scholarly journals Building Resilience During COVID-19: Recommendations for Adapting the DREAM Program – Live Edition to an Online-Live Hybrid Model for In-Person and Virtual Classrooms

2021 ◽  
Vol 12 ◽  
Author(s):  
Julia Parrott ◽  
Laura L. Armstrong ◽  
Emmalyne Watt ◽  
Robert Fabes ◽  
Breanna Timlin
Keyword(s):  
Mental Health ◽  
Academic Success ◽  
Well Being ◽  
Positive Development ◽  
Gifted Children ◽  
Social Emotional ◽  
Social Challenges ◽  
Life Trajectory ◽  
Action Process ◽  
Universal Applicability

In standard times, approximately 20% of children and youth experience significant emotional, behavioral, or social challenges. During COVID-19, however, over half of parents have reported mental health symptoms in their children. Specifically, depressive symptoms, anxiety, contamination obsessions, family well-being challenges, and behavioral concerns have emerged globally for children during the pandemic. Without treatment or prevention, such concerns may hinder positive development, personal life trajectory, academic success, and inhibit children from meeting their potential. A school-based resiliency program for children (DREAM) for children was developed, and the goal of this study was to collaborate with stakeholders to translate it into an online-live hybrid. Our team developed a methodology to do this based on Knowledge Translation-Integration (KTI), which incorporates stakeholder engagement throughout the entire research to action process. KTI aims to ensure that programs are acceptable, sustainable, feasible, and credible. Through collaboration with parents and school board members, qualitative themes of concerns, recommendations and validation were established, aiding in meaningful online-live translation. Even though the original program was developed for intellectually gifted children, who are at greater risk for mental health concerns, stakeholders suggested using the program for both gifted and non-gifted children, given the universal applicability of the tools, particularly during this pandemic time period when mental health promotion is most relevant. An online-live approach would allow students studying at home and those studying in the classroom to participate in the program. Broader implications of this study include critical recommendations for the development of both online-live school programs in general, as well as social-emotional literacy programs for children.

scholarly journals Parenting the Exceptional Social-Emotional Needs of Gifted and Talented Children: What Do We Know?

Children ◽  
2021 ◽  
Vol 8 (11) ◽  
pp. 953
Author(s):  
Dimitrios Papadopoulos
Keyword(s):  
Gifted And Talented ◽  
Personal Growth ◽  
Well Being ◽  
Developmental Trajectory ◽  
Positive Development ◽  
Gifted Children ◽  
Emotional Needs ◽  
Social Emotional ◽  
Authoritarian Parenting ◽  
Caregiving Roles

Parenting gifted and talented (G/T) children is a journey with unique experiences that can differ from the lived experiences of parents raising non-gifted and talented children. These unique experiences typically raise concerns, influence decisions, and exacerbate stress and anxiety regarding the children’s future development and education. The purpose of this paper is to provide an overview of the current literature in order to highlight the topic of parenting G/T children with a focus on their exceptional social-emotional needs. Studies support the conclusion that significant determinants of G/T children’s personal growth are authoritative parenting, which provides autonomy and self-motivation, and parents’ behaviors and attitudes toward the exceptional needs of G/T children. Conversely, authoritarian parenting negatively impacts children’s well-being and mental health, impeding the positive development of the child’s potential. Enhancing the caregiving capacity of family members—by reducing the stress associated with their parenting and caregiving roles—can have a powerful impact on the developmental trajectory of gifted children.

Supporting Students' Mental Health and Academic Success Through Mobile App and IoT

2019 ◽  
pp. 703-719
Author(s):  
Karolina Baras ◽  
Luísa Soares ◽  
Carla Vale Lucas ◽  
Filipa Oliveira ◽  
Norberto Pinto Paulo ◽  
...  
Keyword(s):  
Mental Health ◽  
College Students ◽  
Academic Success ◽  
Young People ◽  
Interpersonal Relationships ◽  
Time Management ◽  
Well Being ◽  
Mobile App ◽  
Management Guidelines ◽  
Health And Well Being

Smartphones have become devices of choice for running studies on health and well-being, especially among young people. When entering college, students often face many challenges, such as adaptation to new situations, establish new interpersonal relationships, heavier workload and shorter deadlines, teamwork assignments and others. In this paper, the results of four studies examining students' well-being and mental health as well as student's perception of challenges and obstacles they face during their academic journey are presented. In addition, a mobile application that acts as a complement to a successful tutoring project implemented at the authors' University is proposed. The application allows students to keep their schedules and deadlines in one place while incorporating virtual tutor features. By using both, the events from the student's calendar and his or her mood indicators, the application sends notifications accordingly. These notifications encompass motivational phrases, time management guidelines, as well as relaxation tips.

