Mental Health Of Young People Research Articles

Caminhos e intermediações entre serviços do Sistema de Saúde e da Socioeducação

Abstract Socio-education is an educational and (re)socialization proposal for young people having troubles with the law, a law which also includes the right to health care guaranteed by the Unified Health System (SUS). This study aims to investigate the relationship between health services and socio-educational units in Paraná state, from the perspective of service workers and managers. The qualitative and exploratory research consisted of sixteen semi-structured interviews in five municipalities in the state, with subsequent categorization of the narratives based on hermeneutic analysis. As a result, there was considerable weakness in the coordination between the network’s facilities to promote overall health care, specifically the mental health of young people. Security issues have a strong influence on the regulation of actions, even health actions, in socio-education. The current policy of comprehensive health care in socio-education, implemented in Brazil in 2014, is, however, an important counterpoint for the reordering and nudging policies in this area.

Paths and inter-mediations between Brazilian Health Services and Youth Detention Centers.

Socio-education is an educational and (re)socialization proposal for young people having troubles with the law, a law which also includes the right to health care guaranteed by the Unified Health System (SUS). This study aims to investigate the relationship between health services and socio-educational units in Paraná state, from the perspective of service workers and managers. The qualitative and exploratory research consisted of sixteen semi-structured interviews in five municipalities in the state, with subsequent categorization of the narratives based on hermeneutic analysis. As a result, there was considerable weakness in the coordination between the network's facilities to promote overall health care, specifically the mental health of young people. Security issues have a strong influence on the regulation of actions, even health actions, in socio-education. The current policy of comprehensive health care in socio-education, implemented in Brazil in 2014, is, however, an important counterpoint for the reordering and nudging policies in this area.

An Experimental Study of SAQ Training on the Agility and Quality of Young Wushu Students

This paper analyzes and demonstrates whether SAQ training in martial arts training is more conducive to improving the sensitivity and competitive performance of martial arts players, and uses spss27 software for data processing. The general teaching material of the Department of Physical Education of Wushu puts forward that Wushu takes offensive and defensive fights such as kicking, hitting, throwing, holding, striking, and stabbing as action materials, and compiles various unarmed and equipment routines according to the contradictory laws of offensive and defensive advance and retreat, movement and static slowness, hardness and softness, emptiness and reality. He represents a national form of sport designed to strengthen the physique, cultivate will, and train fighting skills (Wu Dong, 2020). Sensitivity, also referred to as ‘body IQ,’ is crucial and closely related to all sports. Therefore, we should expand innovative training means according to the needs of the times and the principle of adapting to social needs. This paper uses the method of literature, experiment, expert interview, spss27 software analysis expounds the influence of SAQ training methods on the physical sensitivity, which has a great guarantee for the competitive performance of the martial arts majors. Facing the physical and mental health of young people, based on the theory of multiple sources, this paper puts forward the perfect path of wushu training it aims to provide theoretical reference and reference for the scientific training of Chinese teenagers in martial arts, so as to let flowers blossom and the trees grow. In the general provisions of the new Sports Law, the new concepts of “priority development”, “integration of sports and education” and “comprehensive development” of youth and school sports are also proposed, and the chapter name of “Youth and School sports” is used to replace the original “school sports”, filling the gap in youth sports legislation and achieving a qualitative leap forward (Tian Siyuan & Song Yaxin, 2023).

A qualitative exploration of online forums to support resilience of rural young people in Australia.

Prevention and early intervention are crucial strategies for improving young people's mental health and well-being. Building resilience is a key component of these strategies, especially among young individuals in rural areas who face well-documented mental health disparities. This study aimed to investigate how online mental health forums can contribute to enhancing individual resilience in young rural users. A sample of forum posts (n = 1,000) made by Australian rural users (18-25 years) on an online peer support mental health forum were qualitatively analyzed. The analysis was guided by themes derived from the literature on indicators of rural resilience. Analysis of forum posts showed evidence of rural resilience in forum users. Online peer support forums offered a virtual space for individuals to establish social connections, experience a sense of belonging, share information, acquire knowledge, and offer mutual support. There were indications of increased self-efficacy among forum users, as they demonstrated their ability to implement strategies for better managing their mental health. These findings significantly contribute to our understanding of how online forums can enhance resilience factors that are beneficial for young people living in rural communities. In the context of prevention and early intervention, this study illustrates the intricate connections between forum design and user activity with resilience outcomes, providing valuable insights into the underlying causal mechanisms. Consequently, it emphasizes the importance of incorporating such digital interventions as integral components of mental health service ecosystems.

