The effects of short-term mindfulness-based group intervention utilising a school setting for Japanese adolescents with trauma

2020 ◽  
pp. 1-6
Author(s):  
Daisuke Ito ◽  
Yuki Kubo ◽  
Ayako Takii ◽  
Asuka Watanabe ◽  
Tetsuhiro Ohtani ◽  
...  
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Group Intervention ◽  
School Setting ◽  
Control Group ◽  
Depression And Anxiety ◽  
Short Term ◽  
School Students ◽  
Japanese Adolescents ◽  
Intervention Session

Abstract The use of mindfulness as a tool to improve mental health has received increased attention. Schools provide ideal environments for short-term prevention and skill development for mental health. Further, teachers can promote and reinforce students’ daily use of mindfulness. This study explored the effects of a short-term group mindfulness-based intervention on the mental health of adolescents who have experienced trauma. A total of 49 high school students received a mindfulness-based intervention session followed by homework and teacher reinforcement. The results suggest that a short-term group intervention for mindfulness can potentially improve mindfulness attention awareness and reduce depression and anxiety symptoms in adolescents. As there was no control group, additional research examining the effectiveness of the intervention is essential.

scholarly journals Feasibility of a serious game coupled with a contact-based session led by lived experience workers for depression prevention in high-school students

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260224
Author(s):  
Mandy Gijzen ◽  
Sanne Rasing ◽  
Rian van den Boogaart ◽  
Wendy Rongen ◽  
Twan van der Steen ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Scale Up ◽  
School Setting ◽  
Serious Game ◽  
School Students ◽  
Preventive Program ◽  
High School Setting

Background Stigma and limited mental health literacy impede adolescents getting the help they need for depressive symptoms. A serious game coupled with a classroom session led by lived experience workers (LEWs) might help to overcome these barriers. The school-based Strong Teens and Resilient Minds (STORM) preventive program employed this strategy and offered a serious game, Moving Stories. The current study was carried out to assess inhibiting and promoting factors for scaling up Moving Stories once its effectiveness has been ascertained. Methods Moving Stories was offered in three steps: (1) introductory classroom session, (2) students playing the game for five days, (3) debriefing classroom session led by lived experience worker. Data was collected on the number of participating students, costs of offering Moving Stories, and was further based on the notes of the debriefing sessions to check if mental health first aid (MHFA) strategies were addressed. Results Moving Stories was offered in seven high-schools. Coverage was moderate with 982 participating students out of 1880 (52%). Most participating students (83%) played the Moving Stories app three out of the five days. Qualitative data showed that the MHFAs were discussed in all debriefing sessions. Students showed great interest in lived experience workers’ stories and shared their own experiences with depression. Conclusions Bringing Moving Stories to scale in the high-school setting appears feasible, but will remain logistically somewhat challenging. Future implementation and scale-up of Moving Stories could benefit from improved selection and training of LEWs that played such an important role in grabbing the full attention of students and were able to launch frank discussions about depressive disorder and stigma in classrooms. Trial registration The study is registered in the Dutch Trial Register: Trial NL6444 (NTR6622: https://www.trialregister.nl/trial/6444).

scholarly journals Effects of a School-Based Intervention On Levels of Anxiety and Depression: A Cluster-Randomized Controlled Trial of The MindPower Program in Ten High Schools in Norway

2021 ◽  
Author(s):  
Gry Anette Sælid ◽  
Nikolai Czajkowski ◽  
Leif Edvard Aarø ◽  
John Roger Andersen ◽  
Thormod Idsøe ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Mixed Model ◽  
Large Population ◽  
Depression Scale ◽  
Control Group ◽  
Depression And Anxiety ◽  
Symptoms Of Depression ◽  
School Based

