritability, or nervousness (23%); and stuffy or runny nose, or sinus congestion (22%). All 18 symptoms were more likely to be reported by females, and 40 percent of female respondents reported experiencing at least one upper respiratory symptom (sore or dry throat, stuffy/runny nose or sinus congestion, or sneezing) at least once a week that improved when they left work. Limitations of the study include the nonrandom selection of buildings and the self- selection of the evaluated areas within buildings by the health hazard evaluation requestor.

Faecal contamination on children's hands and environmental surfaces in primary schools in Leeds.

Gastro-intestinal diseases continue to be a major health problem in primary schools in the UK. This study, which took place in 20 primary schools in the Leeds area, investigated the presence of faecal indicator bacteria on children's hands and environmental surfaces. Faecal streptococci were used as an indicator of faecal contamination. A handwashing knowledge score was developed for each child. Those children with good hygiene knowledge had less faecal contamination on their hands (relative risk: 1.4, 95% CI = 1.09-1.81, P = 0.005). Those schools with higher hand counts were more likely to have had a reported outbreak of gastroenteritis in the past. Values of the Townsend Deprivation Index, an indicator of deprivation, were compared with the hand results and those schools in high deprivation areas had higher hand counts. Of the swabs taken from surfaces in the toilet areas and classrooms, the carpets in the classrooms were the most frequently contaminated surfaces.

Urban School Health Problems in Bombay City

Journal Article Urban School Health Problems in Bombay City Get access Alka S. Karande, Alka S. Karande *Deputy Executive Health Officer, India Population Project–V Search for other works by this author on: Oxford Academic PubMed Google Scholar Padmini B. Shetty Padmini B. Shetty **Medical Officer Schools, Health Department, Municipal Corporation of Greater BombayIndia Search for other works by this author on: Oxford Academic PubMed Google Scholar Journal of Tropical Pediatrics, Volume 38, Issue 3, June 1992, Pages 142–144, https://doi.org/10.1093/tropej/38.3.142 Published: 01 June 1992

Comprehensive Pediculosis Screening Programs for Elementary Schools

Pediculosis (head lice) is a major school and community health problem with an estimated 6-12 million cases annually resulting in $367 million a year in consumer costs, lost parental wages, and school system expenses. The greatest incidence is seen in children ages 5-12; however, the incidence in the 24-36 year old group is increasing due to their exposure to infested children. Developing comprehensive pediculosis screening programs in elementary schools provides an effective method for preventing epidemics from occurring by accomplishing early detection. These programs also promote primary health care and education among elementary schoolchildren, school officials, educators, and parents. An effective program includes screening the entire school three times a year: mid-September, December, and near spring vacation, and enforcing a "No Nit" policy. Establishing a successful approach to control pediculosis results in decreased incidence and transmission, reduced absenteeism, and financial savings for parents and school districts.

Rheumatic heart disease and school screening: initiatives at an isolated hospital in Tonga.

A simple and inexpensive assessment of cardiac murmurs and school health problems was conducted in an isolated island in the kingdom of Tonga. The prevalence of rheumatic and congenital heart disease in the population of 'Eua was 0.5% and 0.15%, respectively. The incidence of rheumatic heart disease for 1985 was 0.8 per 1000 population. The screening of 1106 students, who were aged five to 12 years, showed skin disease to be the most important problem. All identified cases were treated and referred for follow-up. The total cost of this study was US $281.48. This exercise demonstrated an alternative approach to maximizing the use of health resources as well as maintaining the skill and morale of health workers in isolated areas.