Teacher perspectives on enhancing wellbeing education through integrating arts‐based practices

AbstractWellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts‐based approaches have significant potential for school programmes in enhancing the effectiveness of WE. This sits alongside a growing body of international literature that connects arts engagement with positive mental wellbeing across age groups. Existing research also shows that the evaluation of the goals, pedagogy and student engagement within WE from the perspectives of teachers is uncommon. To this end, this qualitative research investigated teacher perspectives on the potential for arts‐based WE. Through an asynchronous group interview, 10 Australian secondary school arts teachers with expertise in a variety of visual and performing arts education reflected on current WE in light of their arts teaching practice, exploring possibilities for enhancement through art‐based practices. Thematic analysis using a socio‐ecological framework reveals strong support for arts‐based WE, noting positive potential for arts engagement to facilitate increased teacher and student autonomy, relationship building, safe and inclusive environments, and enjoyable, embodied learning within WE.

Change, Adversity, and Adaptation: Young People's Experience of the COVID-19 Pandemic Expressed through Artwork and Semi-Structured Interviews.

This study explores how young people's mental health was affected by the COVID-19 pandemic using artwork and semi-structured interviews. The mental health impacts of the pandemic are important to understand so that policy and practice professionals can support those affected, prepare and respond to future crises, and support young people who are isolated and restricted in other contexts. Co-designed participatory art workshops and interviews were conducted with 16-18-year-olds (n = 21, 62% female) from the London-based Longitudinal cohort Study of Cognition, Adolescents and Mobile Phones (SCAMP). Artworks and interview transcripts were qualitatively co-and analysed with young people. From interviews, six themes were identified: adaptation, restriction, change, challenges, overcoming adversity, and lockdown life. From the artwork, four themes were identified: trapped, negative mental wellbeing, positive emotions, and technology. Everyday factors such as home environment, social support, hobbies, habits, and online education were key determinants of how challenged and restricted participants felt, and their capacity to overcome this. This demonstrates the importance of wider (social and environmental) determinants and supports a systems-level public health approach to young people's mental health. For example, young people's mental health services should collaborate with other sectors to address such determinants in a holistic way. Clearer guidance and support with occupation, relationships, environment, routine and activities could mitigate the negative mental health impacts of major environmental changes on young people.

Trajectories of mental health across the primary to secondary school transition

AbstractBackgroundAdolescence is a period of profound developmental change during which the prevalence of mental health problems starts to increase. It also typically coincides with a school transition. Understanding mental health trajectories through school transition is important to inform interventions to support young people's mental health during this period.MethodsIn a longitudinal study with three assessment points spaced six months apart spanning the transition from primary (T1 = end of primary school [Year 6]) to secondary school (T2 = beginning of the first year secondary school [Year 7]; T3 = end of first year of secondary school [Year 7]) we carried out a latent class growth analysis of symptoms of common mental health problems. Young people (mean age at baseline of 11.2 years, standard deviation 0.29; 46.8% female; 53.2% male) from South East England (n = 1861) were included. We modelled emotional problems, conduct problems, hyperactivity and peer problems in parallel over the transition period. Individual‐level variables: socioeconomic status (SES), special educational need(s) (SEN), gender, negative life events (NLEs) and being worried about transition were tested as predictors of trajectory class membership using multinomial logistic regression.ResultsA model with four trajectory classes provided the best fit to the data: ‘persistently elevated’ mental health problems, ‘emotional and peer problems’, ‘hyperactivity and conduct problems’ and ‘persistently low’ mental health problems. Class membership was differentially predicted by the individual‐level variables.ConclusionsYoung people from low SES backgrounds, those with SEN and those who have experienced two or more NLEs are more likely to exhibit trajectories with elevated mental health difficulties through the transition to secondary school. Young people who were worried about transition were more likely to belong to a trajectory class characterised by elevated emotional problems.