Abstract BackgroundThe previous decade has shown increased symptoms of depression and anxiety among adolescents. To promote mental health and reduce mental illness, the government of Norway has, as in other countries, pledged that all schools must incorporate life-skills education. We report results from an evaluation of MindPower, a modification of the Coping With Depression (CWD) course, delivered universally in the classroom to secondary high school students, aged 15-16 years, in one county in Norway. The aim of the study was to evaluate the effect of MindPower on symptoms of depression and anxiety.MethodsWe utilized a two-groups` delayed intervention design where 110 first year high school classes were randomized into one of two intervention groups (IG1 and IG2). IG1 participated in MindPower while IG2 served as a control group for four months until the intervention started also in this group. IG1 and IG2 responded to questionnaires before and after the eight weeks course, at the start of the first and the second booster session, and at the five months follow up. Questionnaires, including online versions of the Hopkins Symptom Checklist (SCL-8) and the Reynolds Adolescent Depression Scale (RADS-2:SF), were administered to 1673 out of a total of 2384 students. SCL-levels were also compared with those from a large population study (UngData).ResultsAccording to mixed model analyses, SCL-8 and RADS-2:SF showed significant baseline differences between IG1 and IG2. In IG1 and IG2, both SCL-8 and RADS-2:SF showed a small but significant increase in mean scores throughout the study period, with markedly lower mean scores among boys. The SCL-levels were first lower for both girls and boys and then after the completion of MindPower the SCL-levels, equal to the SCL-levels in UngData.ConclusionsNo effects of the intervention were found. This large universal school-based trial suffered from considerable drop-out of participants. Experiences from implementation and evaluation of universal mental health promotion and preventive school interventions are thoroughly discussed, including, preparation, resources, support, time, realistic expectations, teacher selection and training, implementation, and research designs and more. Several empirically based, practical advices are presented. Clinical Trial registration 27/08/2018. Registration number NCT03647826.

Sleep disorder prevalence in at-risk adolescents and potential effects of nightmare triad syndrome

2018 ◽  
Vol 0 (0) ◽  
Author(s):  
Natalia D. McIver ◽  
Barry Krakow ◽  
Jessica Krakow ◽  
Michael R. Nadorff ◽  
Victor A. Ulibarri ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
At Risk ◽  
High School Students ◽  
Sleep Disorders ◽  
Anxiety Symptoms ◽  
Depression And Anxiety ◽  
School Students ◽  
At Risk Adolescents

Abstract Objective At-risk high school students, those considered to have a higher probability for academic failure or dropping out, were assessed for various sleep disorders. Effects were compared between students with and without the nightmare triad syndrome (NTS+), the sleep disorders’ cluster of frequent nightmares, insomnia disorder and suspected sleep-disordered breathing (SDB). Methods Data were gathered at a charter school for at-risk youth using: computer based surveys, physical airway exams, and mental health interviews by school social worker. Ninety-two students were enrolled, and 70 completed all study components. Results Students were teenaged [17.10 (1.50) years], male (52.2%) slightly overweight [BMI 25.50 (6.41)] Hispanics (87.0%); two-thirds (65 of 92) subjectively reported a sleep problem. Frequent nightmares (39.1%), insomnia (ISI ≥ 12, 41.3%), and SDB risk (79.3%) were common. Several presumptive sleep disorders (insomnia, SDB risk, parasomnia, or nightmares) were associated with worse sleep quality and lower quality of life. Nineteen students met criteria for NTS. Compared to NTS−, NTS+ showed significantly lower quality of life (p < 0.003, g = 0.84). Regression analyses revealed higher levels of depression and anxiety symptoms in NTS+ students. NTS was associated with reduced quality of life independent of anxiety symptoms. Conclusion Prevalence of presumptive sleep disorders was high with a tendency for clusters of sleep disorders in the same individual. Students with NTS+ showed worse outcomes and reduced quality of life, mediated partially by depression and anxiety. To examine relationships between sleep disorders and mental health in at-risk adolescents, research investigations must include both subjective and objective measurements of sleep.

scholarly journals Effects of a Positive Psychology-based Mental Health Promotion Program for High School Students

2020 ◽  
Vol 26 (2) ◽  
pp. 154-163
Author(s):  
Myung Sun Hyun ◽  
Mi-kyung Yun ◽  
Sun-Mi Chae ◽  
Hee Young Oh ◽  
Sun-Mi Jung
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Positive Psychology ◽  
Well Being ◽  
Self Esteem ◽  
Health Promotion Program ◽  
Control Group ◽  
School Students ◽  
Psychological Well Being