The Antecedents of Misdiagnosis: When Normal Behaviors of Gifted Children Are Misinterpreted As Pathological

2009 ◽  
Vol 25 (2) ◽  
pp. 131-143 ◽  
Author(s):  
Edward R Amend ◽  
Paul Beljan
Keyword(s):  
Mental Health ◽  
Emotional Development ◽  
Current Knowledge ◽  
Gifted Children ◽  
Specific Situation ◽  
Symptom Presentation ◽  
Gifted Child ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Not Otherwise Specified

A patient walks into the physician's office and presents with a unique set of symptoms. To the physician, this is an unknown illness—the symptom presentation is unusual, like nothing he has ever seen before. Despite a thorough search, there is no information about it in the medical journals, and he hadn't heard about anything like it in medical school. He consults with colleagues and finds they haven't seen this either. He wonders, ‘What is going on here?’ He realizes he is in uncharted territory and attempts to fit the patient's symptomatology into his existing knowledge, finally determining that it is close to Disorder X, but not completely. In the absence of information about the specific situation, the physician uses his current knowledge and framework to explain the situation as best he can. Does this situation sound unusual? Is this something one might expect? When it comes to gifted children, this situation is often more the norm than the exception. Gifted children come with a set of characteristics that are often unknown to a typical medical or mental health professional because professionals receive little, if any, training about the characteristics, social/emotional development, or special needs of gifted individuals. When a gifted child presents to a professional who has no knowledge of gifted children, it is likely that the professional will fit the presenting behaviors or ‘symptoms’ into a framework with which he is familiar, perhaps saying that it looks like this disorder or that disorder, but has an unusual presentation that does not fit any diagnostic criteria completely. He may use the Not Otherwise Specified label for the condition, and it is unlikely that the professional will use giftedness as a frame to explain the behavior, due to lack of experience or knowledge about giftedness. This paper explores and explains much of the inadvertent misdiagnosis of gifted individuals.

scholarly journals Developing Discipline among Students through Social-Emotional Learning: A New Model to Prevent and Reduce Behavior Problems

2015 ◽  
Vol 6 (2) ◽  
pp. 80-90
Author(s):  
Lee Moi Ching ◽  
Hadijah Jaffri .
Keyword(s):  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Positive Development ◽  
Discipline Problems ◽  
Social Emotional ◽  
Root Cause ◽  
Knowing That ◽  
Disciplinary Problems ◽  
Risky Behaviours

The disciplinary problem in schools is a major concern for government, educators, parents and society in Malaysia. Knowing that discipline problems will be dealt with fairly and consistently has been shown to have a dramatic impact on student well-being and achievement. This study discussed the discipline issues in Malaysia; the affects of reactive and punitive approach; root cause attributing to the students discipline problems; how to cope with the disciplinary problems; and using social-emotional learning (SEL) to develop discipline among students. SEL is a promising approach that is able to reduce risky behaviours, increase desirable behaviours and promoting positive development.

scholarly journals “A Study on The Levels Of Stress Among Post Graduate Students Of Dibrugarh University’’

2021 ◽  
Vol 58 (1) ◽  
pp. 5897-5907
Author(s):  
Sri Gaurab Pratim Hazarika, Dr. (Mrs.) Neeta Kalita Barua
Keyword(s):  
Mental Health ◽  
Academic Success ◽  
Graduate Students ◽  
Interpersonal Relationships ◽  
Negative Impact ◽  
Well Being ◽  
Psychological Process ◽  
Physical Wellbeing ◽  
Defensive Action ◽  
Adaptive Reaction

Stress is normally an unavoidable part of everyone’s life living in this world. It portrays a negative notion that can have an impact on one’s mental and physical well-being. Stress is always regarded as a psychological process that involves an individual’s personal interpretation and response to any threatening event. Stress is an unavoidable part of life everybody meet with stress in his/ her life; it can take a toll on students‟ physical health, mental health, and academic success and even on every part of life unless they discover to cope with it appropriately. Stress has a negative impact on one’s mental and physical wellbeing. Throughout a lifetime, one may experience thousands of different episodes of stress. It means that stress may be a normal, adaptive reaction to threat. Its role is to signal and prepare individuals to take defensive action. Take for instance, fear of things that present realistic threats motivates individuals to deal with them or avoid them. . College and Post Graduation students experience stress connected to changes in lifestyle, increased workload, new tasks, interpersonal relationships and a lot of other things. Tremendous levels of stress can hinder work efficacy and lead to meagre academic performance and at the same time it affects one’s overall happiness.

