Loneliness in Scottish Adolescents Before, During and After the First National UK Lockdown

2021 ◽  
Author(s):  
Charlotte Huggins ◽  
Archie Campbell ◽  
David Porteous ◽  
Drew M. Altschul
Keyword(s):  
Social Support ◽  
Young People ◽  
Well Being ◽  
Self Report ◽  
Long Term Effects ◽  
School Closures ◽  
School Based ◽  
Increase Risk ◽  
Resilience Training ◽  
Support Programmes

PurposeWhile lockdowns are essential in fighting the COVID-19 pandemic, school closures may increase risk of loneliness in adolescents. In this paper, we investigate how lockdown affects loneliness in adolescents and potential protective factors. MethodsThis study examines 768 young people in Scotland age 12 to 17, who took part in TeenCovidLife surveys during and after the first national lockdown in 2020. Survey 1 ran from May to July 2020, during the first school closures period. Survey 2 ran from August to October 2020, after schools reopened for most pupils. Participants reported current loneliness and pre-pandemic loneliness. Participants also completed self-report measures of resilience and social support.ResultsLoneliness increased from pre-pandemic levels during lockdown and then decreased when restrictions eased. However, loneliness remained significantly higher post-lockdown compared to pre-pandemic. Predictors of loneliness were assessed with ordinal logistic regression. Greater resilience was associated with lower loneliness at all stages of lockdown, but older teens were more likely to be lonely post-lockdown. Greater peer support was associated with lower loneliness before lockdown. However, during lockdown, family support was associated with lower loneliness. After schools re-opened, participants with greater social support from school staff were 15% less likely to be lonely.ConclusionLoneliness was higher during lockdown than before lockdown. Moreover, loneliness remained higher after lockdown than before lockdown. However, resilience and social support in school may protect against this lingering loneliness. Resilience training and school-based social support programmes may reduce the long-term effects of lockdown on well-being in young people.

scholarly journals P21: The influence of physical well-being, family and social support on the psychological and emotional quality of life dimensions of young people with HIV

2014 ◽  
Vol 17 (2(Suppl 1)) ◽  
Author(s):  
dos Santos Mendes Mónico Lisete ◽  
Nobre Lima Luiza ◽  
Arraiol Diana ◽  
Araújo Rodrigues Francisco Rafael ◽  
Meireles Cardeira Hélder
Keyword(s):  
Quality Of Life ◽  
Social Support ◽  
Young People ◽  
Well Being ◽  
Emotional Quality

Comprehensive Assessment of the Elderly Cancer Patient: The Feasibility of Self-Report Methodology

2002 ◽  
Vol 20 (3) ◽  
pp. 770-775 ◽  
Author(s):  
Sally S. Ingram ◽  
Pearl H. Seo ◽  
Robert E. Martell ◽  
Elizabeth C. Clipp ◽  
Martha E. Doyle ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Social Support ◽  
Cancer Patients ◽  
Daily Living ◽  
Older Patients ◽  
Age Groups ◽  
Well Being ◽  
Self Report ◽  
Younger Patients

PURPOSE: Comprehensive geriatric assessment (CGA) has aided the medical community greatly in understanding the quality-of-life issues and functional needs of older patients. With its professional team assessment approach, however, CGA may be time consuming and costly. The goal of the present study was to assess the ability of cancer patients to complete a self-administered CGA and then to characterize cancer patients across multiple domains and age groups. PATIENTS AND METHODS: Two hundred sixty-six male outpatient oncology patients at the Durham Veterans Affairs Medical Center were asked to fill out a survey assessing 10 domains (demographics, comorbid conditions, activities of daily living, functional status, pain, financial well being, social support, emotional state, spiritual well-being, and quality of life). RESULTS: Seventy-six percent of the patients who received their surveys and kept their appointments returned the assessment tool. Older oncology patients had significantly less education (P < .0001), income (P = .05), frequent exercise (P = .01), and chance of being disease free (P = .003) than younger patients. Other findings in older patients were a higher rate of marriage (P = .02), more difficulty in taking medications (P = .05), and less cigarette (P = .03) and alcohol (P = .03) use. Members of all age cohorts reported a sense of social support, with younger patients deriving this more from family and friends than older patients, and older patients deriving social support more from membership in religious communities than younger patients. No differences were found across age groups for number and impact of comorbid illnesses, number of medications, basic and instrumental activities of daily living, pain, overall health rating, financial adequacy, anxiety, depression, and quality of life. CONCLUSION: CGA can be conducted in an outpatient cancer community using a self-report format. Despite the fact that this population varied demographically across age groups and is limited to veterans, this study demonstrated remarkable similarities between younger and older cancer patients in terms of functional status, health states, and quality of life.