Purpose: The purpose of this study was to investigate the effects of a positive psychology-based mental health promotion program for high school students. Methods: This study used a randomized control group pretest-posttest design. A total of 47 high school students participated from two high schools in Gyeonggi Province. They were randomly assigned to an experimental group (n=24), which participated in the 8-session program, or to a control group (n=23). Psychological well-being, depression, and self-esteem were measured. Results: A significant difference in psychological well-being was observed between the two groups after the program. However, there were no significant between-group differences in depression or self-esteem. Conclusion: The positive psychology-based mental program was effective at increasing psychological well-being in adolescents, especially high school students. This study suggests that a school curriculum could incorporate positive psychology-based mental programs for high school students to promote their mental health.

scholarly journals A HOLISTIC GROUP PSYCHOTHERAPEUTIC INTERVENTION FOR THE TREATMENT OF IRRITABLE BOWEL SYNDROME AND ITS COMORBID DEPRESSION AND ANXIETY

2002 ◽  
Vol 7 (2) ◽  
pp. 11 ◽  
Author(s):  
C. M. Bush ◽  
H. G. Pretorius ◽  
A. D. Stuart
Keyword(s):  
Irritable Bowel Syndrome ◽  
Group Therapy ◽  
Symptom Severity ◽  
Group Intervention ◽  
Control Group ◽  
Depression And Anxiety ◽  
Comorbid Depression ◽  
Short Term ◽  
Group Design ◽  
Irritable Bowel

The aim of this study was to ascertain the effects of a holistic short-term group intervention in the treatment of Irritable Bowel Syndrome (/BS) with comorbid depression and anxiety. The sample consisted of 24 South African women who had been diagnosed with severe IBS. Furthermore, each participant had to have associated moderate to severe depression and anxiety. The group design was a pre-test, post-test control group design where the experimental group (n = 12) received group intervention and the members of the control group (n = 12) received no intervention until after completion of the research. All the participants completed the Functional Bowel Disorder Severity Index and the Depression and Anxiety subscales of the Personality Assessment Inventory before commencement of group therapy for Group 1 and one month after completion of this intervention. The effect of the intervention was determined by utilising comparative statistics. The findings indicate that holistic short-term group therapy results in significant improvement in terms of depreSSion and anxiety scores, but that IBS symptom severity remains unchanged. It is recommended that further research be conducted to ascertain whether holistic group therapy of a longer duration has a greater impact on the IBS symptom severity.

Can an Emotional Intelligence Program Improve Adolescents' Psychosocial Adjustment? Results from the Intemo Project

2012 ◽  
Vol 40 (8) ◽  
pp. 1373-1379 ◽  
Author(s):  
Desireé Ruiz-Aranda ◽  
Jose Martín Salguero ◽  
Rosario Cabello ◽  
Raquel Palomera ◽  
Pablo Fernández -Berrocal
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Psychosocial Adjustment ◽  
Social Stress ◽  
Training Group ◽  
Future Research ◽  
Control Group ◽  
Depression And Anxiety ◽  
School Students ◽  
Ongoing Project

We analyzed the effects on a group of Spanish adolescents of an emotional intelligence (EI) education program based on Mayer and Salovey's (1997) model of adolescent psychosocial adjustment. Participants were 147 high school students aged between 13 and 16 years, of whom 69 were in the control group and 78 were in the training group. We conducted the research using a quasiexperimental pretest-intervention-posttest design during 2 academic years. This training program was conducted as part of the ongoing project known as INTEMO and was implemented during 10 weekly sessions of 1 hour. Students who participated in the EI program reported better psychosocial adjustment (e.g., lower levels of depression and anxiety, less atypicality, somatization, and social stress, and higher self-esteem) compared to students in the control group. Implications of these findings for educational curricula are discussed, and recommendations for future research are made.

