scholarly journals Non-suicidal self-injury in Shanghai inner bound middle school students

2019 ◽  
Vol 32 (4) ◽  
pp. e100083
Author(s):  
Fang Zhang ◽  
Paula F Cloutier ◽  
Hongmei Yang ◽  
Wenjing Liu ◽  
Wenhong Cheng ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Emotional Disorders ◽  
Mental Health Professionals ◽  
School Mental Health ◽  
School Setting ◽  
School Students ◽  
Study Objective ◽  
Self Injury ◽  
Behavioural Characteristics

BackgroundNon-suicidal self-injury (NSSI) behaviour is very common among adolescents. Its prevalence and behavioural characteristics may vary according to regional and cultural differences. Investigation of NSSI locations and diagnosis of adolescents with NSSI are relatively lacking in China.AimsThe study objective was to determine the prevalence and features of NSSI among middle school students in Shanghai.MethodsThe participants were from grade 6 to 8 selected from three junior schools in Jing’an District. Consenting students completed the Ottawa Self-Injury Inventory to determine the prevalence and characteristics of NSSI. Those who indicated NSSI within the past month were administered the Mini-International Neuropsychiatric Interview for Children and Adolescents to assess for emotional disorders.ResultThe result shows 510 participants (21.7%; mean age 13.51 (0.97) years old; 56.7% female) reported at least one instance of NSSI during the previous 12 months. NSSI was significantly more common in girls than boys (24.9% vs 18.5%; χ2=14.03, p=0.00). Commonly reported reasons for NSSI were for internal and external emotion regulation (87.9%, 82.3%) and social influence (57.8%). Anxiety disorders were the most common (28.9%) disorder associated with NSSI.ConclusionThe rate of NSSI of middle school students in Shanghai inner bound is similar to those reported in North American and European youth. It is essential that school mental health professionals are aware of how to manage NSSI within the school setting.

Gender Differences in Health Risk Behaviors and Physical Activity Among Middle School Students

2006 ◽  
Vol 22 (1) ◽  
pp. 25-31 ◽  
Author(s):  
Tsu-Yin Wu ◽  
Sherry E. Rose ◽  
Joanna M. Bancroft
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Gender Differences ◽  
Middle School Students ◽  
Health Risk ◽  
Risk Behaviors ◽  
School Setting ◽  
Health Risk Behaviors ◽  
Urban Setting ◽  
School Students

Adolescence is a period of accelerated growth and change, bridging the complex transition from childhood to adulthood. This period offers adolescents an opportunity to begin planning for their futures and to adopt healthy attitudes about risk behaviors that can continue into adulthood, thus setting the stage for a lifetime of desirable health behaviors. This study used the Youth Risk Behavior Survey on middle school students and examined the gender differences of health risk behaviors among 674 8th-graders from an urban setting. The results showed that males were more likely to be involved in fights, to initiate alcohol use, and to participate in physical activity; whereas females were more likely to try to lose weight with unhealthy practices, such as fasting and laxatives. School nurses are in a prime position to promote adolescent health in the school setting by providing health-related services and teaching to help students initiate and maintain healthy lifestyles.

scholarly journals Cognitive Impairment in Adolescent Major Depressive Disorder With Nonsuicidal Self-Injury: Evidence Based on Multi-indicator ERPs

2021 ◽  
Vol 15 ◽  
Author(s):  
Yujiao Wen ◽  
Xuemin Zhang ◽  
Yifan Xu ◽  
Dan Qiao ◽  
Shanshan Guo ◽  
...  
Keyword(s):  
Middle School ◽  
Major Depressive Disorder ◽  
Cognitive Impairment ◽  
Cognitive Function ◽  
Middle School Students ◽  
Depressive Disorder ◽  
School Students ◽  
Major Depressive ◽  
Self Injury ◽  
Nonsuicidal Self Injury

The lifetime prevalence of major depressive disorder (MDD) in adolescents is reported to be as high as 20%; thus, MDD constitutes a significant social and public health burden. MDD is often associated with nonsuicidal self-injury (NSSI) behavior, but the contributing factors including cognitive function have not been investigated in detail. To this end, the present study evaluated cognitive impairment and psychosocial factors in associated with MDD with NSSI behavior. Eighteen and 21 drug-naïve patients with first-episode MDD with or without NSSI (NSSI+/– group) and 24 healthy control subjects (HC) were enrolled in the study. The Hamilton Anxiety Scale (HAMA), Hamilton Depression Scale (HAMD), Adolescent Self-injury Questionnaire, Beck Scale for Suicide Ideation–Chinese Version (BSI-CV), Shame Scale for Middle School Students, Sensation Seeking Scale (SSS) and Childhood Trauma Questionnaire (CTQ) were used to assess depression-related behaviors, and event-related potentials (ERPs) were recorded as a measure of cognitive function. The latency of the N1, N2, P3a, P3b, and P50 components of ERPs at the Cz electrode point; P50 amplitude and P50 inhibition (S1/S2) showed significant differences between the 3 groups. CTQ scores also differed across three groups, and the NSSI– and NSSI+ groups showed significant differences in scores on the Shame Scale for Middle School Students. Thus, cognitive function was impaired in adolescents with MDD with NSSI behavior, which was mainly manifested as memory decline, attention and executive function deficits, and low anti-interference ability. We also found that childhood abuse, lack of social support, and a sense of shame contributed to NSSI behavior. These findings provide insight into the risk factors for MDD with NSSI behavior, which can help mental health workers more effectively diagnose and treat these patients.