Post-traumatic stress in children as a result of war: Strategies for psychological support

Investigation of the early detection and treatment of post-traumatic stress disorder is essential to ensure the healthy development of a child. The purpose of this study was to develop and analyse effective strategies of psychological support to overcome the consequences of this disorder. For this, a survey of children who were in Ukraine during the hostilities was conducted and approaches to helping children who have experienced trauma or war were considered. According to the findings, children who lived in areas where hostilities took place testify to the detrimental impact of traumatic stress on the mental health of young people. Children in primary school may be more likely to display aggressive, withdrawn, and lonely behaviour in addition to post-traumatic stress disorder-induced anxiety. Adolescents who have experienced traumatic stress are more likely to express anxiety, irritability, aggression, and stiffness, as well as symptoms of depression. Thus, younger students who have experienced traumatic stress demonstrate aggressiveness, anxiety, secrecy, and loneliness. Preventive measures are needed to reduce the harmful effects of traumatic events on children’s mental health. Implementing interventions that prioritise early detection of trauma, psychoeducation for both children and caregivers, and the creation of a safe and supportive environment is imperative. By prioritising prevention and continuously implementing the innovation, it will be possible to better prepare for the process of overcoming the long-term effects of trauma on the well-being and mental health of citizens, including children

Psychosocial Dynamics and Mental well-Being of Modern Youth

A comprehensive study of psychosocial factors affecting the mental well-being of modern youth is being conducted. Focusing on family support, social networks, stress management strategies, cultural influences, educational factors, and socioeconomic status, the authors provide a comprehensive analysis highlighting the influence of each of these aspects. The results highlight the key role of family relationships and social connections in the formation of emotional stability, and also highlight the importance of cultural factors and education in the perception and support of mental health. The generalized findings of the article provide the basis for the development of targeted strategies to support the mental health of young people, taking into account the diversity of sociocultural contexts.

Digital media use, depressive symptoms and support for violent radicalization among young Canadians: a latent profile analysis

BackgroundDespite the prominent role that digital media play in the lives and mental health of young people as well as in violent radicalization (VR) processes, empirical research aimed to investigate the association between Internet use, depressive symptoms and support for VR among young people is scant. We adopt a person-centered approach to investigate patterns of digital media use and their association with depressive symptoms and support for VR.MethodsA sample of 2,324 Canadian young people (Mage = 30.10; SDage = 5.44 ; 59% women) responded to an online questionnaire. We used latent profile analysis to identify patterns of digital media use and linear regression to estimate the associations between class membership, depressive symptoms and support for VR.ResultsWe identified four classes of individuals with regards to digital media use, namedAverage Internet Use/Institutional trust, Average internet use/Undifferentiated Trust, Limited Internet Use/Low Trust and Online Relational and Political Engagement/Social Media Trust. Linear regression indicated that individuals in the Online Relational and Political Engagement/Social Media Trust and Average Internet Use/Institutional trust profiles reported the highest and lowest scores of both depression and support for VR, respectively.ConclusionsIt is essential to tailor prevention and intervention efforts to mitigate risks of VR to the specific needs and experiences of different groups in society, within a socio-ecological perspective. Prevention should consider both strengths and risks of digital media use and simulteaneously target both online and offline experiences and networks, with a focus on the sociopolitical and relational/emotional components of Internet use.

