scholarly journals Effectiveness of School-Based Mindfulness Training as a Program to Prevent Stress, Anxiety, and Depression in High School Students

2019 ◽  
Vol 7 (3) ◽  
pp. 111-117
Author(s):  
P. Mostafazadeh ◽  
Z. Ebadi ◽  
S. Mousavi ◽  
N. Nouroozi ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Mindfulness Training ◽  
Anxiety And Depression ◽  
School Students ◽  
School Based

scholarly journals Comparison of YouthCHAT, an Electronic Composite Psychosocial Screener, With a Clinician Interview Assessment for Young People: Randomized Controlled Trial (Preprint)

2019 ◽  
Author(s):  
Hiran Thabrew ◽  
Simona D'Silva ◽  
Margot Darragh ◽  
Mary Goldfinch ◽  
Jake Meads ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Young People ◽  
Psychosocial Problems ◽  
Anxiety And Depression ◽  
School Students ◽  
Detection Rates ◽  
Face To Face ◽  
School Based

BACKGROUND Psychosocial problems such as depression, anxiety, and substance abuse are common and burdensome in young people. In New Zealand, screening for such problems is undertaken routinely only with year 9 students in low-decile schools and opportunistically in pediatric settings using a nonvalidated and time-consuming clinician-administered Home, Education, Eating, Activities, Drugs and Alcohol, Sexuality, Suicide and Depression, Safety (HEEADSSS) interview. The Youth version, Case-finding and Help Assessment Tool (YouthCHAT) is a relatively new, locally developed, electronic tablet–based composite screener for identifying similar psychosocial issues to HEEADSSS OBJECTIVE This study aimed to compare the performance and acceptability of YouthCHAT with face-to-face HEEADSSS assessment among 13-year-old high school students. METHODS A counterbalanced randomized trial of YouthCHAT screening either before or after face-to-face HEEADSSS assessment was undertaken with 129 13-year-old New Zealand high school students of predominantly Māori and Pacific Island ethnicity. Main outcome measures were comparability of YouthCHAT and HEEADSSS completion times, detection rates, and acceptability to students and school nurses. RESULTS YouthCHAT screening was more than twice as fast as HEEADSSS assessment (mean 8.57 min vs mean 17.22 min; mean difference 8 min 25 seconds [range 6 min 20 seconds to 11 min 10 seconds]; <italic>P</italic>&lt;.01) and detected more issues overall on comparable domains. For substance misuse and problems at home, both instruments were roughly comparable. YouthCHAT detected significantly more problems with eating or body image perception (70/110, 63.6% vs 25/110, 22.7%; <italic>P</italic>&lt;.01), sexual health (24/110, 21.8% vs 10/110, 9.1%; <italic>P</italic>=.01), safety (65/110, 59.1% vs 17/110, 15.5%; <italic>P</italic>&lt;.01), and physical inactivity (43/110, 39.1% vs 21/110, 19.1%; <italic>P</italic>&lt;.01). HEEADSSS had a greater rate of detection for a broader set of mental health issues (30/110, 27%) than YouthCHAT (11/110, 10%; <italic>P</italic>=.001), which only assessed clinically relevant anxiety and depression. Assessment order made no significant difference to the duration of assessment or to the rates of YouthCHAT-detected positive screens for anxiety and depression. There were no significant differences in student acceptability survey results between the two assessments. Nurses identified that students found YouthCHAT easy to answer and that it helped students answer face-to-face questions, especially those of a sensitive nature. Difficulties encountered with YouthCHAT included occasional Wi-Fi connectivity and student literacy issues. CONCLUSIONS This study provides preliminary evidence regarding the shorter administration time, detection rates, and acceptability of YouthCHAT as a school-based psychosocial screener for young people. Although further research is needed to confirm its effectiveness in other age and ethnic groups, YouthCHAT shows promise for aiding earlier identification and treatment of common psychosocial problems in young people, including possible use as part of an annual, school-based, holistic health check. CLINICALTRIAL Australian New Zealand Clinical Trials Network Registry (ACTRN) ACTRN12616001243404p; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=371422.

scholarly journals Comparison of YouthCHAT, an Electronic Composite Psychosocial Screener, With a Clinician Interview Assessment for Young People: Randomized Trial

10.2196/13911 ◽  
2019 ◽  
Vol 21 (12) ◽  
pp. e13911 ◽  
Author(s):  
Hiran Thabrew ◽  
Simona D'Silva ◽  
Margot Darragh ◽  
Mary Goldfinch ◽  
Jake Meads ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Young People ◽  
Psychosocial Problems ◽  
Anxiety And Depression ◽  
School Students ◽  
Detection Rates ◽  
Face To Face ◽  
School Based

