scholarly journals POST-SECONDARY PAW PATROL: Effects of Animal-Assisted Activities on Students’ Stress, Happiness and Well-being

2020 ◽  
Vol 4 (1) ◽  
pp. 24
Author(s):  
Laura Sokal ◽  
Taylor Martin
Keyword(s):  
Mental Health ◽  
College Students ◽  
Health Promotion ◽  
Low Cost ◽  
Well Being ◽  
Post Secondary ◽  
Positive Effects ◽  
School Based ◽  
Dependent Variables ◽  
Mental Wellness

Two hundred forty-two students, including 76 college students and 166 university students from Canadian post-secondary schools, participated in a pre-post study of the effects of animal-assisted activities on their stress, happiness, and well-being. Findings showed that those students who had recently experienced a negative event showed significantly greater positive effects of the animal-assisted activities on all three dependent variables when compared with other students, although all students benefitted from participating in terms of desired effects on their stress, happiness, and well-being. In keeping with Keyes’ model of mental wellness, these school-based, animal-assisted activities are supported as low-cost, low-stigma, universal approaches to mental health promotion.

scholarly journals Effects of Touch on Students’ Stress, Happiness, and Well-Being During Animal-Assisted Activities

2021 ◽  
Vol 5 (1) ◽  
pp. 111
Author(s):  
Laura Sokal ◽  
Brianne Bartel ◽  
Taylor Martin
Keyword(s):  
Mental Health ◽  
North America ◽  
Secondary Students ◽  
Repeated Measures ◽  
Research Study ◽  
Well Being ◽  
Post Secondary ◽  
College And University ◽  
Positive Effects ◽  
Repeated Measures Design

Post-secondary institutions across North America have adopted animal-assisted activities as a way to promote better mental health in their students. The current research study of 242 Canadian college and university students sought to contribute to our collective understanding of the aspects of the programs and characteristics of students that are related to promotion of better mental health in post-secondary students including decreased stress, and increased happiness and well-being. Results of a repeated measures design showed that students demonstrated greater positive effects on stress, happiness, and well-being when they touched dogs as compared to when they observed them. Furthermore, positive mental health outcomes were correlated with greater durations of contact as well as with higher levels of animal affiliation in students. Implications for post-secondary institutions are discussed. 

scholarly journals Universal, school-based interventions to promote mental and emotional well-being: what is being done in the UK and does it work? A systematic review

BMJ Open ◽  
2018 ◽  
Vol 8 (9) ◽  
pp. e022560 ◽  
Author(s):  
Karen Mackenzie ◽  
Christopher Williams
Keyword(s):  
Mental Health ◽  
Outcome Measure ◽  
Well Being ◽  
Study Quality ◽  
Methodological Issues ◽  
Positive Effects ◽  
School Based ◽  
School Based Interventions ◽  
The Uk

ObjectivesThe present review aimed to assess the quality, content and evidence of efficacy of universally delivered (to all pupils aged 5–16 years), school-based, mental health interventions designed to promote mental health/well-being and resilience, using a validated outcome measure and provided within the UK in order to inform UK schools-based well-being implementation.DesignA systematic review of published literature set within UK mainstream school settings.Data sourcesEmbase, CINAHL, MEDLINE, PsycINFO, PsychArticles, ASSIA and Psychological and Behavioural Sciences published between 2000 and April 2016.Eligibility criteriaPublished in English; universal interventions that aimed to improve mental health/emotional well-being in a mainstream school environment; school pupils were the direct recipients of the intervention; pre-post design utilised allowing comparison using a validated outcome measure.Data extraction and synthesis12 studies were identified including RCTs and non-controlled pre-post designs (5 primary school based, 7 secondary school based). A narrative synthesis was applied with study quality check.1ResultsEffectiveness of school-based universal interventions was found to be neutral or small with more positive effects found for poorer quality studies and those based in primary schools (pupils aged 9–12 years). Studies varied widely in their use of measures and study design. Only four studies were rated ‘excellent’ quality. Methodological issues such as small sample size, varying course fidelity and lack of randomisation reduced overall study quality. Where there were several positive outcomes, effect sizes were small, and methodological issues rendered many results to be interpreted with caution. Overall, results suggested a trend whereby higher quality studies reported less positive effects. The only study that conducted a health economic analysis suggested the intervention was not cost-effective.ConclusionsThe current evidence suggests there are neutral to small effects of universal, school-based interventions in the UK that aim to promote emotional or mental well-being or the prevention of mental health difficulties. Robust, long-term methodologies need to be pursued ensuring adequate recording of fidelity, the use of validated measures sensitive to mechanisms of change, reporting of those lost to follow-up and any adverse effects. Further high-quality and large-scale research is required across the UK in order to robustly test any long-term benefits for pupils or on the wider educational or health system.

