What does it mean “being chilled”? mental well-being as viewed by Slovak adolescent boys

Human Affairs ◽  
2018 ◽  
Vol 28 (3) ◽  
pp. 285-296
Author(s):  
Miroslava Balážová ◽  
Branislav Uhrecký
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Peer Group ◽  
Well Being ◽  
Dyadic Relationships ◽  
Adolescent Boys ◽  
Relationship Formation ◽  
School Students ◽  
Area Of Interest ◽  
Separate Identity ◽  
Mental Well Being

Abstract In adaptive development, mental well-being has a role to play in adolescents’ search in adolescents’ niche in life and the formation of a separate identity. Although this has been an area of interest in a number of disciplines, there remains ambiguity over our understanding of terms such as quality of life, life satisfaction, and mental well-being. Our aim was to employ an interpretative phenomenological analysis to find out how adolescent boys perceive the concept of mental well-being and ascertain what helps them and stops them from “feeling chilled”. The data was obtained from a sample of 26 secondary school students who attended one of four focus groups. We found that they achieved a kind of escape from the world of social roles through performing activities like physical exercise or driving a vehicle, while searching for a sense of latitude and potency and attempting to reduce tension. Thus there is a clear distinction between what they desire and what is expected of them. Hanging out and “chilling” with their peer group seemed to be an important part of relationship formation, while close dyadic relationships were less significant. To a certain degree, the results of this study contradict conventional notions of happiness and mental well-being found in mainstream psychology.

scholarly journals Warwick-Edinburgh Mental Well-being Scale (WEMWBS): Validated for teenage school students in England and Scotland. A mixed methods assessment

2011 ◽  
Vol 11 (1) ◽  
Author(s):  
Aileen Clarke ◽  
Tim Friede ◽  
Rebecca Putz ◽  
Jacquie Ashdown ◽  
Steven Martin ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Well Being ◽  
School Students ◽  
Mental Well Being

scholarly journals A Chatbot-Based Coaching Intervention for Adolescents to Promote Life Skills: Pilot Study

10.2196/16762 ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. e16762 ◽  
Author(s):  
Silvia Gabrielli ◽  
Silvia Rizzi ◽  
Sara Carbone ◽  
Valeria Donisi
Keyword(s):  
Mental Health ◽  
Pilot Study ◽  
Life Skills ◽  
Participatory Design ◽  
Formative Evaluation ◽  
Well Being ◽  
School Students ◽  
Convenience Sample ◽  
Coaching Intervention ◽  
Mental Well Being

Background Adolescence is a challenging period, where youth face rapid changes as well as increasing socioemotional demands and threats, such as bullying and cyberbullying. Adolescent mental health and well-being can be best supported by providing effective coaching on life skills, such as coping strategies and protective factors. Interventions that take advantage of online coaching by means of chatbots, deployed on Web or mobile technology, may be a novel and more appealing way to support positive mental health for adolescents. Objective In this pilot study, we co-designed and conducted a formative evaluation of an online, life skills coaching, chatbot intervention, inspired by the positive technology approach, to promote mental well-being in adolescence. Methods We co-designed the first life skills coaching session of the CRI (for girls) and CRIS (for boys) chatbot with 20 secondary school students in a participatory design workshop. We then conducted a formative evaluation of the entire intervention—eight sessions—with a convenience sample of 21 adolescents of both genders (mean age 14.52 years). Participants engaged with the chatbot sessions over 4 weeks and filled in an anonymous user experience questionnaire at the end of each session; responses were based on a 5-point Likert scale. Results A majority of the adolescents found the intervention useful (16/21, 76%), easy to use (19/21, 90%), and innovative (17/21, 81%). Most of the participants (15/21, 71%) liked, in particular, the video cartoons provided by the chatbot in the coaching sessions. They also thought that a session should last only 5-10 minutes (14/21, 66%) and said they would recommend the intervention to a friend (20/21, 95%). Conclusions We have presented a novel and scalable self-help intervention to deliver life skills coaching to adolescents online that is appealing to this population. This intervention can support the promotion of coping skills and mental well-being among youth.

scholarly journals Study of correlation between social determinants on mental health status of adolescent school students of Patna, Bihar, India

2020 ◽  
Vol 7 (7) ◽  
pp. 1561
Author(s):  
Anil Kumar Tiwari ◽  
Anil Kumar Jaiswal
Keyword(s):  
Mental Health ◽  
Social Determinants ◽  
Mental Health Problems ◽  
Well Being ◽  
Health Problems ◽  
School Students ◽  
Cross Sectional ◽  
The Status ◽  
Teachers And Parents ◽  
Mental Well Being

Background: The status of mental well-being is a function of emotional well-being, psychological well-being and social well-being, and includes aspects like cognitive and social skills, emotional capacity, empathy, ability to cope with adverse events, and capability to function within a society. Various studies have found strong correlations between a person’s immediate surroundings to how they perceive their well-being as well as their actual status of mental health. On one hand, social determinants affect the causation, severity and outcome of mental well-being, on the other hand the state of mental well-being affects the social determinants by affecting personal freedom, ability to make healthy life choices etc. This makes the study of social determinants of mental health very significant.Methods: A cross-sectional, exploratory study of qualitative nature was undertaken in Patna among School going students between the ages 13-17. A self-administered peer reviewed questionnaire was used for data collection.Results: Of 400 participants 19% have features of depression and other mental health problems. Females were more affected. Students of low socioeconomic group (41.6%) and of single parent family (40%) were affected.Conclusions: Mental health problems are very common in adolescent school students. Active steps must be taken to increase awareness about depression among teachers and parents. Early intervention can help prevent worsening of depression and its impact on life.

