Depression and anxiety among school adolescent females: A national study from Jordan

2021 ◽  
pp. 014303432110171
Author(s):  
Manar M. AlAzzam ◽  
Ahmad Y. AL-Sagarat ◽  
Nadin M. Abdel Razeq ◽  
Faris A. Alsaraireh
Keyword(s):  
Mental Health ◽  
High School ◽  
Public Schools ◽  
Service Providers ◽  
School Mental Health ◽  
Adolescent Females ◽  
Self Report ◽  
National Study ◽  
Depression And Anxiety ◽  
Contributing Factors

Depression and anxiety are major mental health concerns among adolescent females within the school community and inflect many implications for psychological service providers in schools. The aims of this descriptive correlational study are to estimate the prevalence of anxiety and depression among high school adolescent females in Jordan, and to determine the contributing factors associated with depression and anxiety. Data were collected using self-report questionnaires from a clustered stratified sample of 405 high school females attending public schools in Jordan. Severe levels of depression and anxiety were reported by 25.7% and 21% of high school adolescent females, respectively. Education challenges and having a history of health problems contributed to having higher levels of depression and anxiety among the high school adolescent females. School mental health services regarding adolescent females mental health should be activated and supported through policies and legislation in Jordan.

scholarly journals Surveillance of Middle and High School Mental Health Risk by Student Self-Report Screener

2013 ◽  
Vol 14 (4) ◽  
pp. 384-390 ◽  
Author(s):  
Bridget Dever ◽  
Randy Kamphaus ◽  
Erin Dowdy ◽  
Tara Raines ◽  
Christine DiStefano
Keyword(s):  
Mental Health ◽  
High School ◽  
Health Risk ◽  
School Mental Health ◽  
Self Report

scholarly journals Promoting the Mental Health of University Students in China: Protocol for Contextual Assessment to Inform Intervention Design and Adaptation (Preprint)

2020 ◽  
Author(s):  
Josephine Pui-Hing Wong ◽  
Cun-Xian Jia ◽  
Mandana Vahabi ◽  
Jenny Jing Wen Liu ◽  
Alan Tai-Wai Li ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
University Students ◽  
Focus Groups ◽  
Health Knowledge ◽  
Service Providers ◽  
Self Report ◽  
Mental Illness Stigma ◽  
Contextual Assessment ◽  
Mental Health Knowledge

BACKGROUND Chinese students are extremely vulnerable to developing mental illness. The stigma associated with mental illness presents a barrier to seeking help for their mental health. OBJECTIVE The <i>Linking Hearts—Linking Youth and ‘Xin’ (hearts)</i> project is an implementation science project that seeks to reduce mental illness stigma and promote the mental health of university students in Jinan, China. The Linking Hearts project consists of 3 components. In this paper, we outline the protocol for the first component, that is, the contextual assessment and analysis of the mental health needs of university students as the first step to inform the adaptation of an evidence-based intervention to be implemented in Jinan, China. METHODS Six local universities will participate in the Linking Hearts project. A total of 100 students from each university (n=600) will engage in the contextual assessment through self-report surveys on depression, anxiety, stress, mental health knowledge, and mental health stigma. Quantitative data will be analyzed using several descriptive and inferential analyses via SPSS. A small number of participants (144 students and 144 service providers) will also be engaged in focus groups to assess the socio-environmental contexts of university students’ health and availability of mental health resources. Qualitative data will be transcribed verbatim and NVivo will be used for data management. Social network analysis will also be performed using EgoNet. RESULTS Linking Hearts was funded in January 2018 for 5 years. The protocol of Linking Hearts and its 3 components was approved by the research ethics boards of all participating institutions in China in November 2018. Canadian institutions that gave approval were Ryerson University (REB2018-455) in January 2019, University of Alberta (Pro00089364), York University (e2019-162) in May 2019, and University of Toronto (RIS37724) in August 2019. Data collection took place upon ethics approval and was completed in January 2020. A total of 600 students were surveyed. An additional 147 students and 138 service providers took part in focus groups. Data analysis is ongoing. Results will be published in 2021. CONCLUSIONS Findings from this contextual assessment and analysis will generate new knowledge on university students’ mental health status, mental health knowledge, and resources available for them. These findings will be used to adapt and refine the <i>Acceptance and Commitment to Empowerment-Linking Youth N’ Xin</i> intervention model. The results of this contextual assessment will be used to inform the adaptation and refinement of the mental health intervention to promote the mental health of Chinese university students in Jinan. INTERNATIONAL REGISTERED REPORT RR1-10.2196/25009

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.