Background Psychosocial problems such as depression, anxiety, and substance abuse are common and burdensome in young people. In New Zealand, screening for such problems is undertaken routinely only with year 9 students in low-decile schools and opportunistically in pediatric settings using a nonvalidated and time-consuming clinician-administered Home, Education, Eating, Activities, Drugs and Alcohol, Sexuality, Suicide and Depression, Safety (HEEADSSS) interview. The Youth version, Case-finding and Help Assessment Tool (YouthCHAT) is a relatively new, locally developed, electronic tablet–based composite screener for identifying similar psychosocial issues to HEEADSSS Objective This study aimed to compare the performance and acceptability of YouthCHAT with face-to-face HEEADSSS assessment among 13-year-old high school students. Methods A counterbalanced randomized trial of YouthCHAT screening either before or after face-to-face HEEADSSS assessment was undertaken with 129 13-year-old New Zealand high school students of predominantly Māori and Pacific Island ethnicity. Main outcome measures were comparability of YouthCHAT and HEEADSSS completion times, detection rates, and acceptability to students and school nurses. Results YouthCHAT screening was more than twice as fast as HEEADSSS assessment (mean 8.57 min vs mean 17.22 min; mean difference 8 min 25 seconds [range 6 min 20 seconds to 11 min 10 seconds]; P<.01) and detected more issues overall on comparable domains. For substance misuse and problems at home, both instruments were roughly comparable. YouthCHAT detected significantly more problems with eating or body image perception (70/110, 63.6% vs 25/110, 22.7%; P<.01), sexual health (24/110, 21.8% vs 10/110, 9.1%; P=.01), safety (65/110, 59.1% vs 17/110, 15.5%; P<.01), and physical inactivity (43/110, 39.1% vs 21/110, 19.1%; P<.01). HEEADSSS had a greater rate of detection for a broader set of mental health issues (30/110, 27%) than YouthCHAT (11/110, 10%; P=.001), which only assessed clinically relevant anxiety and depression. Assessment order made no significant difference to the duration of assessment or to the rates of YouthCHAT-detected positive screens for anxiety and depression. There were no significant differences in student acceptability survey results between the two assessments. Nurses identified that students found YouthCHAT easy to answer and that it helped students answer face-to-face questions, especially those of a sensitive nature. Difficulties encountered with YouthCHAT included occasional Wi-Fi connectivity and student literacy issues. Conclusions This study provides preliminary evidence regarding the shorter administration time, detection rates, and acceptability of YouthCHAT as a school-based psychosocial screener for young people. Although further research is needed to confirm its effectiveness in other age and ethnic groups, YouthCHAT shows promise for aiding earlier identification and treatment of common psychosocial problems in young people, including possible use as part of an annual, school-based, holistic health check. Trial Registration Australian New Zealand Clinical Trials Network Registry (ACTRN) ACTRN12616001243404p; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=371422.

scholarly journals Loneliness and Depression among Polish High-School Students

2021 ◽  
Vol 18 (4) ◽  
pp. 1706
Author(s):  
Beata Dziedzic ◽  
Paulina Sarwa ◽  
Ewa Kobos ◽  
Zofia Sienkiewicz ◽  
Anna Idzik ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Depressive Disorders ◽  
Depression Scale ◽  
Young Person ◽  
Anxiety And Depression ◽  
School Students ◽  
Loneliness Scale ◽  
Emotional Loneliness ◽  
Anxiety Depression

Introduction: Having impaired relations and limited interpersonal contact is associated with a sense of loneliness, and can result in a number of mental disorders, including the development of depression. Approximately one in five adolescents in the world suffers from depression, and first episodes of such are occurring at increasingly young ages. Due to a lack of appropriate support from parents, teachers and the healthcare system, the young person feels alone when dealing with their problem. Aims: The aims of this study are to determine the prevalence of anxiety, depression, aggression and sense of loneliness among high school students, and to analyze a correlation between loneliness and depression. Materials and methods: The study was conducted on 300 high school students in Poland. The study material was collected using the Hospital Anxiety and Depression Scale (HADS-M) and De Jong Gierveld Loneliness Scale (DJGLS). Results: A feeling of loneliness correlated significantly with depressive disorders (p < 0.005), with the strongest effect between the total HADS-M score and the total loneliness scale score (r = 0.61). The overall presence of disorders as per HADS-M was found to be 23%, and borderline conditions were found in 19.3%. In 24% of the students, disorders were revealed on the anxiety subscale and in 46.3% on the aggression subscale. On DJGLS, a very severe sense of loneliness was observed in 6.67% of the subjects, and in 42.3% of them, a moderate feeling of loneliness was indicated. On the social loneliness subscale, a severe sense of loneliness was found in 22.7%, while on the emotional loneliness subscale, it was found in 16.7% of the subjects. Conclusions: In this study, a quarter of the student participants experienced anxiety and depression disorders. Students showing higher levels of anxiety, depression, and aggression also showed enhanced loneliness. Girls showed higher levels of anxiety, depression and aggression, as well as emotional loneliness.

