scholarly journals Challenges in establishing positive mental health effects of a school-based intervention: a cluster-randomized controlled trial of a life skill program in ten public high schools in Norway

2021 ◽  
Author(s):  
Gry Anette Sælid ◽  
Nikolai Olavi Czajkowski ◽  
Leif Edvard Aarø ◽  
Thormod Idsøe ◽  
Miguel Delgado Helleseter ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Self Esteem ◽  
Short Version ◽  
Cluster Randomized

Abstract Schools are well positioned for large scale promotion of mental health among young people. We tested the MindPower program delivered universally in the classroom to strengthen self-efficacy, self-esteem, and quality of life in high school students. We used a cluster randomized two-groups delayed intervention design. Participants where 1,673 out of 2,384 students, aged 15–16 years, in all the 110 first year high school classes in a county in Norway, randomized into two intervention groups, IG1 and IG2. IG1 started with MindPower. IG2 waited for four months to participate. Seven repeated measures were conducted with Rosenberg Self-esteem Scale (short version), General Perceived Self-Efficacy Scale (short version), and Warwick Edinburg Mental Wellbeing Scale. Self-efficacy level was compared to scores from a large comparable population study, locally and nationally (UngData). Mixed model analyses adjusted for cluster effects showed no significant increase in the three measures from start to five to nine months follow up. Self-efficacy level was approximately the same as the one found in UngData. The universal implementation in schools was a great challenge and attrition was comprehensive. MindPower did not strengthen students’ levels of self-efficacy, self-esteem, and quality of life, partly because the initial levels were already high (ceiling effect). In spite of careful preparations, fidelity was low and attrition high. Results should therefore be interpreted with caution. Learning points in implementing and conducting class based universal mental health programs in high school are discussed comprehensively. ClinicalTrials.gov: NCT03647826. The 27.08.2018. Retrospectively registered.

Mental Health Status and Health-Related Quality of Life among Systemic Lupus Erythematosus (SLE) Patients in Thailand: A Multi-Site Study

2020 ◽  
Vol 103 (11) ◽  
pp. 1185-1193
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Health Status ◽  
Lupus Erythematosus ◽  
Self Esteem ◽  
Mental Health Status ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related

Background: The systemic lupus erythematosus (SLE) patients oftentimes suffer from both physical and psychosocial challenges that may lead to low health-related quality of life (HRQoL). However, limited research has been done in this area. Objective: To examined mental health status and HRQoL among SLE patients in Thailand. Materials and Methods: The present study was a cross-sectional study conducted at the rheumatology clinic of four major hospitals in Thailand. The paper-based questionnaire consisted of demographic, health history such as depression, anxiety, stress Scale (DASS-21), and the Rosenberg self-esteem scale (RSE), and the disease-specific Lupus Quality of Life scale (LupusQoL). Depending on the variable’s level of measurement such as categorical or continuous, Spearman’s Rho or Pearson’s product moment correlation coefficients were used to explore the relationships among the variables. Hierarchical multiple regression was used to identify the predictors of LupusQoL. Results: Among the 387 participants, many might have experienced depression, anxiety, and stress (30%, 51%, and 29%, respectively). Self-esteem among the participants was good (31.8 out of 40). All eight domains of LupusQoL were affected with intimate relationship domain being impacted the most. The overall LupusQoL was significantly associated with the number of prescribed medications (r=–0.23), depression (r=–0.70), anxiety (r=–0.58), stress (r=–0.67), and self-esteem (r=0.59), p<0.001. Significant predictors of the overall LupusQoL were mental health status (depression, anxiety, and stress) and self-esteem, F (3, 81)=43.10, p<0.001, adjusted R²=0.60. Conclusion: SLE patients should be holistically assessed in both physical and psychological aspects. In addition to proper medical treatments, healthcare providers should use a multidisciplinary team approach to resolve the patients’ psychosocial issues, which in turn, may increase the patients’ quality of life. Self-care education may be necessary to help the patients manage the condition and decrease the number of medications. Keywords: Mental health, Quality of life, SLE, Thailand

scholarly journals The High School Competencies Scale (H-Comp Scale): A First Validation Study

2021 ◽  
Vol 11 (2) ◽  
pp. 570-584
Author(s):  
Diego Boerchi ◽  
Paola Magnano ◽  
Ernesto Lodi
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Relationships ◽  
Self Efficacy ◽  
Concurrent Validity ◽  
Extrinsic Motivation ◽  
Self Esteem ◽  
Emotional Reactions ◽  
School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

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