Psychosocial Factors Associated with the Adjustment of Basic Trainees in the U. S. Army

1983 ◽  
Vol 52 (3) ◽  
pp. 757-758 ◽  
Author(s):  
Judson J. Swihart ◽  
Theodore Borek ◽  
Walter R. Schumm
Keyword(s):  
Mental Health ◽  
High School ◽  
Psychiatric Care ◽  
Self Report ◽  
Urban Background ◽  
Factors Associated ◽  
Adjustment Difficulties ◽  
Military Mental Health ◽  
Report Data ◽  
Self Report Data

Self-report data from 114 basic trainees referred to a military mental health facility at Fort Bragg for adjustment difficulties were compared to equivalent data obtained from a random sample of 40 trainees at the same installation in the summer of 1968. Greater adjustment difficulties were associated with involuntary enlistment, failure to complete high school, poorer grades in high school, previous arrest record or psychiatric care, urban background, abuse of drugs or alcohol, and self-description as a “loner.” No significant differences were found by race, age, or marital status.

scholarly journals Scaling‐up school mental health services in low resource public schools of rural Pakistan: the Theory of Change (ToC) approach

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Syed Usman Hamdani ◽  
Zill-e- Huma ◽  
Nadia Suleman ◽  
Azza Warraitch ◽  
Naila Muzzafar ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Public Schools ◽  
Mental Health Services ◽  
Health Services ◽  
School Mental Health ◽  
Scaling Up ◽  
Theory Of Change ◽  
Rural Pakistan ◽  
School Based

Abstract Background Ninety percent of children with mental health problems live in low or middle-income countries (LMICs). School-based programs offer opportunities for early identification and intervention, however implementation requires cross-sector collaboration to assure sustainable delivery of quality training, ongoing supervision, and outcomes monitoring at scale. In Pakistan, 35% of school-aged children are reported to have emotional and behavioral problems. As in many other LMICs, the government agencies who must work together to mount school-based programs have limited resources and a limited history of collaboration. The “Theory of Change” (ToC) process offers a way for new partners to efficiently develop mutual goals and long-term prospects for sustainable collaboration. Objective Develop a model for scale-up of school based mental health services in public schools of Pakistan. Methods We used ToC workshops to develop an empirically supported, ‘hypothesized pathway’ for the implementation of WHO’s School Mental Health Program in the public schools of rural Pakistan. Three workshops included 90 stakeholders such as policy makers from education and health departments, mental health specialists, researchers, head teachers, teachers and other community stakeholders including non-governmental organizations. Results The ToC process linked implementers, organizations, providers and consumers of school mental health services to develop common goals and relate them (improved child socioemotional wellbeing, grades and participation in activities) to interventions (training, monitoring and supervision of teachers; collaboration with parents, teachers and primary health care facilities and schools). Key testable assumptions developed in the process included buy-in from health care providers, education officials and professionals, community-based organizations and families. For example, teachers needed skills for managing children’s problems, but their motivation might come from seeking improved school performance and working conditions. Poverty, stigma and lack of child mental health literacy among teachers, administration, and parents were identified as key hypothesized barriers. Children and their families were identified as key stakeholders to make such a program successful. Discussion ToC workshops assisted in team building and served as a stakeholders’ engagement tool. They helped to develop and support testable hypotheses about the structures, collaborations, and knowledge most important to scaling-up school based mental health services in Pakistan.

scholarly journals School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment

2020 ◽  
Vol 2 (4) ◽  
pp. 491-508 ◽  
Author(s):  
C. Kirabo Jackson ◽  
Shanette C. Porter ◽  
John Q. Easton ◽  
Alyssa Blanchard ◽  
Sebastián Kiguel
Keyword(s):  
High School ◽  
Public Schools ◽  
Test Score ◽  
Value Added ◽  
High School Completion ◽  
Well Being ◽  
Socioemotional Development ◽  
Self Report ◽  
School Based ◽  
College Going