Asthma Education for Middle School Students and Staff

2002 ◽  
Vol 18 (2) ◽  
pp. 117-121 ◽  
Author(s):  
Lenore “Lennie” Harris
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Education Program ◽  
School Setting ◽  
School Personnel ◽  
Primary Objective ◽  
Physical Education Teachers ◽  
School Students ◽  
Asthma Education ◽  
Extensive List

In recent years, the number of middle school students identified with asthma has increased dramatically. In addition, physical education teachers were concerned about the lack of class participation among many of these students. Students with asthma had little knowledge about the respiratory system or how to control their asthma. After overcoming certain barriers, an asthma education program was developed for the middle school students. The primary objective was to promote self-management of asthma and provide resources as needed. In addition, an asthma education program was presented to school personnel to enhance their ability to assist students with asthma and allergies in the school setting. Included in this article is an extensive list of resources about asthma.

scholarly journals A Meta-Analysis of Middle School Students’ Science Engagement

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Leanna B. Aker ◽  
Arthur K. Ellis
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Meta Analysis ◽  
School Setting ◽  
Cognitive Engagement ◽  
Operational Definition ◽  
Research Literature ◽  
School Students ◽  
Science Engagement ◽  
Definition Of

The extent to which middle school students are engaged in required science courses is an elusive but increasingly documented phenomenon. Anecdotal and empirical evidence alike raise concern with a perceived decline in science engagement reported by students as they transition into the middle school setting. Even what it means to be engagé is not thoroughly agreed on. Though an agreed-on operational definition of engagement is still nascent, an emerging consensus on a three-faceted model of student engagement exists in the research literature (Fredricks, Blumenfeld, & Paris, 2004). Thus, a synthesis of existing primary research of early adolescents’ science engagement under this emerging conceptualization is warranted. The results of this meta-analysis indicate that instructional methods, class characteristics and competence predictors comprise the strongest relationship with self-reported science engagement in early adolescence. These predictors also show the strongest relationship with affective and cognitive engagement sub-types. Though affective and cognitive engagement were well-represented in primary studies, behavioral engagement was under-represented in student self-reports.

scholarly journals Research on the Relationships between Psychological Problems and School Bullying and Non-Suicidal Self-Injury among Rural Primary and Middle School Students in Developing Areas of China

2020 ◽  
Vol 17 (10) ◽  
pp. 3371
Author(s):  
Xuyang Li ◽  
Feiyu Chen ◽  
Yixiang Lin ◽  
Zhihui Jia ◽  
Winter Tucker ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Behavioral Problems ◽  
Pearson Correlation ◽  
School Bullying ◽  
Psychological Problems ◽  
Mediating Effect ◽  
Jiangxi Province ◽  
School Students ◽  
Self Injury

(1) Purpose: To analyze the role of psychological problems in connection with school bullying and non-suicidal self-injury (NSSI) among rural primary and middle school students in developing areas of China. (2) Methods: A multi-stage, stratified, cluster random sampling method was used to select 2284 rural primary and middle school students in Jiangxi Province for study. Questionnaires regarding the health risk behaviors of children in developing areas were left behind at primary and middle schools, and they were later collected and analyzed by using the mental health diagnostic monitoring scale for Chinese primary and middle school students. Pearson correlation, logistic regression, and bootstrap tests were conducted to analyze the association between psychological problems, school bullying, and NSSI. (3) Results: The incidence of NSSI in rural primary and middle school students in Jiangxi Province was 14.84%. Compared with other children with behavioral problems, those who had experienced school bullying and had mild/severe psychological problems were more likely to have engaged in NSSI behaviors (p < 0.001). Psychological problems have a mediating effect between school bullying and NSSI, which accounted for 12.96% of the total effect. (4) Conclusion: Psychological problems are likely an effect modifier in the connection between school bullying and NSSI behaviors. Therefore, effectively targeting psychological problems in rural primary and middle school students in Jiangxi Province may help prevent and control NSSI behaviors in students who have experienced school bullying.

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