scholarly journals Men’s Mental Health Promotion Interventions: A Scoping Review

2017 ◽  
Vol 11 (6) ◽  
pp. 1823-1837 ◽  
Author(s):  
Cherisse L. Seaton ◽  
Joan L. Bottorff ◽  
Margaret Jones-Bricker ◽  
John L. Oliffe ◽  
Damen DeLeenheer ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Work Performance ◽  
Well Being ◽  
Mental Health Promotion ◽  
Health Promotion Programs ◽  
Mental Wellness ◽  
Male Specific ◽  
Health Promotion Interventions

There is an increasing need for mental health promotion strategies that effectively engage men. Although researchers have examined the effectiveness of diverse mental wellness interventions in male-dominated industries, and reviewed suicide prevention, early intervention, and health promotion interventions for boys and men, few have focused on sex-specific program effects. The purpose of this review was to (a) extend the previous reviews to examine the effectiveness of mental health promotion programs in males, and (b) evaluate the integration of gender-specific influences in the content and delivery of men’s mental health promotion programs. A search of MEDLINE, CINAHL, PsycINFO, and EMBASE databases for articles published between January 2006 and December 2016 was conducted. Findings from the 25 included studies indicated that a variety of strategies offered within (9 studies) and outside (16 studies) the workplace show promise for promoting men’s mental health. Although stress was a common area of focus (14 studies), the majority of studies targeted multiple outcomes, including some indicators of positive well-being such as self-efficacy, resilience, self-esteem, work performance, and happiness/quality of life. The majority of programs were offered to both men and women, and six studies explicitly integrated gender-related influences in male-specific programs in ways that recognized men’s interests and preferences.

scholarly journals A Local Review on the Use of Bio-Psycho-Social Model in School-Based Mental Health Promotion

2021 ◽  
Vol 12 ◽  
Author(s):  
Anna Wong ◽  
Iris Chan ◽  
Christy H. C. Tsang ◽  
Anna Y. F. Chan ◽  
Angie K. Y. Shum ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Program Development ◽  
Research Evidence ◽  
Well Being ◽  
Mental Health Promotion ◽  
Social Model ◽  
Mechanisms Of Change ◽  
Evidence Based ◽  
School Based

