THE IMPACT OF POSITIVE SCHOOL EXPERIENCES AND SCHOOL SES ON DEPRESSIVE SYMPTOMS IN CHINESE CHILDREN: A MULTILEVEL INVESTIGATION

Background: Depression often emerges for the first time during adolescence. There is accumulating evidence that universal depression prevention programs may have the capacity to reduce the impact of depression when delivered in the school environment. Objective: This trial investigated the effectiveness of SPARX-R, a gamified online cognitive behavior therapy intervention for the prevention of depression relative to an attention-matched control intervention delivered to students prior to facing a significant stressor-final secondary school exams. It was hypothesized that delivering a prevention intervention in advance of a stressor would reduce depressive symptoms relative to the control group. Methods: A cluster randomized controlled trial was conducted in 10 government schools in Sydney, Australia. Participants were 540 final year secondary students (mean 16.7 [SD 0.51] years), and clusters at the school level were randomly allocated to SPARX-R or the control intervention. Interventions were delivered weekly in 7 modules, each taking approximately 20 to 30 minutes to complete. The primary outcome was symptoms of depression as measured by the Major Depression Inventory. Intention-to-treat analyses were performed. Results: Compared to controls, participants in the SPARX-R condition (n=242) showed significantly reduced depression symptoms relative to the control (n=298) at post-intervention (Cohen d=0.29) and 6 months post-baseline (d=0.21) but not at 18 months post-baseline (d=0.33). Conclusions: This is the first trial to demonstrate a preventive effect on depressive symptoms prior to a significant and universal stressor in adolescents. It demonstrates that an online intervention delivered in advance of a stressful experience can reduce the impact of such an event on the potential development or exacerbation of depression.

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Does School Connectedness Mediate the Relationship between Teacher Support and Depressive Symptoms?

Children & Schools ◽

10.1093/cs/cdy024 ◽

2018 ◽

Vol 41 (1) ◽

pp. 7-16 ◽

Cited By ~ 1

Author(s):

Hilary D Joyce

Keyword(s):

Depressive Symptoms ◽

Teacher Support ◽

School Connectedness ◽

The Relationship

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Non-suicidal self-injury within the school context: Multilevel analysis of teachers’ support and peer climate

European Psychiatry ◽

10.1016/j.eurpsy.2016.11.003 ◽

2017 ◽

Vol 41 (1) ◽

pp. 95-101 ◽

Cited By ~ 5

Author(s):

N. Madjar ◽

S. Ben Shabat ◽

R. Elia ◽

N. Fellner ◽

M. Rehavi ◽

...

Keyword(s):

High School Students ◽

Depressive Symptoms ◽

Hierarchical Linear Modeling ◽

Teacher Support ◽

School Context ◽

Individual Characteristics ◽

School Students ◽

Related Factors ◽

Self Injury ◽

Classroom Level

AbstractBackgroundRecent studies regarding non-suicidal self-injury (NSSI) among adolescents have focused primarily on individual characteristics (e.g., depressive symptoms) and background factors (e.g., parental relationship), whereas less emphasis has been given to the role of school-related factors in NSSI. Therefore, the purpose of the current study was to explore the relationships between teachers’ support, peer climate, and NSSI within the school context.MethodsThe sample consisted of 594 high school students nested within 27 regular classes (54.4% boys; mean age 14.96, SD = 1.33 years). The students were evaluated for NSSI behaviors, perception of teacher support, peer climate, relationships with mothers, and depressive symptoms using validated scales.ResultsThe primary analysis used hierarchical linear modeling (HLM), controlling for gender and age. The main findings indicated that teacher support was positively associated with NSSI at the classroom-level (OR = 6.15, 95% CI = 2.05–18.5) but negatively associated at the student-level (OR = 0.66, 95% CI = 0.49–0.89). There was a trend toward an association between positive peer climate and NSSI at the classroom-level (OR = 0.43, 95% CI = 0.18–1.05), while negative peer climate was associated with NSSI at the student-level (OR = 1.37, 95% CI = 1.00–1.87).ConclusionsSchool-related factors are associated with NSSI behaviors among students. Teachers and educators should focus on both individual-level and classroom-level perceptions of school context. Students who feel supported by their teachers and who are exposed to a positive peer climate are less likely to engage in NSSI.