Review of the Content Analysis of Physics School Books Coming From Different European Countries on Radioactivity and Nuclear Energy

2017 ◽  
Author(s):  
Genevieve Baumont ◽  
Tanja Perko ◽  
Grażyna Zakrzewska ◽  
Metka Kralj ◽  
Daniela Diaconu ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Ionizing Radiation ◽  
School Students ◽  
School Based ◽  
Communication Processes ◽  
Information And Communication ◽  
International Data ◽  
Communication Needs ◽  
School Books

The EAGLE project was a Euratom FP7 which helped to identify and disseminate good practices in information and communication processes related to ionizing radiation. For this purpose, the consortium reviewed national and international data, tools and methods as well as institutional work in order to identify education, information and communication needs. Generally in high school the first concepts on radioactivity and ionizing radiation (IR) are introduced mainly in the subjects of physics or physical chemistry. There are a number of concepts in relation with IR and nuclear topics, and different ways to teach them: theoretical, mathematical, historical or practical. The question also rose, to what extend the various topics related to ionizing radiation (health, environment, history) are dealt with. As already mentioned, all these questions let to the idea to compare the content dealing with radioactivity and nuclear topics in different physics school books and more specifically schoolbooks for high school students (in the age 17 to 18). The method was as follows: - For the review the different partners of EAGLE have sent the schoolbooks used for the target group, or scanned documents. - Spanish schoolbooks and English schoolbooks were purchased to extend the review to other EU countries. - IRSN works in partnership with a high school based in the French town Vichy. - Each book was analyzed in detail to list with precision the content. A matrix helped to compare them. The paper presents the comparison of the contents of these books and their analysis. Some recommendations coming from the Eagle project will be discussed.

scholarly journals School-Based and PRECEDE-PROCEED-Model Intervention to Promote Physical Activity in the High School Students: Case Study of Iran

2016 ◽  
Vol 8 (9) ◽  
pp. 271 ◽  
Author(s):  
Baratali Rezapour ◽  
Firoozeh Mostafavi ◽  
Hamid Reza Khalkhali
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Positive Impact ◽  
Vigorous Physical Activity ◽  
School Students ◽  
School Based Intervention ◽  
School Based ◽  
Sedentary Life Style

<p><strong>OBJECTIVES:</strong> Students attend sedentary life style and less like vigorous physical activity. This study investigated the effects of School-based intervention<strong> </strong>on increasing physical activity for decreasing obesity among high-school obese and overweight boys, based on the components of PRECEDE PROCEED Model, to participate in median - vigorous physical activity among the first Period of high school boys in the city of Urmia, Iran</p><p><strong>METHODS:</strong> This study was an experimental intervention that conducted at 4 high schools that were divided into 2 groups of intervention (40) and the control (40) male students, schools in junior high schools in Urmia.</p><p><strong>RESULTS:</strong> Three and six months after the intervention, significant differences were found between the experimental and control groups of schools, in the amount of students’ participation in vigorous physical activity (p&lt;0.01).</p><p><strong>CONCLUSIONS:</strong> According to the results, the school-based intervention and components of PRECEDE PROCEED Model had a positive impact on the improvement of physical activity and decrease in physical inactivity among the students.</p>

scholarly journals High School Students Voice Regarding School-based Physical Activity: Perceived Barriers and Facilitating Factors

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Marie Dubuc ◽  
Seira Fortin-Suzuki ◽  
Sylvie Beaudoin ◽  
Felix Berrigan ◽  
Sylvain Turcotte
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Focus Groups ◽  
Qualitative Content Analysis ◽  
School Students ◽  
Online Questionnaire ◽  
Physical Activity Interventions ◽  
School Based ◽  
Facilitating Factors

Objective: To contribute to the development of tailored school-based physical activity interventions, in this study, we aimed to identify the perceived facilitating factors and barriers of high school students toward their physical activity in the school environment. Methods: A total of 139 students from 4 different high schools completed an online questionnaire comprising open-ended questions on their perceived facilitating factors and barriers toward their physical activity at school. Thereafter, 100 of these students participated in one of the 16 focus groups designed to deepen students’ responses regarding their perceived facilitating factors and barriers. Qualitative content analysis was performed to classify data according to the Social-Ecological Model. Results: Through questionnaires, students mostly identified intrapersonal elements as facilitating factors and barriers to their practice of physical activity, as opposed to institutional factors during the focus groups. Girls strongly valued the characteristics of the interventions and of the involved school stakeholders. Conclusions: Our results allow us to qualify the current understanding of high school students’ perceived facilitating factors and barriers toward school-based physical activity and strengthen the relevance of surveying students prior to the development and implementation of physical activity interventions.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

Characteristics of headaches in Japanese elementary and junior high school students: A school-based questionnaire survey

2017 ◽  
Vol 39 (9) ◽  
pp. 791-798 ◽  
Author(s):  
Masahide Goto ◽  
Koji Yokoyama ◽  
Yasuyuki Nozaki ◽  
Koichi Itoh ◽  
Ryou Kawamata ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Questionnaire Survey ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
School Based
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