Background: Schools are a key setting for student well-being promotion. Various school-based mental health programs have been implemented worldwide, with greater emphasis placed on psychological and social aspects. The bio-psycho-social model provides a holistic and integrated view of mental health based on theory and research evidence. Given the importance of considering all three dimensions in mental health promotion, this study explored reasons for the relative neglect of this approach by studying the early phase of school well-being program development and implementation.Method: Seventy-seven Hong Kong government-funded student well-being programs implemented in 2000–2009 were reviewed for the use of biological, psychological, social interventions. Questionnaires and interviews were conducted to explore program leadersz usage and views regarding theoretical frameworks and evidence-based practise and program evaluation. Challenges encountered in the initial stage of school well-being program development and implementation were identified and analysed.Results: Of the 77 programs reviewed, only 5 addressed all three bio-psycho-social factors of mental health. A significantly greater number of programs addressed psychological (n = 63) and social (n = 40) factors compared to those that covered biological factors of mental health (n = 13). Of 24 program implementers who responded to the online survey, 75% claimed to have studied or applied a theoretical framework yet only 41.7% considered evidence-based practises to be important. The majority of interviewed participants valued their own practical experience over theory and research evidence. Many programs lacked rigours evaluation of clear objectives and measurable outcomes, thus the mechanisms of change and program effectiveness were uncertain. Perceived barriers to program adoption and continuation were identified.Conclusion: This study highlighted a neglect of the biological contribution to mental health in school well-being promotion initiatives, possibly due to lack of theoretical knowledge and evidence-based practise among program leaders and implementers in the early phase of school mental health promotion. The bio-psycho-social model should therefore be recommended for student well-being programs as a holistic and integrated theory of mental health underpinning program objectives, mechanisms of change, and measurable outcomes. To develop effective practises in student well-being promotion, more thorough documentation, a rigours evaluation framework and support for frontline educators to evaluate their practises were recommended.

scholarly journals Effects of a mental health promotion intervention on mental health of Iranian female adolescents: a school-based study

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Haleh Heizomi ◽  
Hamid Allahverdipour ◽  
Mohammad Asghari Jafarabadi ◽  
Devender Bhalla ◽  
Haidar Nadrian
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Life Satisfaction ◽  
Intervention Group ◽  
Well Being ◽  
Poor Mental Health ◽  
Mental Health Promotion ◽  
Female Adolescents ◽  
School Based ◽  
And Control

Abstract Background Poor mental health is common among adolescents. Given the increasing burden of poor mental health among adolescents in developing countries, it seems necessary to identify the effective interventions. The main purpose of this study was to investigate the effects of a school-based mental health promotion program (SMHPP) on mental health parameters among female adolescents in Tabriz, Iran. Method In this experimental study, a random sample of female high-school students of grade nine was recruited. The subjects were then randomly allocated to intervention (n = 145) and control (n = 139) groups. The three-stage SMHPP was designed based on the shortages and unmet needs of the students as reported in the pretest stage. All subjects in the intervention group were provided with a stress management skill training program of six sessions using McNamara Model. Coincided with making environmental changes, a joyful intervention program was carried out. After 2 months, post-test data were collected. Results A total of 284 students completed their participation in the study. The groups did not differ in none of socio-demographic characteristics and mental health parameters, at baseline. The number of subjects reporting medium-level of happiness was increased by 32.6% among intervention group. Moreover, upon sign test and pre-post comparison, the group-wise distribution changed between the intervention and control groups for the parameters of life satisfaction (p ≤ 0.001) and psychological well-being (p ≤ 0.01). Conclusion The implementation of SMHPP as a low-cost, needs-based and multifaceted program, showed promise in promoting adolescents’ mental health, particularly in the parameters of happiness, life satisfaction and psychological well-being. This was an important evidence for the development and implementation of interventions and policies in the field of mental health promotion among adolescents. Our work provided means for reducing burden of poor mental health among adolescents in a non-western cultural context. Further larger studies are required to evaluate the effectiveness of such school-based mental health promotion interventions in students.

scholarly journals Assessing the Effects of the COVID-19 Pandemic on Nontraditional Students’ Mental Health and Well-Being

2021 ◽  
pp. 074171362110275
Author(s):  
Stephanie J. Babb ◽  
Katrina A. Rufino ◽  
Ruth M. Johnson
Keyword(s):  
Mental Health ◽  
College Students ◽  
Nontraditional Students ◽  
Life Events ◽  
Sleep Disturbances ◽  
Stressful Life Events ◽  
Well Being ◽  
Nontraditional Student ◽  
Life Stressors ◽  
Health And Well Being

