Personality, anxiety and general mental health fluctuation, before and after menstruation, in an adolescent group

1989 ◽  
Vol 10 (1) ◽  
pp. 131-132 ◽  
Author(s):  
Clive Layton
Keyword(s):  
Mental Health ◽  
Adolescent Group ◽  
General Mental Health ◽  
Before And After

scholarly journals Evaluation of the Effect of Time Change in Cognitive Function in Volunteers in Tehran

2016 ◽  
Vol 9 (2) ◽  
pp. 119 ◽  
Author(s):  
Marjan Erfani ◽  
Hedayat Sahraei ◽  
Zahra Bahari ◽  
Gholam Hossein Meftahi ◽  
Boshra Hatef ◽  
...  
Keyword(s):  
Mental Health ◽  
Reaction Time ◽  
Cognitive Functions ◽  
Reduction Reaction ◽  
Plasma Cortisol Level ◽  
Mental Fatigue ◽  
Time Change ◽  
General Mental Health ◽  
Before And After ◽  
Time Changes

<strong></strong><p><strong>BACKGROUND:</strong> Time change (which can lead to sleep duration decrements) can lead to brain dysfunction if repeated. In the present study, cognitive functions of the volunteers were evaluated before and after the time changes in Tehran.</p><p><strong>METHODS:</strong> Eleven, voluntary healthy persons (21±2 year old) were evaluated for their cognitive functions including sustain attention, reaction time, and mental fatigue twenty-one days before the time changes and thirty-eight days after time change using PASAT software. In addition, plasma cortisol level was measured before and after the time changes.</p><p><strong>RESULTS:</strong> After the time changes salivary cortisol concentration increase, but general mental health was decreased. Sustain attention was shortened after time change which was significantly different compared with before the time changes. Reaction time was increased after the time changes in comparison with the before the time changes, but was not statistically significant. In addition, mental fatigue was increased after the time changes.</p><p><strong>CONCLUSION:</strong> It seems that time change may reduce brain cognitive functions which are manifested by general mental health, sustain attention reduction, reaction time as well as mental fatigue.</p>

scholarly journals Impact of the COVID-19 Pandemic on the General Mental Health in Sweden: No Observed Changes in the Dispensed Amount of Common Psychotropic Medications in the Region of Scania

2021 ◽  
Vol 12 ◽  
Author(s):  
Mirjam Wolfschlag ◽  
Cécile Grudet ◽  
Anders Håkansson
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Interrupted Time Series ◽  
Psychotropic Medications ◽  
Interrupted Time Series Analysis ◽  
Swedish Population ◽  
General Mental Health ◽  
Before And After ◽  
The One

Some first investigations have focused on the consequences of the COVID-19 pandemic for the general mental health after its outbreak in 2020. According to multiple self-reporting surveys, symptoms of stress, anxiety, and depression have risen worldwide. Even some studies based on health care records start to be published, providing more objective and statistically reliable results. Additionally, concerns have been raised, to what extend the access to mental health care has been compromised by the COVID-19 outbreak. The aim of this study was to detect changes in prescription trends of common psychotropic medications in the Swedish region of Scania. The monthly dispensed amounts of selected pharmaceuticals were compared from January 2018 until January 2021, regarding the prescription trends before and after the outbreak of COVID-19. Using an interrupted time series analysis for each medication, no general trend changes were observed. On the one hand, a possible deterioration of the general mental health could not be confirmed by these results. On the other hand, the access to mental health care did not seem to be impaired by the pandemic. When interpreting findings related to the COVID-19 pandemic, regional differences and country-specific approaches for coping with the pandemic should be considered. The Swedish population, for instance, never experienced a full “lock-down” and within Sweden the time point of the outbreak waves differed regionally. In general, the effects of the COVID-19 outbreak on mental health are still unclear and need to be investigated further in an international comparison.

scholarly journals Medication Monitoring for People with Dementia in Care Homes: The Feasibility and Clinical Impact of Nurse-Led Monitoring