scholarly journals Physical Activity Habits and Well-Being among 6-Year-Old Children: The “Improving Umbrian Kids’ Healthy Lifestyle”, an Uncontrolled Pilot Study Project

2020 ◽  
Vol 17 (17) ◽  
pp. 6067
Author(s):  
Roberto Pippi ◽  
Livia Buratta ◽  
Alessandro Germani ◽  
Carmine Giuseppe Fanelli ◽  
Claudia Mazzeschi
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Physical Education ◽  
Healthy Lifestyle ◽  
Well Being ◽  
Self Report ◽  
Assessment Methodology ◽  
Height Ratio ◽  
School Based ◽  
Waist To Height Ratio

There is evidence that promoting physical activity programs and decreasing sedentary behavior is a potential strategy for improving health-outcomes, peer relationships and social/emotional well-being in at-risk youth. The World Health Organization recommends enhancing physical education and school-based programs with multi-component and evidence-based assessment methodology. In Umbria (Italy) an uncontrolled pilot study project referred to as “Improving Umbrian kids’ healthy lifestyle” was implemented as a systemic school-based intervention directed at 6-year-old primary school children. The intervention applied a consolidated assessment methodology developed by the C.U.R.I.A.Mo. and Eurobis projects that inserted two hours per week of physical education activity into the school curriculum, structured and supervised by specialists with Exercise and Sport Science degrees, for eight months (from October to June) of the school year. We measured anthropometric values (BMI, waist circumference, waist-to-height ratio index) with objective tools. Moreover, we evaluated physical performance variables (speed, strength, and flexibility) using standard tests. Additionally, self-report measures (measured physical activity during the week, sedentary habits, and psychological well-being) were assessed using validated questionnaires. We observed a significant decrease in waist to height ratio, and improvements in physical performance values and self-report questionnaire measures. Our study suggests that the promotion of physical activity in the school setting is likely to result in physically, mentally, and psycho-socially healthier primary-school-age children.

scholarly journals Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being

2020 ◽  
Vol 17 (20) ◽  
pp. 7358
Author(s):  
Tali Heiman ◽  
Dorit Olenik-Shemesh
Keyword(s):  
Social Support ◽  
High School Students ◽  
Indirect Effects ◽  
Self Efficacy ◽  
Structural Equation ◽  
Well Being ◽  
Self Report ◽  
Equation Modeling ◽  
Social Emotional ◽  
School Students

The current study examined whether perceived social support mediated the effects of loneliness and self-efficacy on well-being among students with or without a learning disability (LD). Participants included 834 elementary, middle, and high school students from Israel (29.6% students with LDs) who completed self-report questionnaires. The results of structural equation modeling indicate that social support mediates the indirect effects of age, gender, loneliness and self-efficacy on well-being. In addition, the results show differences between groups, as non-LD girls noted a higher self-efficacy and well-being than boys, and well-being had indirect effects in the non-LD group than in the LD group. These results indicate students with LDs have a unique social-emotional profile that affects their well-being. The study highlights the importance of enhancing self-efficacy and reducing loneliness in order to increase social support, thus predicting positive well-being. Effective and practical educational programs are needed for both groups across age and gender.

Intentional music use to reduce psychological distress in adolescents accessing primary mental health care

2018 ◽  
Vol 23 (4) ◽  
pp. 567-581 ◽  
Author(s):  
Katrina Skewes McFerran ◽  
Cherry Hense ◽  
Asami Koike ◽  
Debra Rickwood
Keyword(s):  
Mental Health ◽  
Young People ◽  
Feasibility Study ◽  
Well Being ◽  
Small Sample ◽  
Self Report ◽  
Music Preferences ◽  
Mixed Methods Approach ◽  
Case Examples ◽  
Insight Into

