scholarly journals Changes in Self-Efficacy in Japanese School-Age Children With and Without High Autistic Traits after the Universal Unified Prevention Program: A Single-Group Pilot Study

2021 ◽  
Author(s):  
Takuya Oka ◽  
Shin-ichi Ishikawa ◽  
Toshiki Shioiri ◽  
Kazushi Maruo ◽  
Andrew Stickley ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
Pilot Study ◽  
Prevention Program ◽  
Self Efficacy ◽  
Mental Health Problems ◽  
Autistic Traits ◽  
General Mental Health ◽  
Universal Program ◽  
School Based

Abstract Background: Research has shown the efficacy of school-based programs for mental health problems in children. However, few studies have focused on the strengths of children, such as resilience, which is essential in preventing mental health problems. Moreover, no research has investigated the effect of a universal school-based program on children with increased autistic traits in mainstream classes. We examined the changes in children's self-efficacy, social skills, and general mental health after the implementation of a newly developed universal program, the Universal Unified Prevention Program for Diverse Disorders (Up2‐D2), and whether similar changes occurred in children with and without higher autistic traits. Methods: To assess possible changes associated with the program, questionnaires were collected from 396 children (207 boys and 189 girls) aged 9-12 years old before (T1), immediately after (T2), and three months after (T3) the implementation of the program. Results: Results from a linear mixed-effects model showed a significant increase in children's self-efficacy at T2 (adjusted difference 0.49, 95% CI 0.03 to 0.94; p < 0.05) and T3 (0.78, 95% CI 0.32 to 1.23; p < 0.001). There were also significant positive changes in social skills and general mental health. Similar changes were observed in children with high autistic traits. Autistic traits at T1 did not contribute to the degree of change in self-efficacy. Conclusions: Our pilot study suggests that a universal program has the potential to promote positive attitudes and mental health in both at-risk and not-at-risk children.

scholarly journals Changes in self-efficacy in Japanese school-age children with and without high autistic traits after the Universal Unified Prevention Program: a single-group pilot study

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Takuya Oka ◽  
Shin-ichi Ishikawa ◽  
Aya Saito ◽  
Kazushi Maruo ◽  
Andrew Stickley ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
Pilot Study ◽  
Prevention Program ◽  
Self Efficacy ◽  
Mental Health Problems ◽  
Autistic Traits ◽  
General Mental Health ◽  
Universal Program ◽  
School Based

Abstract Background Research has shown the efficacy of school-based programs for mental health problems in children. However, few studies have focused on the strengths of children, such as resilience, which is essential in preventing mental health problems. Moreover, no research has investigated the effect of a universal school-based program on children with increased autistic traits in mainstream classes. We examined the changes in children's self-efficacy, social skills, and general mental health after the implementation of a newly developed universal program, the Universal Unified Prevention Program for Diverse Disorders (Up2-D2), and whether similar changes occurred in children with and without higher autistic traits. Methods To assess possible changes associated with the program, questionnaires were collected from 396 children (207 boys and 189 girls) aged 9–12 years old before (T1), immediately after (T2), and three months after (T3) the implementation of the program. Results Results from a linear mixed-effects model showed a significant increase in children's self-efficacy at T2 (adjusted difference 0.49, 95% CI 0.03–0.94; p < 0.05) and T3 (0.78, 95% CI 0.32–1.23; p < 0.001). There were also significant positive changes in social skills and general mental health. Similar changes were observed in children with high autistic traits. Autistic traits at T1 did not contribute to the degree of change in self-efficacy. Conclusions Our pilot study suggests that a universal program has the potential to promote positive attitudes and mental health in both at-risk and not-at-risk children.

scholarly journals Developing the universal unified prevention program for diverse disorders for school-aged children

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Shin-ichi Ishikawa ◽  
Kohei Kishida ◽  
Takuya Oka ◽  
Aya Saito ◽  
Sakie Shimotsu ◽  
...  
Keyword(s):  
Prevention Program ◽  
Self Efficacy ◽  
Mental Health Problems ◽  
Childhood And Adolescence ◽  
Classroom Teachers ◽  
Preliminary Evaluation ◽  
Universal Prevention ◽  
User Centered Design ◽  
Social Burden ◽  
School Based

Abstract Background Psychological problems during childhood and adolescence are highly prevalent, frequently comorbid, and incur severe social burden. A school-based universal prevention approach is one avenue to address these issues. Objective The first aim of this study was the development of a novel, transdiagnostic cognitive-behavioral universal prevention program: The Universal Unified Prevention Program for Diverse Disorders (Up2-D2). The second aim of this study was to examine the acceptability and fidelity of the Up2-D2. Methods Classroom teachers who attended a 1-day workshop implemented the Up2-D2 independently as a part of their regular curricula. To assess the acceptability of the Up2-D2, 213 children (111 boys and 102 girls) aged 9–12 years completed questionnaires about their enjoyment, comprehension, attainment, applicability, and self-efficacy after completing Lessons 1–12. For fidelity, research assistants independently evaluated audio files that were randomly selected and assigned (27.3%). Results Our preliminary evaluation revealed the program was highly enjoyable, clear, and applicable for students. In addition, self-efficacy demonstrated a trend of gradually increasing over the 12 sessions. The total fidelity observed in the two schools was sufficient (76.2%), given the length of the teacher training. Conclusions The results of this study supported the theory that the Up2-D2 could be feasible in real-world school settings when classroom teachers implement the program. We discussed current research and practical issues of using universal prevention to address mental health problems in school, based on implementation science for user-centered design.