Supporting the mental health of young people from ethnically diverse groups during the transition from primary to secondary school

Background: The transition from primary to secondary school is a pivotal period in young people’s lives and can significantly impact their mental health. However, the experiences of young people from ethnically diverse groups during this crucial period of physical, social and emotional development are under-researched, limiting the evidence base for meaningful support. Objectives: This study explored the experiences of young people from ethnically diverse groups during primary-secondary school transition and co-designed ideas for culturally sensitive support. It explicitly focused on the intersection between ethnic and cultural identity, primary-secondary transition and mental health. Methods: The study employed participatory design to collaborate with seven young people from ethnically diverse groups and a peer researcher. Four online workshops mapped participant experiences and ideas concerning the primary-secondary transition, identity and mental health. These were developed into implications for practice, policy and research. Results: Participants highlighted feeling unprepared for the transition, with some experiencing poor mental health and difficulty navigating their ethnic and cultural identity during this time. Participants’ ideas for future transition experiences included: supporting a longer transition period, schools promoting diversity among students and staff, enabling education on ethnicity and culture, breaking stereotypes, enabling mutual learning among staff and students and enabling an open and caring environment to support mental health. Conclusions: The study provides an in-depth understanding of experiences of young people from ethnically diverse groups during primary-secondary transition and suggests ways of supporting multi-faceted transitions and mental health, with a key focus on ethnic and cultural identity formation.

Barriers and facilitators of communitybased implementation of evidencebased interventions in the UK, for children and young people's mental health promotion, prevention and treatment: rapid scoping review - ERRATUM.

Barriers and facilitators of communitybased implementation of evidencebased interventions in the UK, for children and young people's mental health promotion, prevention and treatment: rapid scoping review - ERRATUM.

The contribution of school social work to climate change education and mental health support

ABSTRACT This narrative review outlines how school social workers, as part of multi-professional school teams, can be involved in climate change education and mental health support. Rapid climate change and extreme weather events pose an existential threat to children and adolescents, triggering a range of climate emotions such as worry, anxiety or anger. International research shows that current and future climate scenarios affect young people's mental health. In order to achieve good health and well-being, and to prevent serious mental health problems, it is essential to be aware of their climate emotions and distress. In the climate crisis, schools, as important social spaces for children and adolescents, are therefore challenged to provide appropriate educational responses and health promotion for students of all ages. School social workers can make a professional contribution by providing education and counselling aimed at promoting emotional regulation and coping, empowerment for climate action, building self-efficacy and resilience to climate change, and developing comprehensive climate and health literacy. Finally, new challenges and tasks that arise in this context and that require the professional development of school social work are highlighted.

"It's about how you take in things with your brain" - young people's perspectives on mental health and help seeking: an interview study.

Poor mental health in young people has become a growing problem globally over the past decades. However, young people have also been shown to underutilize available healthcare resources. The World Health Organisation (WHO) has formulated guidelines for youth-friendly health services (YFHSs) to increase youth participation in healthcare. Still, little is known about how young people using these services perceive mental health, indicating a knowledge gap concerning the subjective evaluation of their mental health. To investigate how young people visiting youth health clinics (YHC) perceive the concept of mental health and factors they view as central to maintaining mental health. In total 21 interviews were carried out, 16 in 2018, and 5 in 2023 to assure no changes in findings after the COVID-19 pandemic. Subjects were recruited during visits to youth health clinics (YHCs) in mid-Sweden and were aged 15-23 years. Recruitment strived to achieve heterogeneity in the sample concerning gender, sexual orientation, gender identity and age. Interviews were transcribed and analysed using qualitative content analysis. Findings of the analysis revealed two themes, "Mental health is helped and hindered by the surroundings" and "Mental health is difficult to understand and difficult to achieve". The participants described their health as highly dependent on their social surroundings, and that these are important to maintaining health but may also affect health negatively. They described mixed experiences of the health care services and mentioned prerequisites for seeking care for mental health problems such as accessibility and respect for their integrity, including the right to turn down offered treatment. The informants also viewed mental health as an ongoing undertaking that one must work for, and that it is sometimes difficult to know what constitutes mental health. They also expressed a need from healthcare services to enquire about their health, and to show an active interest in how they are doing. Findings underline the need of young people's individual needs to be met in the healthcare system and their vulnerability to their social surroundings. Health status assessments in young people should consider social and individual factors to fully capture mental health.

Experiences of help-seeking from professional services for a child or young person's mental health concerns during the pandemic: A qualitative study.

