INTERVENTION EFFECT OF DANCE THERAPY BASED ON THE SATIR MODEL ON THE MENTAL HEALTH OF ADOLESCENTS DURING THE COVID-19 EPIDEMIC

Abstract Proactively addressing religious and spiritual (r/s) issues has a strong intervention effect on patients, which is generally more important than the detailed content of spiritual screenings and assessments. When asked about r/s needs or problems, patients may feel bothered, surprised, annoyed, or, conversely, satisfied, supported, acknowledged in their coping efforts. Consequently, documentation should first and foremost reflect the patient’s reaction towards the clinician’s r/s intervention and to what extent the patient wishes this interaction to be shared within the healthcare team. In psychiatry and psychotherapy, patients’ spirituality is less pathologized than in former times and more and more accepted as a universal dimension of human experience, transcending individual religions. In mental health and in other medical fields, r/s may be part of the problem or part of the solution (K. Pargament), or both. Consequently, spiritual charting should not only differentiate pathological/negative and resilient/positive coping but consists of the patient’s r/s healthcare preferences and goals as well as the role he or she attributes to the health professional.

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Dance therapy and notes on task panel on “the role of the arts in mental health”

Art Psychotherapy ◽

10.1016/0090-9092(78)90020-0 ◽

1978 ◽

Vol 5 (1) ◽

pp. 7-9 ◽

Cited By ~ 3

Author(s):

Judith R. Bunney

Keyword(s):

Mental Health ◽

Dance Therapy ◽

The Arts

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INTERVENTION EFFECT OF PHYSICAL EDUCATION ON MENTAL HEALTH OF COLLEGE STUDENTS

REVISTA ARGENTINA DE CLINICA PSICOLOGICA ◽

10.24205/03276716.2020.308 ◽

2020 ◽

Keyword(s):

Mental Health ◽

College Students ◽

Physical Education ◽

Intervention Effect

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Play-Based Interventions for Mental Health-A Systematic Review and Meta-Analysis Focused on Children and Adolescents with ASD & DLD

10.31234/osf.io/q4e9k ◽

2021 ◽

Author(s):

Gill A Francis ◽

Emre Deniz ◽

Carole Torgerson ◽

Umar Toseeb

Keyword(s):

Mental Health ◽

Health Outcomes ◽

Social Communication ◽

Full Text ◽

Meta Analysis ◽

Mental Health Outcomes ◽

Intervention Effect ◽

Cohen’S D ◽

Language Needs ◽

The Impact

Background and AimsPlay-based interventions are used ubiquitously with children with social, communication, and language needs but the impact of these interventions on the mental health of this atypical group of children is unknown. Despite their pre-existing challenges, the mental health of DLD and ASD children should be given equal consideration to the other more salient features of their disability. To this aim, a systematic literature review with meta-analysis was undertaken to assess the impact of play-based interventions on mental health outcomes from studies of children with DLD and ASD, as well as to identify the characteristics of research in this field. MethodsThe study selection process involved a rigorous systematic search of seven academic databases, double screening of abstracts, and full-text screening to identify studies using RCTs and quasi-experimental designs to assess mental health outcomes from interventions supporting children with social, communication, and language needs. For reliability, data extraction, as well as risk of bias assessments were conducted by two study authors. Qualitative data were synthesized and quantified data was used in the meta-analytic calculation.Main contribution A total of 2 882 papers were identified from the literature search which were double screened at the abstract (n = 1 785) and full-text (n= 366) levels resulting in 10 papers meeting the criteria for inclusion in the review. There were 8 RCTs and 2 quasi-experiments using 7 named play-based interventions with ASD participants only. Meta-analysis results found a significant overall intervention effect (Cohen’s d = 1.57) for studies addressing positive mental health outcomes (n = 5) in contrast to a non-significant overall intervention effect for negative mental health outcomes (Cohen’s d = -0.17).ConclusionsA key observation is the diversity of study characteristics relating to study sample size, duration of interventions, study settings, background of interventionists, and variability of specific mental health outcomes. The heterogeneous nature of studies stand out although only a few studies were eligible for inclusion. ImplicationsThis review provides good evidence of the need for further research into how commonly used play-based interventions designed to support the social, communication, and language needs of students may impact the mental health of children with ASD or DLD.

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Intervention Effect of the Video Health Education Model Based on Solution-Focused Theory on Adolescents’ Mental Health dur-ing the COVID-19 Pandemic

Iranian Journal of Public Health ◽

10.18502/ijph.v50i11.7574 ◽

2021 ◽

Author(s):

Juan Li ◽

Yongchun Liu

Keyword(s):

Mental Health ◽

Health Education ◽

Group Intervention ◽

Positive Emotions ◽

Psychological Intervention ◽

Intervention Group ◽

Control Group ◽

Intervention Effect ◽

Combined Solution ◽

Solution Focused

Background: Given the long-term impact of public health emergencies on adolescents’ mental health, extensive effort should be exerted in the psychological intervention of adolescents during the COVID-19 pandemic. This study combined solution-focused theory and video health education to explore the intervention effect of this model on adolescents’ mental health. Methods: Overall, 126 volunteers with anxiety symptoms from four communities in 2021 in Anhui Province, China were randomly divided into the intervention and control groups (63 members in each group). The control group only received health education popularized in the community. By contrast, the intervention group was given the same health education and provided with solution-focused psychological counseling and short video health education related to the pandemic. Results: Results after the intervention were as follows: 1) The Self-rating Anxiety Scale scores of both groups were low, but the effect on the intervention group was better than the control group (P < 0.05). 2) Both groups’ positive and negative affect scores were higher and lower than those before the intervention were, but changes in the scores of the intervention group were greater than that of the control group (P < 0.05). Conclusion: The group intervention of solution-focused theory combined with video health education can improve the mental health level of adolescents, effectively alleviate their anxiety and negative emotions, and improve their positive emotions.

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