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Sue Jordan ◽  
Marie Gabe ◽  
Louise Newson ◽  
Sherrill Snelgrove ◽  
Gerwyn Panes ◽  
...  
Keyword(s):  
Mental Health ◽  
Adverse Drug Reaction ◽  
Intervention Study ◽  
Clinical Impact ◽  
Care Homes ◽  
Service Users ◽  
Care Plans ◽  
Medication Monitoring ◽  
People With Dementia ◽  
Before And After

Objectives. People with dementia are susceptible to adverse effects of medicines. However, they are not always closely monitored. We explored (1) feasibility and (2) clinical impact of nurse-led medication monitoring.Design. Feasibility “before-and-after” intervention study.Setting. Three care homes in Wales.Participants. Eleven service users diagnosed with dementia, taking at least one antipsychotic, antidepressant, or antiepileptic medicine.Intervention. West Wales Adverse Drug Reaction (ADR) Profile for Mental Health Medicines.Outcome Measures. (1) Feasibility: recruitment, retention, and implementation. (2) Clinical impact: previously undocumented problems identified and ameliorated, as recorded in participants’ records before and after introduction of the profile, and one month later.Results. Nurses recruited and retained 11 of 29 eligible service users. The profile took 20–25 minutes to implement, caused no harm, and supplemented usual care. Initially, the profile identified previously undocumented problems for all participants (mean 12.7 (SD 4.7)). One month later, some problems had been ameliorated (mean 4.9 (3.6)). Clinical gains included new prescriptions to manage pain (2 participants), psoriasis (1), Parkinsonian symptoms (1), rash (1), dose reduction of benzodiazepines (1), new care plans for oral hygiene, skin problems, and constipation.Conclusions. Participants benefited from structured nurse-led medication monitoring. Clinical trials of our ADR Profile are feasible and necessary.

Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia

2021 ◽  
Author(s):  
Stephen Bayley ◽  
Darge Wole Meshesha ◽  
Paul Ramchandani ◽  
Pauline Rose ◽  
Tassew Woldehanna ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
Emotional Regulation ◽  
Current Knowledge ◽  
Strong Relationship ◽  
Academic Learning ◽  
School Closures ◽  
Health And Wellbeing ◽  
Before And After ◽  
Children's Social Skills

This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.

scholarly journals Relationship between social competences and the sense of general mental health and intensity of stress among nurses

2020 ◽  
Vol 66 (1) ◽  
Author(s):  
Agnieszka Chrzan-Rodak ◽  
Barbara Ślusarska ◽  
Grzegorz Nowicki ◽  
Alina Deluga ◽  
Agnieszka Bartoszek
Keyword(s):  
Mental Health ◽  
Interpersonal Relationships ◽  
Perceived Stress ◽  
Positive Impact ◽  
General Health Questionnaire ◽  
Depression Symptoms ◽  
General Mental Health ◽  
The Social ◽  
The Mean ◽  
Social Competences

Introduction: Social competences are indispensable in occupations reliant on interpersonal interactions, such as in medical professions, e.g. nursing, conditioning not only the effective construction of interpersonal relationships, but ever more often emphasizing a positive impact on strengthening coping skills in stressful situations. The object of our study was to assess the connection of social competences with the sense of general mental health and intensity of stress in the group of nurses.Materials and methods: In the study took part 291 nurses (ages 23–63, mean job seniority 11 years, SD = 10.22). We used the Social Competence Questionnaire (KKS) according to Anna Matczak, the Perceived Stress Scale (PSS-10), as adapted by Zygfryd Juczyński and Nina Ogińska-Bulik, and the General Health Questionnaire (GHQ-28) in the adaptation of Zofia Makowska and Dorota Merecz to collect information for the study.Results: Stress intensity among respondents averaged 16.83 points (SD = 4.47). In the 4 analyzed indicators of the GHQ-28, the mean point score was: somatic symptoms M = 8.45, anxiety and insomnia M = 8.75, functional disorders M = 8.07, depression symptoms M = 2.46. 38.1% of the results of the level of general mental health were in the range 5–6, which is the average level of mental health perceived in the group of nurses.Conclusions: The level of perceived stress among more than half of the surveyed group of nurses was average (52.6%). The level of social competences is not significantly correlated with the intensity of stress experienced. The level of general mental health of 38.1% of the nurses fell in the range of average. The level of social competences significantly correlates with the general mental health status of the nurse respondents (R = -0.254, p < 0.001).