Rationale: Many young people turn to music as a way of exploring and managing their moods and emotions. The literature is replete with studies that correlate music preferences and mental health, as well as a small but increasing interest in uses of music to promote well-being. Recent studies have shown that music use is often unconscious, thus difficult to influence without therapeutic conversations. No study has yet tested whether it is feasible to increase awareness of music use in young people who tend to ruminate with music, and test whether increased awareness can reduce distress. Design: This feasibility study aimed to determine whether involvement in a brief music-based intervention was engaging and acceptable to a small sample of young people, and whether their levels of distress decreased and insight into music uses increased. A mixed methods approach was adopted, merging scores of distress and self-reported experience of the intervention to foster interpretation. Results: Convergent analysis of the different data forms suggests that at least some of the measurable decreases in distress captured for all of the participants were related to participation in the sessions, according to the self-report of a number of the young people in interviews. This is demonstrated through descriptive data compiled under two key themes (Agency and Changed Uses) and illustrated through three case examples that were drawn largely from the words of the young people. Conclusion: This feasibility study suggests that young people’s relationship with music provides a powerful platform for leveraging engagement in services and improvements in distress, when well timed and carefully scaffolded.

Psychological Functioning of Children with Craniofacial Anomalies and Their Mothers: Follow-Up from Late Infancy to School Entry

1993 ◽  
Vol 30 (5) ◽  
pp. 482-489 ◽  
Author(s):  
Matthew L. Speltz ◽  
Kathi Morton ◽  
Elizabeth W. Goodell ◽  
Sterling K. Clarren
Keyword(s):  
Social Support ◽  
Behavior Problem ◽  
Psychological Functioning ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Well Being ◽  
Self Report ◽  
Craniofacial Anomalies ◽  
Sagittal Synostosis ◽  
Observational Measures

Twenty-three mothers and their 5- to 7-year-old children with craniofacial anomalies (CFA) who were assessed during the child's infancy were followed. Three types of CFA were Included: cleft lip and palate (CLP), isolated cleft palate (CP), and sagittal synostosis. Measures of child status focused on behavior-problem frequency and self-concept. Mothers completed self-report measures of emotional well-being, marital satisfaction, and social support. Results Indicated that (1) a sizable minority (18%) of the children with CFA had clinically significant behavior-problem scores shown in concordant reports by parent and teacher of behavior problems; (2) Individual differences In child functioning within the CFA group were predicted by observational measures of earlier mother-Infant interaction during play and teaching situations; (3) mothers of children with CLP reported less favorable social support than mothers of children with CP or sagittal synostosis.

Type a Behavior, Social Support, Stress, and Physical and Psychological Well-Being among Japanese Women

1998 ◽  
Vol 83 (2) ◽  
pp. 711-717 ◽  
Author(s):  
Katsunori Sumi
Keyword(s):  
Social Support ◽  
College Students ◽  
Type A ◽  
Well Being ◽  
Type A Behavior ◽  
Self Report ◽  
Female College Students ◽  
Psychological Well Being ◽  
Japanese Female ◽  
Lower Social Support

The present study examined the relationships among self-report scores for Type A behavior, social support, and stress, and those for physical and psychological well-being among 152 Japanese female college students. Significant interactions were found between scores for Type A behavior and social support, indicating that individuals who report higher Type A behavior as well as higher social support tended to rate their physical and psychological well-being higher than those who reported higher Type A behavior but lower social support.

Depression in Young People: A National School-Based Initiative for Prevention, Early Intervention and Pathways for Care

2002 ◽  
Vol 10 (2) ◽  
pp. 134-138 ◽  
Author(s):  
Jane Burns ◽  
Ian Hickie
Keyword(s):  
Young People ◽  
Intervention Strategy ◽  
Well Being ◽  
Whole School ◽  
Education And Health ◽  
School Based ◽  
National School ◽  
The Social ◽  
Whole School Approach ◽  
The Individual

Objective: To describe the national school-based initiative of ‘beyondblue’. Conclusions: The goals of the initiative are: to reduce levels of depressive symptoms in young people, to promote emotional well-being in adolescence and to increase the capacity of organisations to design, implement and evaluate interventions relevant to the prevention of depression. The theoretical framework underpinning the program will build on expertise and evidence-based research from both the education and health sectors while the proposed initiative will draw on the existing capacity of school systems. The program will target not only the specific needs of individual students but will combine this targeted approach with a whole-school approach that addresses the quality of the social climate in which the individual is situated. The intervention strategy in partnership with the education sector will seek to make changes in the schools' social and learning environments, introduce relevant and important life skills through the curriculum, and strengthen structures that promote links between the school, families and communities.

scholarly journals School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment

