Adolescent depression and school social support: a multilevel analysis of a Finnish sample

2008 ◽  
Vol 36 (4) ◽  
pp. 552-567 ◽  
Author(s):  
Noora Ellonen ◽  
Juha Kääriäinen ◽  
Ville Autio
PLoS ONE ◽  
2012 ◽  
Vol 7 (10) ◽  
pp. e47025 ◽  
Author(s):  
Hye Yin Park ◽  
Jongho Heo ◽  
S. V. Subramanian ◽  
Ichiro Kawachi ◽  
Juhwan Oh

2018 ◽  
Vol 2018 ◽  
pp. 1-6 ◽  
Author(s):  
Mekdes Beze Demoze ◽  
Dessie Abebaw Angaw ◽  
Haregwoin Mulat

Background. Orphan adolescents are a special group of people who are generally deprived and prone to develop psychiatric disorder even if reared in a well-run institution. Objective. To assess the prevalence and associated factors of depression among orphan adolescents living in Addis Ababa orphan centers, Addis Ababa, Ethiopia. Method. A cross-sectional study was conducted in 2016 among 453 orphan adolescents in Ethiopia. All orphan adolescents who were living in the selected orphan centers were included in the study. The data was collected by interviewing the orphan adolescents at the orphan center by using a structured questionnaire. Kocher adolescent depression scale and MSPSS scale were used to measure orphan level of depression and their perceived social support. After appropriate coding, the collected data had been entered into EPI info version 7 and it was exported to SPSS version 20 for further analysis. The OR with 95% CI was used to measure association and p value < 0.05 was used as statistically significant value in multivariable binary logistic regressions. Result. The overall prevalence of depression among the orphan adolescents was found to be 36.4%. The majority of the respondents, 302 (66.7%), were within the age range of 15-19 years. Perceived social support (OR 5.86; 95% CI 3.47, 9.91), community discrimination (OR 2.68; 95% CI 1.58, 4.56), length of stay (OR 1.90; 95% CI 1.08, 3.35), age of entrance (OR 2.21; 95% CI 1.32, 3.69), and presence of visitors (OR 3.62; 95% CI 2.06, 6.37) were the main variables associated with depression. Conclusion. The prevalence of depression among orphan adolescents was found to be high. Low level of social support, higher length of stay, community discrimination, the presence of visitors, and younger age of entrance were statistically significant variables to develop depression.


Author(s):  
Barbara Jankowiak ◽  
Sylwia Jaskulska ◽  
Belén Sanz-Barbero ◽  
Alba Ayala ◽  
Jacek Pyżalski ◽  
...  

The aim of the article is to show the role of school social support and school social climate in dating violence victimization prevention among adolescents in Europe. Study participants were students from secondary schools (age 13–16) in Spain, Italy, Romania, Portugal, Poland and UK. The analysis in this text concern student with dating experience (n = 993) (57.2% of girls and 66.5% of boys). School social support was measured by School Social Climate, Factor 1 Scale (CECSCE) and by Student Social Support Scale (CASSS), subscales teachers and classmates. The association between school social support and different types of dating victimization (physical and/or sexual dating violence, control dating violence and fear) was measured by calculating the prevalence ratios and their 95% confidence intervals, estimated by Poisson regression models with robust variance. All the models were adjusted by country and by sociodemographic variables. The results show that the average values of all types of social support are significantly lower in young people who have suffered any type of dating violence or were scared of their partner. The likelihood of suffering physical and/or sexual dating violence decreased when school social support increased [PR (CI 95%): 0.96 (0.92; 0.99)]. In the same way, the likelihood of fear decreased when school social climate increased [PR (CI 95%): 0.98 (0.96; 0.99)].There is an association between school social support and school social climate and experiences of being victim of dating violence among adolescents in Europe. Our results suggest that in the prevention of dating violence building a supportive climate at schools and building/using the support of peers and teachers is important.


2011 ◽  
Vol 39 (6) ◽  
pp. 499-508 ◽  
Author(s):  
Erin A. Orrick ◽  
John L. Worrall ◽  
Robert G. Morris ◽  
Alex R. Piquero ◽  
William D. Bales ◽  
...  

2018 ◽  
Vol 53 ◽  
pp. 90-100 ◽  
Author(s):  
Başak Bilecen ◽  
Andrés Cardona

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