The immediate response to the Covid-19 pandemic saw school closures and a shift in provision to online health services for children and young people experiencing mental health concerns. This study provides mental health and referral services with an insight into difficulties experienced as well as recommendations on potential improvements. Semi-structured interviews with 11 parents and six young people. Reflexive thematic analysis was used to analyse the data. Parents and young people reported mixed experiences on accessing mental health support. Priorities and pressures on health services impacted the likelihood of choosing to seek and being able to obtain help. Parents and young people had varying expectations and experiences in help-seeking during the pandemic which were also impacted by others' experiences and views. For many, the relationship with the professional they were in contact with impacted their mental health treatment. Provision was sometimes accessed via private services due to long waiting lists or problems that did not "meet threshold". Understanding the experiences of seeking mental healthcare during the pandemic can inform improvements to access to services at a time when people are most vulnerable. Accessible provision other than private services needs to be made for those on waiting lists. For those who do not meet service threshold, intermediary support needs to be secured to prevent unnecessary exacerbation of symptoms and prolonged problems. If schools are to remain the hub for children and young people's mental health services, they should be considered essential services at all times.

Pragmatic controlled trial of a school-based emotion literacy program for 8- to 10-year-old children: study protocol

BackgroundMental disorders are common in childhood, but many young people do not receive adequate professional support. Help-seeking interventions may bridge this treatment gap, however, there is limited research on interventions for primary-school children. This study aims to evaluate the effectiveness of an emotion literacy program at increasing literacy, reducing stigma, and promoting help-seeking in children aged 8–10 years.Methods and analysisA two-arm pragmatic cluster-controlled trial will compare Thriving Minds, an emotion literacy program for middle primary school children, to a wait-list control condition. Children aged 8–10 years will be recruited from approximately 12 schools (6 intervention schools/6 wait-list control) to participate in Thriving Minds via direct invitation by the program delivery service. Allocation to the intervention condition will be pragmatically, by school. Children will receive the intervention over two 50-minute sessions, across two weeks. Using story books and interactive discussion, the program aims to develop children’s knowledge of their own and other’s emotional experiences and emotion regulation strategies (self-care and help-seeking). The primary outcome is help-seeking intentions. Secondary outcomes include help-seeking knowledge, attitudes, and behaviours, emotion knowledge and attitudes, and stigma. Children will complete surveys at pre-intervention, post-intervention (one week after the program) and 12-week follow-up. Additional satisfaction data will be collected from teachers in intervention schools via surveys (post-intervention and 3-month follow-up) and semi-structured interviews (after follow-up), and selected children via focus groups (12-week follow-up). Analyses will compare changes in help-seeking intentions relative to the waitlist control condition using mixed-model repeated-measures analyses to account for clustering within schools.DiscussionWith demonstrated effectiveness, this universal emotion literacy program for promoting help-seeking for mental health could be more widely delivered in Australian primary schools, providing a valuable new resource, contributing to the mental health of young people by improving help-seeking for early mental health difficulties.Trial registrationAustralian New Zealand Clinical Trials Registry, ACTRN12623000910606 Registered on 24 August 2023.

OPENING SPEECH THE 1ST CONFERENCE ON PSYCHOLOGY AND BEHAVIORAL SCIENCES “Mental Health in Young People in the Modernization Era”

CV. Doki Course and Training sebagai lembaga resmi yang fokus pada pengembangan ilmu di bidang pendidikan dan penelitian merasa perlu menyelenggarakan konferensi ini. CV. Doki Course & Training juga mengadakan Call Paper, mengundang para penulis untuk berkontribusi nyata dalam bentuk pemikiran untuk dituangkan dalam tulisan dalam kaitannya dengan mental health. Setidaknya ada 3 subtema yang ditetapkan oleh tim, yaitu Social Behaviour of Young People in the Modernization Era (Perilaku Sosial Anak Muda di Era Modernisasi), Youth, Social Media, and Internet in the Modernization Era (Pemuda, Media Sosial, dan Internet di Era Modernisasi), Deviations in Young People in the Modernization Era (Penyimpangan Anak Muda di Era Modernisasi). Dan Alhamdulillah, melalui proses seleksi, nantinya akan ada 12 artikel yang akan dipublikasikan dalam bentuk Prosiding ISSN dan E-ISSN, yang dapat dibaca oleh semua orang.