2020 ◽  
Vol 2 (4) ◽  
pp. 491-508 ◽  
Author(s):  
C. Kirabo Jackson ◽  
Shanette C. Porter ◽  
John Q. Easton ◽  
Alyssa Blanchard ◽  
Sebastián Kiguel
Keyword(s):  
High School ◽  
Public Schools ◽  
Test Score ◽  
Value Added ◽  
High School Completion ◽  
Well Being ◽  
Socioemotional Development ◽  
Self Report ◽  
School Based ◽  
College Going

Using value-added models on data from Chicago Public Schools, we find that high schools impact students' self-reported socioemotional development (SED) by enhancing social well-being and promoting hard work. Conditional on their test score impacts, schools that improve SED in ninth grade reduce school-based arrests and increase high school completion and college going. For most longer-run outcomes, using both SED and test score value added more than doubles the variance of the explained school effect relative to using test score value added alone. Results suggest that high school impacts on SED can be captured using self-report surveys and SED can be fostered by schools to improve longer-run outcomes. (JEL I21, J24, K42)

scholarly journals Using Participatory Design Methodologies to Co-Design and Culturally Adapt the Spanish Version of the Mental Health eClinic: Qualitative Study

10.2196/14127 ◽  
2019 ◽  
Vol 21 (8) ◽  
pp. e14127 ◽  
Author(s):  
Laura Ospina-Pinillos ◽  
Tracey Davenport ◽  
Antonio Mendoza Diaz ◽  
Alvaro Navarro-Mancilla ◽  
Elizabeth M Scott ◽  
...  
Keyword(s):  
Mental Health ◽  
Young People ◽  
Health Professionals ◽  
Help Seeking ◽  
Participatory Design ◽  
Well Being ◽  
Self Report ◽  
User Testing ◽  
Spanish Speaking ◽  
English Speaking

Background The Mental Health eClinic (MHeC) aims to deliver best-practice clinical services to young people experiencing mental health problems by making clinical care accessible, affordable, and available to young people whenever and wherever they need it most. The original MHeC consists of home page with a visible triage system for those requiring urgent help; a online physical and mental health self-report assessment; a results dashboard; a booking and videoconferencing system; and the generation of a personalized well-being plan. Populations who do not speak English and reside in English-speaking countries are less likely to receive mental health care. In Australia, international students have been identified as disadvantaged compared with their peers; have weaker social support networks; and have higher rates of psychological distress. This scenario is acquiring significant relevance as Spanish-speaking migration is rapidly growing in Australia, and the mental health services for culturally and linguistically diverse populations are limited. Having a Spanish version (MHeC-S) of the Mental Health eClinic would greatly benefit these students. Objective We used participatory design methodologies with users (young people aged 16-30 years, supportive others, and health professionals) to (1) conduct workshops with users to co-design and culturally adapt the MHeC; (2) inform the development of the MHeC-S alpha prototype; (3) test the usability of the MHeC-S alpha prototype; (4) translate, culturally adapt, and face-validate the MHeC-S self-report assessment; and (5) collect information to inform its beta prototype. Methods A research and development cycle included several participatory design phases: co-design workshops; knowledge translation; language translation and cultural adaptation; and rapid prototyping and user testing of the MHeC-S alpha prototype. Results We held 2 co-design workshops with 17 users (10 young people, 7 health professionals). A total of 15 participated in the one-on-one user testing sessions (7 young people, 5 health professionals, 3 supportive others). We collected 225 source documents, and thematic analysis resulted in 5 main themes (help-seeking barriers, technology platform, functionality, content, and user interface). A random sample of 106 source documents analyzed by 2 independent raters revealed almost perfect agreement for functionality (kappa=.86; P<.001) and content (kappa=.92; P<.001) and substantial agreement for the user interface (kappa=.785; P<.001). In this random sample, no annotations were coded for help-seeking barriers or the technology platform. Language was identified as the main barrier to getting medical or psychological services, and smartphones were the most-used device to access the internet. Acceptability was adequate for the prototype’s 5 main elements: home page and triage system, self-report assessment, dashboard of results, booking and video visit system, and personalized well-being plan. The data also revealed gaps in the alpha prototype, such as the need for tailored assessment tools and a greater integration with Spanish-speaking services and communities. Spanish-language apps and e-tools, as well as online mental health information, were lacking. Conclusions Through a research and development process, we co-designed and culturally adapted, developed and user tested, and evaluated the MHeC-S. By translating and culturally adapting the MHeC to Spanish, we aimed to increase accessibility and availability of e-mental health care in the developing world, and assist vulnerable populations that have migrated to English-speaking countries.

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