scholarly journals U-Flourish university students well-being and academic success longitudinal study: a study protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. e029854 ◽  
Author(s):  
Sarah Margaret Goodday ◽  
Daniel Rivera ◽  
Hannah Foran ◽  
Nathan King ◽  
Melissa Milanovic ◽  
...  
Keyword(s):  
Mental Health ◽  
Academic Success ◽  
Longitudinal Study ◽  
Emotional Health ◽  
Well Being ◽  
First Year ◽  
First Year Students ◽  
Oxford University ◽  
Queen's University

IntroductionOver 30% of Canadians between the ages of 16 and 24 years attend university. This period of life coincides with the onset of common mental illnesses. Yet, data to inform university-based mental health prevention and early intervention initiatives are limited. The U-Flourish longitudinal study based out of Queen’s University, Canada and involving Oxford University in the UK, is a student informed study funded by the Canadian Institute for Health Research Strategy for Patient Oriented Research (CIHR-SPOR). The primary goal of U-Flourish research is to examine the contribution of risk and resiliency factors to outcomes of well-being and academic success in first year students transitioning to university.Methods and analysisThe study is a longitudinal survey of all first-year undergraduate students entering Queen’s University in the fall term of 2018 (and will launch at Oxford University in fall of 2019). In accordance with the CIHR-SPOR definitions, students represent the target population (ie, patient equivalent). Student peer health educators were recruited to inform the design, content and implementation of the study. Baseline surveys of Queen’s first year students were completed in the fall of 2018, and follow-up surveys at the end of first year in the spring of 2019. Extensive student-led engagement campaigns were used to maximise participation rates. The baseline survey included measures of personal factors, family factors, environmental factors, psychological and emotional health, and lifestyle factors. Main outcomes include self-reported indicators of mental health at follow-up and mental health service access, as well as objective measures of academic success through linkage to university administrative and academic databases. A combination of mixed effects regression techniques will be employed to determine associations between baseline predictive factors and mental health and academic outcomes.Ethics and disseminationEthical approval was obtained by the Health Sciences and Affiliated Teaching Hospitals Research Ethics Board (HSREB) (#6023126) at Queen’s University. Findings will be disseminated through international and national peer-reviewed scientific articles and other channels including student-driven support and advocacy groups, newsletters and social media.

scholarly journals The mental health of university students during the COVID-19 pandemic: An online survey in the UK

PLoS ONE ◽  
2022 ◽  
Vol 17 (1) ◽  
pp. e0262562
Author(s):  
Tianhua Chen ◽  
Mike Lucock
Keyword(s):  
Mental Health ◽  
Academic Success ◽  
University Students ◽  
Online Survey ◽  
Early Stage ◽  
Well Being ◽  
Health Issues ◽  
The North ◽  
Mental Health Support ◽  
The Uk

Higher education students’ mental health has been a growing concern in recent years even before the COVID-19 pandemic. The stresses and restrictions associated with the pandemic have put university students at greater risk of developing mental health issues, which may significantly impair their academic success, social interactions and their future career and personal opportunities. This paper aimed to understand the mental health status of University students at an early stage in the pandemic and to investigate factors associated with higher levels of distress. An online survey including demographics, lifestyle/living situations, brief mental well-being history, questions relating to COVID-19 and standardised measures of depression, anxiety, resilience and quality of life was completed by 1173 students at one University in the North of England. We found high levels of anxiety and depression, with more than 50% experiencing levels above the clinical cut offs, and females scoring significantly higher than males. The survey also suggested relatively low levels of resilience which we attribute to restrictions and isolation which reduced the opportunities to engage in helpful coping strategies and activities rather than enduring personality characteristics. Higher levels of distress were associated with lower levels of exercising, higher levels of tobacco use, and a number of life events associated with the pandemic and lockdown, such as cancelled events, worsening in personal relationships and financial concerns. We discuss the importance of longer-term monitoring and mental health support for university students.

scholarly journals Cultivating spiritual resources for improving undergraduate student’s mental health