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Examining associations between internalizing behaviour, cortisol reactivity, and physiological coordination, in two differentially potent challenges

10.32920/ryerson.14662419 ◽

2021 ◽

Author(s):

Jennifer Khoury

Keyword(s):

Depressive Symptoms ◽

Hierarchical Linear Modeling ◽

Internalizing Problems ◽

Allostatic Load ◽

Child Behavior Checklist ◽

Stress Test ◽

Community Sample ◽

Trier Social Stress Test ◽

Cortisol Reactivity ◽

The Impact

Background: Research examining associations between child internalizing behaviours and cortisol reactivity is equivocal, with studies suggesting positive, negative and non-significant associations. The present study assessed three primary confounds that contribute to these inconsistencies: 1) the differential effectiveness of laboratory challenges in eliciting cortisol reactivity; 2) the impact of coordination between the Hypothalamic-Pituitary-Adrenal axis and the Sympathetic-Adrenal-Medullary system (assessed via salivary alpha-amylase (sAA)); and 3) variation in the measurement of internalizing behaviour, specifically, parent versus child ratings. The primary aims of this study were to assess internalizing behaviours in relation to both cortisol reactivity and coordination between cortisol and sAA, measured in two distinct challenges. Method: A community sample of 8-10 year olds (N= 52) participated in two laboratory challenges, across two study sessions: 1) the Trier Social Stress Test-Child Version (TSST-C), a potent social-evaluative challenge, and 2) a less-potent competition challenge, composed of a puzzle and mirror-tracing task. Saliva was collected at several time points before and after each challenge. Saliva was later assayed to extract cortisol and sAA. Child-reported depressive symptoms were assessed using the Child Depression Inventory, and maternal-reported internalizing problems were assessed using the Child Behavior Checklist. Multilevel modelling was conducted using Hierarchical Linear Modeling. Results: In the TSST-C, child-reported depressive symptoms were significantly associated with a declining cortisol trajectory. Maternal-reported internalizing problems were not associated with cortisol and internalizing behaviour did not moderate the impact of sAA levels on cortisol levels (i.e., coordination) in the TSST-C. With regards to the competition challenge, maternal-reported internalizing behaviours predicted cortisol-sAA coordination, such that children with more internalizing behaviours who experienced higher sAA levels also had higher cortisol reactivity. However, there were no significant associations between child-reported depressive symptoms, cortisol reactivity, or coordination between sAA and cortisol reactivity in the competition challenge. Conclusions: Results are discussed in the context of allostatic load and in relation to theories of physiological coordination. These findings underscore the importance of differential stressor contexts, physiological coordination, and the informant of internalizing behaviours moderating associations between internalizing behaviour and cortisol reactivity. Future research should integrate these factors in models of physiological stress and developmental psychopathology.

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Examining associations between internalizing behaviour, cortisol reactivity, and physiological coordination, in two differentially potent challenges

10.32920/ryerson.14662419.v1 ◽

2021 ◽

Author(s):

Jennifer Khoury

Keyword(s):