Child-first coaching to support young people's mental health

Child-first coaching to support young people's mental health

The association between trajectory of change in social functioning and psychological treatment outcome in university students: a growth mixture model analysis

IntroductionAttendance at university can result in social support network disruption. This can have a negative impact on the mental health of young people. Demand for mental health support continues to increase in universities, making identification of factors associated with poorer outcomes a priority. Although social functioning has a bi-directional relationship with mental health, its association with effectiveness of psychological treatments has yet to be explored.ObjectivesTo explore whether students showing different trajectories of change in social function over the course of treatment differed in eventual treatment outcome.Methods Growth mixture models were estimated on a sample of 5221 students treated in routine mental health services. Different trajectories of change in self-rated impairment in social leisure activities and close relationships (Work and Social Adjustment Scale (WSAS) items 3 and 5) during the course of treatment were identified. Associations between trajectory classes and treatment outcomes were explored through multinomial regression.Results Five trajectory classes were identified for social leisure activity impairment (Figure 1), and three classes were identified for close relationship impairment (Figure 2). For both measures the majority of students remained mildly impaired (Class 1). Other trajectories included severe impairment with limited improvement (Class 2), severe impairment with delayed improvement (Class 3), and, in social leisure activities only, rapid improvement (Class 4), and deterioration (Class 5). There was an association between trajectories of improvement in social functioning over time and positive treatment outcomes. Trajectories of worsening or stable severe impairment were associated with negative treatment outcomes.Image:Image 2:ConclusionsChanges in social functioning impairment are associated with psychological treatment outcomes in students, suggesting that these changes may be associated with treatment effectiveness or recovery experiences. Future research should look to establish whether a causal link exists to understand if additional benefit for students can be gained through integrating social support within psychological treatment.Disclosure of InterestNone Declared

Examining the mental health impacts of climate change on young people in Canada: a national cross-sectional survey

BackgroundClimate change poses a substantial threat to the mental wellbeing of young people. Population-level research is urgently needed to help inform policies and interventions to ensure that young people are not burdened by long-term mental health impacts from climate change. We sought to identify the prevalence, distribution, and factors associated with climate change-related mental and emotional health outcomes among young people (aged 13–34 years) in Canada. MethodsThis study is part of a larger cross-sectional survey, which examined mental and emotional health responses to climate change among individuals aged 13 years or older from across Canada. We used a multi-stage, multi-stratified random probability sampling procedure. Participants were randomly recruited through either an addressed letter or a telephone call. Online and telephone questionnaires were used to interview individuals in English, French, or Inuktitut between April 1, 2022, and March 31, 2023. Data were weighted by age and province using population estimates from Statistics Canada and analysed using descriptive statistics, factor analyses, and multivariable regression analyses. FindingsThe full survey included 2476 participants, with a subgroup of 409 young people. Of the 401 respondents who provided their gender identity, 215 (54%) identified as cisgender women, 167 (42%) identified as cisgender men, and 19 (5%) identified as non-binary. Preliminary results suggest that young people in Canada experience a wide range of climate-related emotional and mental health outcomes. More than 70% of respondents in the young people subgroup reported having at least mild levels of sadness, anger, worry, anxiety, concern, helplessness, hopelessness, or powerlessness related to climate change. The severity of climate-related emotional responses differed by gender, with non-binary respondents and cisgender women reporting higher average levels of distress than cisgender men. Regional differences were also observed, with northern regions and urban locations reporting more severe reactions. InterpretationThis study builds on the understanding of the burden of climate change on the mental health of young people. If unaddressed, the impact of this burden could have long-standing and wide-reaching public health and related socioeconomic effects. FundingCanadian Institutes of Health Research, ArcticNet, Social Sciences and Humanities Research Council Doctoral Fellowship, Izaak Walton Killam Memorial Scholarship, and Alberta Innovates Graduate Student Scholarship.