The current study sought to measure how the COVID-19 pandemic affected the mental health and well-being of college students, particularly nontraditional students. Participants ( n = 321) completed a series of surveys assessing their level of depression, anxiety, sleep disturbances, insomnia, and well-being. Participants also indicated their nontraditional student characteristics, level of resilience, and additional life stressors due to the pandemic. Statistical analyses found that participants reported higher levels of depression, anxiety, sleep disturbances, and insomnia, with corresponding lower levels of well-being across all students, compared with prepandemic levels. Results showed that while nontraditional students indicated an increased number of life stressors during the pandemic compared with their traditional peers, nontraditional students also demonstrated higher levels of resilience. Nontraditional students appear to be more successful at managing stressful life events due to the increased resilience that comes with age and experience, which can better prepare them to persevere and overcome challenges.

scholarly journals Psychological Well-Being in Chinese College Students During the COVID-19 Pandemic: Roles of Resilience and Environmental Stress

2021 ◽  
Vol 12 ◽  
Author(s):  
Yuanfa Tan ◽  
Chienchung Huang ◽  
Yun Geng ◽  
Shannon P. Cheung ◽  
Shuyan Zhang
Keyword(s):  
College Students ◽  
Environmental Stress ◽  
Well Being ◽  
Life Outcomes ◽  
Psychological Well Being ◽  
Important Indicator ◽  
Chinese College Students ◽  
Positive Effects ◽  
Negative Effect ◽  
Using Data

Psychological well-being is an important indicator of well-being and has been found to be associated with a multitude of positive life outcomes. Using data collected from 1,871 Chinese college students from September 23 to October 5, 2020, this study examined students' psychological well-being during the COVID-19 pandemic and investigated how resilience and pandemic-related environmental stress may affect psychological well-being. Results showed that resilience had strong positive effects on psychological well-being during the pandemic. Meanwhile, environmental stress had a moderate effect and marginally reduced psychological well-being. The magnitudes of the estimates suggested that increasing resilience can effectively buffer the negative effect of environmental stress on psychological well-being.

scholarly journals Effects of the School-Based Integrated Health Promotion Program With Hydroponic Planting on Green Space Use and Satisfaction, Dietary Habits, and Mental Health in Early Adolescent Students: A Feasibility Quasi-Experiment

2021 ◽  
Vol 9 ◽  
Author(s):  
Stephen Wai Hang Kwok ◽  
Cynthia S. T. Wu ◽  
Hiu Tung Tong ◽  
Chun Ni Ho ◽  
Ka Lee Leung ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Green Space ◽  
Dietary Habits ◽  
Space Use ◽  
Early Adolescent ◽  
Control Group ◽  
Adolescent Students ◽  
School Based ◽  
Health Related

Background: School-based green space activities have been found to be beneficial to the physical activity level and lifestyle habits of adolescent students. However, their effects on green space use and satisfaction, mental health, and dietary behaviors required further investigation. This study aimed to investigate the effects of school-based hydroponic planting integrated with health promotion activities in improving green space use, competence and satisfaction, healthy lifestyle, mental health, and health-related quality of life (QoL) among early adolescent students in secondary schools.Methods: This study adopted a three-group comparison design (one control and two intervention groups). Secondary school students (N = 553) of grades 7–9 participated in either (1) hydroponic planting (two times per week for 8 months) integrated with health promotion activities; (2) only health promotion activities (one time per week for 6 weeks); or (3) control group. Outcomes assessed by questionnaire included green space use and satisfaction, life happiness, lifestyle, depressive symptoms, and health-related QoL.Results: After adjusting for sex and school grade, the scores in “green space distance and use” and “green space activity and competence” were significantly better in the intervention groups than in the control group. Hydroponic planting integrated with health promotion activities was also associated with better scores in dietary habits and resistance to substance use. Intervention groups had a higher score in “Green space sense and satisfaction” and life happiness when compared with the control group.Conclusions: Our study shows that the school-based hydroponic planting integrated with health promotion activities were feasible and, to a certain extent, useful to improve green space use and competence, dietary habits, and resistance to substance use among early adolescent students in secondary schools in urban areas. Future studies should address the limitations identified, for example, designing a randomized controlled trial that could fit school schedules to generate new evidence for physical and mental health in adolescent communities.

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