2018 ◽  
Vol 1 (3) ◽  
pp. 14
Author(s):  
Irwan Nuryana Kurniawan
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Social Desirability ◽  
Emotional Health ◽  
Positive Association ◽  
Well Being ◽  
Social Emotional ◽  
Correlational Design ◽  
Spiritual Resources

The increasing number of students coming to the university’s guidance and counselling unit demonstrates the need for more serious and systemic efforts to deal with students’ mental health. Previous studies have shown that religion has significant contribution to the human mental health and psychological well-being. This study specifically examined the role of one of the spiritual resources that get emphasis in Islamic teachings that is “Tawakal toward Allah SubhanahuwaTa’ala” to the undergraduate students’ mental health. To test the research hypothesis that asserted there is a positive relationship between surrender to God and social-emotional health, current study uses correlational design. The study involved 57 undergraduate students of the statistic class at Psychology Department of Islamic University of Indonesia, Yogyakarta and Surrender to God Scale (Wong-McDonald & Gorsuch, 2000) and Social-Emotional Health Survey (Furlong, You, Shishim, & Dowdy, 2017) were administered to them. When social desirability on the relationship between surrender to God and social-emotional health was controlled, partial correlation r (56) = .510, p = .001was found.The result suggests that there was a significant and strongly positive association between surrender to God and students’ social-emotional health when controlling social desirability scores

Social Emotional Learning as a Lever for High School Student Mental Health and Academic Success

2021 ◽  
pp. 148-165
Author(s):  
Kimberly Reed ◽  
Tara Madden-Dent
Keyword(s):  
Mental Health ◽  
High School ◽  
Academic Success ◽  
Classroom Management ◽  
Management Practices ◽  
Social Emotional Learning ◽  
American Southwest ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social Studies Teacher

The following case study demonstrates how one high school Social Studies teacher embedded social emotional learning (SEL) into content and classroom management practices for eight years at a large urban school in the American Southwest. The collected data (e.g., teacher reflections, student reflections) provide a variety of viewpoints around how SEL influenced the teacher and student experience. Through collective analysis, this study's qualitative data contributes to new understanding of the importance of social, emotional, and academic development practices in high schools for students and teachers, especially around supporting classroom safety, mental health, and wellness.

Social treatments

Psychiatry ◽  
2019 ◽  
Author(s):  
Rebecca McKnight ◽  
Jonathan Price ◽  
John Geddes
Keyword(s):  
Mental Health ◽  
Bipolar Disorder ◽  
Social Worker ◽  
Social Stigma ◽  
Antisocial Behaviour ◽  
Well Being ◽  
Housing Associations ◽  
Social Challenges ◽  
Social Interventions ◽  
The Individual

The most common approach to providing comprehen­sive treatment for patients with mental health prob­lems is the biopsychosocial model. This chapter will focus on social interventions. The majority of patients with a mental disorder will have some social difficulties. This might include needing time off work temporarily while unwell, or finding more appropriate accommodation or employ­ment. These patients can usually be helped by giving general support and advice, perhaps with minimal input from a social worker or the voluntary sector. Patients with severe, enduring mental illnesses often have much more complex social challenges. These typ­ically involve multiple areas and have usually come about due to the individual’s illness reducing the skills they can draw upon to live independently. The process by which medicine helps patients to regain their inde­pendence after illness is called rehabilitation. The aim of rehabilitation is to reintegrate the individual back into their community and ensure their ongoing well-being. Ideally, rehabilitation aims to change the natural course of a psychiatric disorder, but more frequently it just assists the patient in making life changes that allow them to manage more satisfactorily in their en­vironment. The patients who most commonly benefit from rehabilitation are those with features including: … ● persistent psychopathology (e.g. ongoing hallucinations in schizophrenia); ● frequent relapses (e.g. mania or depression in bipolar disorder); ● social maladaption (e.g. isolation, chaotic antisocial behaviour). … The key benefits of rehabilitation include: … ● that the patient moves away from the ‘sick role’ and starts to see him- or herself as a well individual again; ● improvement in quality of life; ● reduction in relapses of bipolar disorder and psychotic illnesses; ● reduction in social stigma surrounding mental health disorders. … In the UK and many other countries, social workers are key players in arranging social interventions for pa­tients. However, in order for a rehabilitative process to be successful, it is essential that the multidisciplinary team (psychiatrist, GP, CPN, and social worker) all work together. The usual areas that a social worker can help with include the following: … ● Finances: help with claiming and managing benefits, managing money. ● Accommodation: applying for funding for social or supported accommodation, liaising with social housing associations or landlords.

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