Evidence-Based Practice in School Mental Health

2019 ◽  
Keyword(s):  
Mental Health ◽  
Mental Disorders ◽  
Mental Health Problems ◽  
Common Mental Disorders ◽  
Adolescent Psychopathology ◽  
Real Life ◽  
Childhood And Adolescence ◽  
Dsm 5 ◽  
School Based ◽  
K 12

Schools have become the default mental health providers for children and adolescents, but they are often poorly equipped to meet the mental health needs of their students. The introduction tackles how to make students eligible for school-based services using the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act. Using the new DSM-5 as an organizing principle, this book then addresses the 12 most common mental disorders of childhood and adolescence, ages 3–18. While there are many books that address child and adolescent psychopathology, this book focuses on how to help students with mental disorders in pre-K–12 schools. Each chapter addresses the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, rapid assessment instruments available, school-based interventions using multitiered systems of support, and easy-to-follow suggestions for progress monitoring. Unique to this book, each chapter has detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems so that school, home, and community work together. Each chapter ends with a list of extensive web resources and a real-life case example drawn from the clinical practice of the authors. The final chapter addresses two newly proposed diagnoses for self-harm in the DSM-5 and brings a cautious and sensible approach to assessing and helping students who may be at risk for serious self-injury or suicide.

scholarly journals Is social camouflaging associated with anxiety and depression in autistic adults?

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Laura Hull ◽  
Lily Levy ◽  
Meng-Chuan Lai ◽  
K. V. Petrides ◽  
Simon Baron-Cohen ◽  
...  
Keyword(s):  
Mental Health ◽  
Intellectual Disability ◽  
Social Anxiety ◽  
Online Survey ◽  
Mental Health Problems ◽  
Autistic Traits ◽  
Health Problems ◽  
Autistic People ◽  
Autistic Adults ◽  
Anxiety Depression

Abstract Background There is inconsistent evidence for a clear pattern of association between ‘camouflaging’ (strategies used to mask and/or compensate for autism characteristics during social interactions) and mental health. Methods This study explored the relationship between self-reported camouflaging and generalised anxiety, depression, and social anxiety in a large sample of autistic adults and, for the first time, explored the moderating effect of gender, in an online survey. Results Overall, camouflaging was associated with greater symptoms of generalised anxiety, depression, and social anxiety, although only to a small extent beyond the contribution of autistic traits and age. Camouflaging more strongly predicted generalised and social anxiety than depression. No interaction between camouflaging and gender was found. Limitations These results cannot be generalised to autistic people with intellectual disability, or autistic children and young people. The sample did not include sufficient numbers of non-binary people to run separate analyses; therefore, it is possible that camouflaging impacts mental health differently in this population. Conclusions The findings suggest that camouflaging is a risk factor for mental health problems in autistic adults without intellectual disability, regardless of gender. We also identified levels of camouflaging at which risk of mental health problems is highest, suggesting clinicians should be particularly aware of mental health problems in those who score at or above these levels.

scholarly journals Psychological and psychosocial interventions for refugee children resettled in high-income countries

2017 ◽  
Vol 27 (2) ◽  
pp. 117-123 ◽  
Author(s):  
M. Fazel
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Psychosocial Interventions ◽  
High Income ◽  
Refugee Children ◽  
Post Traumatic Stress ◽  
General Mental Health ◽  
Large Numbers ◽  
Post Traumatic ◽  
Science Methodology

Large numbers of refugee children are arriving in high-income countries. The evidence to date suggests that they have mental health needs that are higher than for the general population and that these are exacerbated by the numbers of traumatic events they have experienced and the post-migration stressors they continue to be exposed to. The importance of a thorough and thoughtful assessment is discussed. Treatments of note are described for post-traumatic stress disorder, family functioning, general mental health problems and school environments. Future opportunities to operationalise outcome measures, develop multimodal interventions and utilise implementation science methodology are considered.

Workers’ Mental Health Problems and Future Perspectives in Japan

2013 ◽  
pp. 370-379
Author(s):  
Hideo Tamba
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
Health Problem ◽  
Mental Health Problems ◽  
Work Motivation ◽  
Health Problems ◽  
Future Perspectives ◽  
Stress Theory ◽  
Japanese Workers ◽  
Developed Nations

This chapter reviews data on the mental health problems of Japanese workers. Some of the main theories that analyze mental health problems are introduced, including occupational/job stress theory, work motivation, work engagement, and social skills. In light of Japan’s disgraceful record of more than 30,000 suicides every year the past ten years or more—a level that is rare in developed nations—an issue related to work circumstances, represented by the term Karoshi, is suggested. This chapter presents an argument toward a solution to the mental health problem in Japan.

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