Depressive Symptoms ◽

Hierarchical Linear Modeling ◽

Internalizing Problems ◽

Allostatic Load ◽

Child Behavior Checklist ◽

Stress Test ◽

Community Sample ◽

Trier Social Stress Test ◽

Cortisol Reactivity ◽

The Impact

Background: Research examining associations between child internalizing behaviours and cortisol reactivity is equivocal, with studies suggesting positive, negative and non-significant associations. The present study assessed three primary confounds that contribute to these inconsistencies: 1) the differential effectiveness of laboratory challenges in eliciting cortisol reactivity; 2) the impact of coordination between the Hypothalamic-Pituitary-Adrenal axis and the Sympathetic-Adrenal-Medullary system (assessed via salivary alpha-amylase (sAA)); and 3) variation in the measurement of internalizing behaviour, specifically, parent versus child ratings. The primary aims of this study were to assess internalizing behaviours in relation to both cortisol reactivity and coordination between cortisol and sAA, measured in two distinct challenges. Method: A community sample of 8-10 year olds (N= 52) participated in two laboratory challenges, across two study sessions: 1) the Trier Social Stress Test-Child Version (TSST-C), a potent social-evaluative challenge, and 2) a less-potent competition challenge, composed of a puzzle and mirror-tracing task. Saliva was collected at several time points before and after each challenge. Saliva was later assayed to extract cortisol and sAA. Child-reported depressive symptoms were assessed using the Child Depression Inventory, and maternal-reported internalizing problems were assessed using the Child Behavior Checklist. Multilevel modelling was conducted using Hierarchical Linear Modeling. Results: In the TSST-C, child-reported depressive symptoms were significantly associated with a declining cortisol trajectory. Maternal-reported internalizing problems were not associated with cortisol and internalizing behaviour did not moderate the impact of sAA levels on cortisol levels (i.e., coordination) in the TSST-C. With regards to the competition challenge, maternal-reported internalizing behaviours predicted cortisol-sAA coordination, such that children with more internalizing behaviours who experienced higher sAA levels also had higher cortisol reactivity. However, there were no significant associations between child-reported depressive symptoms, cortisol reactivity, or coordination between sAA and cortisol reactivity in the competition challenge. Conclusions: Results are discussed in the context of allostatic load and in relation to theories of physiological coordination. These findings underscore the importance of differential stressor contexts, physiological coordination, and the informant of internalizing behaviours moderating associations between internalizing behaviour and cortisol reactivity. Future research should integrate these factors in models of physiological stress and developmental psychopathology.

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The Study of the Relationships of Teacher’s Creative Teaching, Imagination, and Principal’s Visionary Leadership

SAGE Open ◽

10.1177/21582440211029932 ◽

2021 ◽

Vol 11 (3) ◽

pp. 215824402110299

Author(s):

Hsin-Hao Chen ◽

Yu-Hsi Yuan

Keyword(s):

Hierarchical Linear Modeling ◽

Primary Schools ◽

Visionary Leadership ◽

Survey Study ◽

Moderating Effects ◽

Linear Modeling ◽

Creative Imagination ◽

Creative Teaching ◽

The Cross ◽

The Impact

This study aims to investigate how a teacher’s creative teaching is affected by the teacher’s imagination and his or her school principal’s visionary leadership, and how the contextual moderating effects are at play among the cross-hierarchical factors. The research framework is divided into two levels: the individual level on how “teacher’s imagination” affects “teacher’s creative teaching” and the group level on the impact of “the principal’s visionary leadership.” From the teachers of 65 primary schools in southern Taiwan invited to participate in the survey study, 861 valid data were returned. The cross-level moderating effects were further examined via hierarchical linear modeling (HLM). The result shows that the “teacher’s imagination” will impact the “creative teaching” positively. The “vision practice” will affect “autonomous learning and challenge-presenting” positively as well. Moreover, the “vision feedback” plays a positive moderator role in how “creative imagination” contributes to “interactive discussion and open-mindedness.” The implication of the study is to discover the predictive model which inspired the students’ creativity potential by cross-hierarchical perspective.

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Wybrane zasoby osobiste a nasilenie symptomów depresyjnych u dzieci ? badanie pilotażowe

Medycyna Rodzinna ◽

10.25121/mr.2018.21.4.322 ◽

2018 ◽

Vol 21 (4) ◽

Author(s):

Monika Spotoń-Wydra

Keyword(s):

Depressive Symptoms ◽

Locus Of Control ◽

Self Efficacy ◽

Primary Schools ◽

Age Of Onset ◽

Sense Of Self ◽

Sense Of Control ◽

High Level ◽

Internal Sense ◽

The Impact

Introduction. Depression is one of the most serious mental problems in children and adolescents. Over recent years, there has been an increase in the incidence of depression and a reduction in the age of onset of the first symptoms of the disease. Aim. To investigate the relationship of the locus of control and a sense of self-efficacy with the intensity of symptoms depression in children. Material and methods. The study was designed for 45 students (24 boys and 21 girls) attending the 5th grade primary school. Each child completed the Children’s Depression Inventory (Kovacs), Scale Sense of Personal Competence (self-efficacy) (Juczyński) and the Scale of Locus of Control ? Primary Schools (Mathiak, Seget, Karzel). Pearson’s were conducted to investigate correlation the variables with the intensity of depressive symptoms. Results. The prevalence rate of depressive symptoms in the group of investigate children was high and amounted to 37.8%. Both variables remained in correlation to the intensity of childhood depression. It was found that as the internal sense of control increased, the intensity of depressive symptoms decreased. Children with high level of self-efficacy of their own competence have manifest fewer depressive symptoms. Conclusions. Many children in the untreated group manifest symptoms of depression. high self-efficacy and internal sense of control are conducive to maintaining mental health in children. The promotion of these personal resources should constitute an important element of preventive strategies and programs, because strengthening the health potential of children will balance and reduce the impact of risk factors.