Promoting mental health literacy in female students: A school-based educational intervention

2021 ◽  
pp. 001789692110135
Author(s):  
Somayeh Zare ◽  
Mohammad Hossein Kaveh ◽  
Ahmad Ghanizadeh ◽  
Abdolrahim Asadollahi ◽  
Mahin Nazari
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Mental Health Literacy ◽  
Intervention Group ◽  
Training Programme ◽  
Control Group ◽  
School Students ◽  
And Control ◽  
Iranian High School Students

Background and objective: Considering the worldwide increase in mental health problems among adolescents and the hypothetical positive impact of mental health literacy (MHL) on mental health promotive behaviours, this study examined the effect of a MHL intervention in a sample of Iranian high school students. Design: Educational intervention with a pretest–posttest and control group design conducted among Iranian high school students in 2019. Setting: Four public schools in Shiraz, Iran. Methods: In this study, 220 students (110 in each intervention and control group) were selected using the cluster multi-stage sampling and participated in the study. Participants completed the adolescent MHL questionnaire at two stages (pretest and posttest). A training programme which comprised six 60- to 90-minutes sessions using collaborative learning techniques and printed materials was conducted with the experimental group. Data were subjected to covariance analysis. Results: No significant differences were found between study groups regarding demographic and MHL scores before the intervention. After completing the training programme, the intervention group showed a significant improvement in MHL and subscale scores ( p < .01). Covariance analysis confirmed an improvement of MHL in the intervention group after controlling for pretest scores but not in the control group. Conclusion: Study findings demonstrated the efficacy of the training intervention to improve adolescents’ MHL. Further research is recommended to examine the effects of the same intervention among boys and longer-term outcomes.

scholarly journals The Effect of 12 Weeks of Aerobic Exercise on Anxiety and Happiness of Female High School Students

2021 ◽  
Vol 12 (2) ◽  
pp. 149-157
Author(s):  
solmaz babaei ◽  
Bahram Jamali Qarakhanlou
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Aerobic Exercise ◽  
Study Data ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Statistical Population ◽  
Female High School

Background and Objectives: One of the most important factors in mental health is cultivating happiness and reducing anxiety in students. Therefore, the aim of this study was to investigate the effect of 12 weeks of aerobic exercise on anxiety and happiness of female high school students. Material and Methods: The present study was a quasi-experimental study and was performed as a pretest-posttest with a control group. The statistical population of the study consisted of all female high school students in Urmia city of Iran, of whom 40 vulentiarly agreed to participate in the study and were randomly divided into two groups of 20 experimental and control. For the experimental group, aerobic exercises were performed for 12 weeks, three sessions per week and and each session takes 45 to 60 minutes. The Oxford Happiness and Spielberger Anxiety Questionnaire were used in this study. Data analysis was performed by analysis of covariance using spss22 software. Results: The results showed a significant effect of aerobic exercise on promoting happiness variables and reducing anxiety in students (p < 0.05). Conclusion: Aerobic exercise improves students' cognitive functions, so using this approach has been recommended in order to promote students' mental health.

scholarly journals Exploring the Association Between Sport Participation and Symptoms of Anxiety and Depression in a Sample of Canadian High School Students

2020 ◽  
pp. 1-20
Author(s):  
Jessica Murphy ◽  
Karen A. Patte ◽  
Philip Sullivan ◽  
Scott T. Leatherdale
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Sport Participation ◽  
Anxiety Symptoms ◽  
Anxiety And Depression ◽  
Depression And Anxiety ◽  
School Students ◽  
Behavior Study

The mental health benefits of physical activity may relate more to the context of the behavior, rather than the behavior of being active itself. The association between varsity sport (VS) participation, depression, and anxiety symptoms was explored using data from 70,449 high school students from the Cannabis use, Obesity, Mental health, Physical activity, Alcohol use, Smoking, and Sedentary behavior study. The model adjusted for potential covariates; interactions by sex and participation in outside of school sport (OSS) were explored. Overall, 70% and 24% of respondents met or exceeded cutoff values for depression and anxiety, respectively. Students participating in VS had lower symptoms of anxiety and depression compared with nonparticipants. Results were consistent regardless of OSS participation; associations were strongest among students who participated in both VS and OSS and males. Participation in VS may prove beneficial for the prevention and/or management of depression or anxiety symptoms, particularly among males. An additive beneficial effect of OSS on depression and anxiety scores may exist.

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