Using value-added models on data from Chicago Public Schools, we find that high schools impact students' self-reported socioemotional development (SED) by enhancing social well-being and promoting hard work. Conditional on their test score impacts, schools that improve SED in ninth grade reduce school-based arrests and increase high school completion and college going. For most longer-run outcomes, using both SED and test score value added more than doubles the variance of the explained school effect relative to using test score value added alone. Results suggest that high school impacts on SED can be captured using self-report surveys and SED can be fostered by schools to improve longer-run outcomes. (JEL I21, J24, K42)

Survey of patient satisfaction in adult psychiatric outpatient clinics

2001 ◽  
Vol 16 (2) ◽  
pp. 131-133 ◽  
Author(s):  
Y. Barak ◽  
H. Szor ◽  
R. Kimhi ◽  
E. Kam ◽  
R. Mester ◽  
...  
Keyword(s):  
Mental Health ◽  
Psychiatric Care ◽  
Service Providers ◽  
Self Report ◽  
Outpatient Clinics ◽  
Satisfaction Survey ◽  
Psychiatric Outpatient ◽  
Level Of Satisfaction ◽  
The Mean ◽  
Satisfaction With Services

A client satisfaction survey was undertaken in two adult psychiatric outpatient clinics. The anonymous self-report questionnaire covering demographic, setting and satisfaction with service variables was endorsed by 203 participants. The mean age of the subjects was 42.5 ± 19 years, with a small majority (58.6%) of females. Overall satisfaction with psychiatric care was high (79.8%). None of the demographic or setting variables correlated significantly with satisfaction. Psychoeducation was significantly correlated with level of satisfaction with services. These findings further emphasize the importance of psychoeducation by service providers in mental health.

Evidence for the Technical Adequacy of the Risk Assessment and Distress Recovery: Examining Risks While Avoiding Profiling Youth With Mental Health Difficulties

2021 ◽  
pp. 073428292110091
Author(s):  
Justin D. Garwood ◽  
Nicholas A. Gage
Keyword(s):  
Mental Health ◽  
High School ◽  
Risk Assessment ◽  
High School Students ◽  
School Violence ◽  
Students With Disabilities ◽  
Reliability And Validity ◽  
The United States ◽  
Self Report ◽  
School Students

This study examined the psychometric properties of the Risk Assessment and Distress Recovery (RADR) Scale—a new self-report psychological screening tool for high school students that explores risk factors related to mental health characteristics of students who have engaged in school violence. The sample consisted of 1093 high school students from all four regions of the United States. A four-factor model consisting of coping skills, depression, suicidal ideation, and narcissism demonstrated good fit. Results of confirmatory factor analysis and measurement invariance, as well as internal consistency estimates, provide initial evidence for reliability and validity of the RADR. Exploratory analyses between the RADR and characteristics of past school shooters are also presented. Students with disabilities self-reported significantly greater risks for mental health concerns across all four constructs, with small (.15) to large (.80) effect sizes.

scholarly journals Satisficing in Mental Health Care Patients: The Effect of Cognitive Symptoms on Self-Report Data Quality

Assessment ◽  
2017 ◽  
Vol 27 (1) ◽  
pp. 178-193 ◽  
Author(s):  
Judith M. Conijn ◽  
L. Andries van der Ark ◽  
Philip Spinhoven
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Anxiety Disorder ◽  
Mental Health Care ◽  
Self Report ◽  
Cognitive Symptoms ◽  
Depression And Anxiety ◽  
Comorbid Anxiety ◽  
Report Data ◽  
Self Report Data

Respondents may use satisficing (i.e., nonoptimal) strategies when responding to self-report questionnaires. These satisficing strategies become more likely with decreasing motivation and/or cognitive ability (Krosnick, 1991). Considering that cognitive deficits are characteristic of depressive and anxiety disorders, depressed and anxious patients may be prone to satisficing. Using data from the Netherland’s Study of Depression and Anxiety ( N = 2,945), we studied the relationship between depression and anxiety, cognitive symptoms, and satisficing strategies on the NEO Five-Factor Inventory. Results showed that respondents with either an anxiety disorder or a comorbid anxiety and depression disorder used satisficing strategies substantially more often than healthy respondents. Cognitive symptom severity partly mediated the effect of anxiety disorder and comorbid anxiety disorder on satisficing. The results suggest that depressed and anxious patients produce relatively low-quality self-report data—partly due to cognitive symptoms. Future research should investigate the degree of satisficing across different mental health care assessment contexts.

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