scholarly journals Co-design and feasibility of a chatbot based coaching intervention for adolescents to promote life skills (Preprint)

2019 ◽  
Author(s):  
Silvia Gabrielli ◽  
Silvia Rizzi ◽  
Sara Carbone ◽  
Valeria Donisi
Keyword(s):  
Mental Health ◽  
Life Skills ◽  
Participatory Design ◽  
Formative Evaluation ◽  
Well Being ◽  
School Students ◽  
Convenience Sample ◽  
Coaching Intervention ◽  
Emotional Demands ◽  
Mental Well Being

BACKGROUND Adolescence is a challenging period, facing rapid changes, increasing socio-emotional demands and threats, such as (cyber)bullying. Adolescent mental health and well-being can best be ensured by providing effective coaching on life skills, as coping strategies and protective factors. Interventions that take advantage of online coaching by means of chatbots, deployed on web or mobile technology, may be a novel and more appealing way to support mental health prevention for adolescents. OBJECTIVE In this pilot study, we co-designed and conducted a formative evaluation of an online life skills coaching chatbot intervention, inspired by the positive technology approach, to promote mental well-being in adolescence. METHODS We co-designed the first life-skills coaching session of the “CRI(S)” chatbot with 20 secondary school students in a participatory design workshop. We then conducted a formative evaluation of whole intervention (8 sessions) with a convenience sample of 21 adolescents of both genders (average age 14.52 years), who engaged with the chatbot sessions over 4 weeks, filling in a user experience anonymous questionnaire (5-point Likert scale) at the end of each session. RESULTS A majority of the adolescents found the intervention was useful (16/21, 76.1%), easy to use (19/21, 90.4%) and innovative (17/21, 80.9%). Most of participants (15/21, 71.4%) liked in particular the video cartoons provided by the chatbot in the coaching sessions, thought that a session should last 5-10 minutes (14/21, 66%) and they said they would recommend the intervention to a friend (20/21, 95.2%). CONCLUSIONS We have presented a novel and scalable self-help intervention to deliver life skills coaching to adolescents that is appealing to them and can support the promotion of coping skills and mental well-being in youth.

Student mental health in the healthcare professions: exploring the benefits of peer support through the Bridge Network

2019 ◽  
Vol 15 (2) ◽  
pp. 84-94
Author(s):  
Anne Felton ◽  
Marissa Lambert
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Peer Support ◽  
Peer Group ◽  
Well Being ◽  
Support Network ◽  
Student Mental Health ◽  
Content Type ◽  
Healthcare Students ◽  
Mental Well Being

Purpose Student mental health is a major challenge for higher education in the twenty-first century. Students undertaking healthcare professionally affiliated courses can experience additional pressures that negatively impact on their well-being and can make it more difficult to access support. The paper aims to discuss this issue. Design/methodology/approach To address some of these challenges, the Bridge Network was established in one healthcare school in a higher education institution. It is a peer support network co-produced with students studying on healthcare courses to provide group-based support to promote mental well-being. Student peer group facilitators draw on their own lived experience of mental health challenges or of being a carer. The groups provide a safe space for students who may experience mental health difficulties to share, gain support and connect with each other. This paper explores the journey of setting up the Bridge Network. Findings Although the group has been well received and various factors have supported its establishment, there are several difficulties that the network has faced. Power imbalances between students and academic staff have been challenging for the co-produced design, alongside enabling positive and safe discloser for healthcare students. However, the network has raised the profile of mental well-being for healthcare students and encouraged supportive conversations about the issue as well as providing enriching volunteer opportunities. Practical implications The Bridge Network is an innovative development reflecting best practice within mental healthcare. However, to ensure spread and sustainability, alignment with organisational strategy is required. Originality/value The paper explores the strengths and challenges of establishing peer support for students undertaking vocational healthcare courses.

scholarly journals Emotional and habitual overeating and dietary restrictions in the eating habits of girls and boys

2020 ◽  
pp. 405-411
Author(s):  
Barbara Janota ◽  
Martyna Czapla ◽  
Marika Wlazło ◽  
Elżbieta Szczepańska
Keyword(s):  
Body Weight ◽  
Young People ◽  
Eating Habits ◽  
Human Life ◽  
Well Being ◽  
Primary School Students ◽  
School Students ◽  
Dietary Restrictions ◽  
Healthy Eating Habits ◽  
Mental Well Being

Background. Eating habits are mainly shaped at the first stages of human life. Incorrect eating habits in young individuals may in the future lead to eating disorders and predispose to abnormal body weight. Objective. The aim of the study was to investigate eating habits among adolescents and verify whether there are any differences in eating habits between girls and boys. Material and methods. The study was conducted among 337 post-primary school students, including 126 girls and 211 boys. A standardised questionnaire "My eating habits" was used as a research tool. Results. Secret snacking was slightly more common among girls (27.78%) than boys (24.17%). It was also girls who mostly admitted that other people comment on their diet, as indicated by 33.33% of girls and 18.96% of boys. Girls are also more likely to be dissatisfied with their body weight (41.27% vs. 27.49%) and to occasionally avoid eating despite feeling hungry (42.06% vs. 27.01%) compared to boys. Conclusions. The eating habits of young people are mostly varied. There are differences in the d ietary habits of girls and boys; girls are more likely than boys to overeat under the influence of emotions and to apply dietary restrictions to themselves. In order to promote healthy eating habits and support the mental well-being of young people, it is recommended to provide nutritional education and to implement psychological support for those in need.

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