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Drevland IS, Asbjørnslett M, Sveen U, Groven KS. Occupational experiences and their importance for young peoples' mental health. Scand J Occup Ther 2024; 31:2341779. [PMID: 38626736 DOI: 10.1080/11038128.2024.2341779] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Accepted: 04/07/2024] [Indexed: 04/18/2024]
Abstract
BACKGROUND Young peoples' mental health challenges have increased in recent years to become an urgent public health issue. Research is required to gain a better understanding of how occupations influence young peoples' everyday lives and support their mental health. AIM How do young people experience engaging in various occupations in their daily lives, and how do these experiences shape their mental health? METHOD Semi-structured interviews were conducted with 12 Norwegian young people aged 13-16 years. Verbatim transcriptions of the interviews were analysed using thematic analysis. RESULTS Four core themes emerged: 'doing' for balance and stability; self-discovery through doing; intentional doing to recharge and feel free; and reflecting on the consequences of doing social media. CONCLUSIONS Young peoples' occupational experiences shape their mental health in several ways: they serve as coping strategies, as a means to experience joy and accomplishment, and as a source of routines and opportunities for relaxation. We suggest that health-promoting initiatives for young people would strongly benefit from the inclusion of an occupational perspective.
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Affiliation(s)
- Ingvill Sørensen Drevland
- Department of Rehabilitation Science and Health Technology, Oslo Metropolitan University, Oslo, Norway
| | - Mona Asbjørnslett
- Department of Rehabilitation Science and Health Technology, Oslo Metropolitan University, Oslo, Norway
| | - Unni Sveen
- Department of Rehabilitation Science and Health Technology, Oslo Metropolitan University, Oslo, Norway
- Department of Physical Medicine and Rehabilitation, Oslo University Hospital, Oslo, Norway
| | - Karen Synne Groven
- Department of Rehabilitation Science and Health Technology, Oslo Metropolitan University, Oslo, Norway
- Faculty of Health Sciences, VID Specialized University Oslo, Oslo, Norway
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de la Higuera-Romero J, Candelas-Muñoz A, Jiménez-González A, Castañeda-Jiménez C, Fuica-Pereg P, Zurita-Carrasco M, Martínez-Fernandez-Repeto E, Senín-Calderón C. Spanish adaptation and validation of the Peer Mental Health Stigmatization Scale (PMHSS-24). REVISTA DE PSIQUIATRIA Y SALUD MENTAL 2022; 15:176-184. [PMID: 36167643 DOI: 10.1016/j.rpsmen.2022.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2020] [Accepted: 06/15/2020] [Indexed: 06/16/2023]
Abstract
INTRODUCTION There is currently a growing interest in interventions aimed at the reduction of stigma towards people with emotional difficulties in adolescents. Unfortunately, the number of scales available in Spanish to assess stigma at these ages is limited. This paper aims to adapt and validate the scale of stigmatizing attitudes towards mental health among peers (Peer Mental Health Stigmatization Scale PMHSS-24). MATERIAL AND METHODS A total of 443 adolescents (46.6% female and 53.7% male) between 13 and 17 years of age participated (Mage = 14.64; SD = 0.83) in the 3rd and 4th grades of Obligatory Secondary Education. The internal consistency of the test was calculated, an exploratory factorial analysis (EFA) was performed with half of the sample and a confirmatory one (CFA) with the other half, and the invariance of measurement of the scale through sex was found. RESULTS The EFA showed a two-factor structure for the negative scale (53% of the variance explained) and another 2 for the positive scale (62% of the variance explained). The CFA corroborated the factor structure with appropriate goodness-of-fit indicators (CFI > 0.95; NNFI > 0.95, SRMR < 0.08, RMSEA < 0.08). Factor loads ranged from 0.49 to 0.89, with α factor correlation between r = 0.53 and 0.45. Both subscales exhibited optimal alpha values (negative 0.94 and positive 0.81). The scale was invariant between the sexes. CONCLUSIONS The data suggest that PMHSS-24 may be a useful scale for the initial screening of the stereotypes exhibited by adolescents toward people with mental illness.
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Affiliation(s)
| | - Andrea Candelas-Muñoz
- Unidad de Gestión Clínica de Salud Mental, Hospital Universitario de Puerto Real, Cádiz, Spain
| | - Andrea Jiménez-González
- Unidad de Gestión Clínica de Salud Mental, Hospital Universitario de Puerto Real, Cádiz, Spain
| | | | - Paula Fuica-Pereg
- Unidad de Gestión Clínica de Salud Mental, Hospital Universitario de Puerto Real, Cádiz, Spain
| | - María Zurita-Carrasco
- Unidad de Gestión Clínica de Salud Mental, Hospital Universitario de Puerto Real, Cádiz, Spain
| | | | - Cristina Senín-Calderón
- Departamento de Psicología, Facultad de CC de la Educación, Universidad de Cádiz, Cádiz, Spain
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Morgado TMM, Loureiro LMDJ, Rebelo Botelho MA. Acceptability and Feasibility of the ProLiSMental Psychoeducational Intervention to Promote Adolescents' Mental Health Literacy on Anxiety in a School Context. Issues Ment Health Nurs 2022; 43:532-542. [PMID: 34913800 DOI: 10.1080/01612840.2021.1999541] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The ProLiSMental psychoeducational intervention intends to promote adolescents' mental health literacy on anxiety, facilitating their access, understanding, evaluation, and use of effective mental health information. This study aimed to assess the acceptability and feasibility of that intervention in a school context and improve its content, structure, and procedure. A convenience sample of seventeen participants has been recruited: eleven students (mean age = 14.09 years, SD = 0,30) and six education and health professionals (mean age = 53.00 years, SD = 4,05). High levels of acceptability and feasibility of the ProLiSMental psychoeducational intervention were observed and important improvements were made.