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Implementation of Universal Infant Free School Meals: a pilot study in NE England exploring the impact on Key Stage 1 pupil’s dietary intake

Public Health Nutrition ◽

10.1017/s1368980020004875 ◽

2020 ◽

pp. 1-9

Author(s):

Suzanne Spence ◽

John NS Matthews ◽

Lorraine McSweeney ◽

Maisie K Rowland ◽

Phoebe Orango ◽

...

Keyword(s):

Primary Schools ◽

School Level ◽

Dietary Intakes ◽

School Meals ◽

Positive Health ◽

Cross Sectional Survey ◽

Free School ◽

Total Diet ◽

The Impact ◽

Universal Infant

Abstract Objective: To consider the principal effect of an interaction between year (pre- and post-Universal Infant Free School Meals (UIFSM)) and school on pupil’s dietary intakes. Design: A repeated cross-sectional survey using dietary data from 2008 to 2009 (pre-) and 2017 to 2018 (post-UIFSM) Setting: Two primary schools, NE England. Participants: Pupils aged 4–7 years (2008–2009 n 121; 2017–2018 n 87). Results: At lunchtime, there was a statistically significant decrease in pupils non-milk extrinsic sugars intake (%E NMEs) pre- to post-UIFSM (mean change –4·6 %; 95 % CI –6·3, –2·9); this was reflected in total diet (–3·8 %; –5·2, –2·7 %). A year and school interaction was found for mean Ca intakes: post-UIFSM pupils in School 2 had a similar mean intake as pre; in School 1 intakes had increased (difference of difference: –120 mg; 95 % CI –179, –62); no reflection in total diet. Post-UIFSM mean portions of yogurt decreased in School 2 and remained similar in School 1 (–0·25; –0·46, –0·04); this was similar for ‘cake/pudding’ and fruit. Conclusions: Within the limitations, these findings highlight positives and limitations following UIFSM implementation and demonstrate the role of school-level food practices on pupil’s choices. To facilitate maximum potential of UIFSM, national levers, such as discussions on updating school food standards, including sugars, could consider removing the daily ‘pudding’ option and advocate ‘fruit only’ options 1 d/week, as some schools do currently. Small school-level changes could maximise positive health impacts by decreasing NMEs intake. A more robust evaluation is imperative to consider dietary impacts, equitability and wider effects on schools and families.

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Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools

Education Sciences ◽

10.3390/educsci11110740 ◽

2021 ◽

Vol 11 (11) ◽

pp. 740

Author(s):

Chris Rolph

Keyword(s):

Primary Schools ◽

School Level ◽

Primary School Children ◽

Teaching Staff ◽

Level Data ◽

Quasi Experimental ◽

One To One ◽

The Cost ◽

National Tests ◽

The Impact

This research investigates the potential for a one-to-one coaching tool used by adults other than teachers to be able to deliver greater mathematics progress for primary school children without adding significantly to school costs. Plus 1 and Power of 2 (+1 and Po2) are workbooks designed to be used by adults other than teachers working on a one-to-one basis with children to develop numeracy skills. This quantitative study seeks to examine the impact of +1 and Po2 by considering performance data aggregated at the school level. The attainment of children at 1071 English schools which use the +1 and Po2 products was compared with that of peers in other schools using a quasi-experimental research design based on England’s national performance measures. Statistical analysis suggests that schools using +1 and Po2 show higher levels of mathematics attainment than those who may have used other resources. Furthermore, there is an important finding that assessment attendance is higher, and disapplication from the curriculum lower, in schools using +1 and Po2. This indicates that use of this one-to-one intervention improves access to national tests for children and represents an opportunity for school leaders to maximise the cost effectiveness of existing non-teaching staff or volunteers.

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