scholarly journals Disminución de la ansiedad en las víctimas del bullying durante el confinamiento por el COVID-19

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
María Isabel Gómez León
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Social Interaction ◽  
Digital Media ◽  
Before And After ◽  
Victim Group ◽  
Salud Mental ◽  
Anxiety Depression ◽  
Victims Of Bullying

Los factores estresantes asociados a la pandemia por el COVID 19 han tenido importantes consecuencias en la salud mental de muchos adolescentes, sin embargo, es posible que este confinamiento junto con los medios digitales disponibles para el aprendizaje y la interacción social hayan supuesto un alivio para aquellos que eran víctimas de bullying. En esta investigación se comparan las puntuaciones que han obtenido 276 adolescentes (94 víctimas de bullying y 182 no víctimas) de entre 12 y 14 años, en ansiedad, depresión, rendimiento académico y ciberbullying antes y después del confinamiento. Antes del confinamiento las víctimas obtuvieron puntuaciones significativamente mayores en ansiedad, depresión y ciberbullying y menores en rendimiento académico. Durante el confinamiento las diferencias en ansiedad se invirtieron, siendo significativamente menores en el caso de las víctimas de bullying, quienes, además, obtuvieron puntuaciones significativamente menores en depresión y en ciberbullying que antes de la pandemia. Sin embargo, el rendimiento académico descendió significativamente en el grupo no-víctimas mientras que no se apreciaron cambios significativos en las puntuaciones de ciberbullying. The stressors associated with the pandemic by COVID 19 have had important consequences on the mental health of many adolescents, however, it is possible that this confinement along with the digital media available for learning and social interaction have provided relief for those who were victims of bullying.. This research compares the scores obtained by 76 adolescents (94 victims of bullying and 182 not victims) between 12 and 14 years old, in anxiety, depression, academic performance and cyberbullying before and after confinement. Before confinement, the victims obtained significantly higher scores in anxiety, depression and cyberbullying and lower scores in academic performance. During confinement, the differences in anxiety were reversed, being significantly lower in the case of victims of bullying, who also obtained significantly lower scores in depression and cyberbullying than before confinement. However, academic performance decreased significantly in the non-victim group, while no significant changes in cyberbullying scores were observed.

scholarly journals The impact of a teacher-based positive education intervention on student wellbeing literacy

2021 ◽  
Vol 2 (1) ◽  
pp. 22-43
Author(s):  
Lea Waters ◽  
Matthew Charles Higgins
Keyword(s):  
Mental Health ◽  
Education Intervention ◽  
Positive Education ◽  
Post Intervention ◽  
Emotional Management ◽  
Strength Based ◽  
Before And After ◽  
Education Interventions ◽  
Written Descriptions ◽  
The Impact

Over the past decade, research has consistently found that positive education interventions have a beneficial effect on mental health outcomes for students, such as improvements in life satisfaction and reduction of anxiety. While it is encouraging to see these changes in student mental health, the research has not yet adequately explored whether positive education interventions change a student’s understanding of wellbeing itself. Wellbeing literacy is a new construct within the field of positive education and is defined as the ability to understand the concept and language of wellbeing. This study examines whether student language and understanding of wellbeing changes following an intervention that trains teachers in the core principles of positive education. Students across grades five, six and seven (ages 11–13; n = 231) from three Australian schools provided brief written descriptions of their understanding of wellbeing before and after their teachers undertook an eight-month positive education intervention. Thematic analysis was used as the methodological tool to analyze student language and understanding of wellbeing. Inferential frequency-based statistical analyses were used to compare the pre-intervention and post-intervention responses. The results revealed that student understanding of wellbeing evolved in four key ways to become more: (1) detailed; (2) strength based; (3) expanded/multidimensional; and (4) relational. Post-intervention understanding of wellbeing was significantly more likely to include aspects of emotional management, strengths, coping, mindfulness and self-kindness. Implications, limitations and future directions are discussed.

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