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Affiliation(s)
- Tânia Manuel Moço Morgado
- Hospital Pediátrico, Centro Hospitalar e Universitário de Coimbra, Coimbra, Portugal.,Nursing, Health Sciences Research Unit, Coimbra, Portugal.,Center for Health Technology and Services Research, NursID: Innovation & Development in Nursing, Porto, Portugal
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Mansfield R, Santos J, Deighton J, Hayes D, Velikonja T, Boehnke JR, Patalay P. The impact of the COVID-19 pandemic on adolescent mental health: a natural experiment. ROYAL SOCIETY OPEN SCIENCE 2022; 9:211114. [PMID: 35601452 PMCID: PMC9043696 DOI: 10.1098/rsos.211114] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 04/06/2022] [Indexed: 05/19/2023]
Abstract
Despite widespread concern about the impact of COVID-19 on adolescent mental health, there remains limited empirical evidence that can causally attribute changes to the pandemic. The current study aimed to overcome existing methodological limitations by exploiting a serendipitously occurring natural experiment within two ongoing, multi-phase cluster randomized controlled trials. Depressive symptoms (primary outcome), externalizing difficulties and life satisfaction (secondary outcomes) were assessed at baseline (phase 1 [pre-COVID-19 group]: September - October 2018, phase 2 [COVID-19 group]: September - October 2019) and 1-year follow-up (pre-COVID-19 group: January - March 2020, COVID-19 group: February - April 2021). Participants in phase 1 (N = 6419) acted as controls. In phase 2, participants (N = 5031) were exposed to the COVID-19 pandemic between the baseline and follow-up assessments providing a natural experimental design. The primary analysis used a random intercept linear multivariable regression model with phase (exposure to the COVID-19 pandemic) included as the key predictor while controlling for baseline scores and individual and school-level covariates. Depressive symptoms were higher and life satisfaction scores lower in the group exposed to the COVID-19 pandemic. Had the COVID-19 pandemic not occurred, we estimate that there would be 6% fewer adolescents with high depressive symptoms. No effect of exposure to the pandemic on externalizing difficulties was found. Exploratory analyses to examine subgroup differences in impacts suggest that the negative impact of the COVID-19 pandemic on adolescent mental health may have been greater for females than males. Given the widespread concern over rising adolescent mental health difficulties prior to the pandemic, this paper quantifies the additional impacts of the pandemic. A properly resourced, multi-level, multi-sector public health approach for improving adolescent mental health is necessary. Following in-principle acceptance, the approved Stage 1 version of this manuscript was preregistered on the OSF at https://doi.org/10.17605/OSF.IO/B25DH. This preregistration was performed prior to data analysis.
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Affiliation(s)
- Rosie Mansfield
- Centre for Longitudinal Studies, Social Research Institute, University College London, London, UK
| | - Joao Santos
- Manchester Institute of Education, University of Manchester, Manchester, UK
| | - Jessica Deighton
- Evidence Based Practice Unit, UCL and Anna Freud National Centre for Children, and Families, London, UK
| | - Daniel Hayes
- Evidence Based Practice Unit, UCL and Anna Freud National Centre for Children, and Families, London, UK
- Health Service and Population Research, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Tjasa Velikonja
- Evidence Based Practice Unit, UCL and Anna Freud National Centre for Children, and Families, London, UK
| | - Jan R. Boehnke
- School of Health Sciences, University of Dundee, Dundee, UK
| | - Praveetha Patalay
- Centre for Longitudinal Studies, Social Research Institute, University College London, London, UK
- MRC Unit for Lifelong Health and Ageing, Population Science and Experimental Medicine, University College London, London, UK
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Barriers and Facilitators to Sustaining School-Based Mental Health and Wellbeing Interventions: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19063587. [PMID: 35329276 PMCID: PMC8949982 DOI: 10.3390/ijerph19063587] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Revised: 03/11/2022] [Accepted: 03/15/2022] [Indexed: 02/02/2023]
Abstract
Despite an increasing focus on schools to deliver support and education around mental health and wellbeing, interventions are often not sustained beyond initial funding and research. In this review, the barriers and facilitators to sustaining mental health and wellbeing interventions in schools are explored. A systematic review was conducted using keywords based on the terms: 'sustainability', 'school', 'intervention', 'mental health', and 'emotional wellbeing'. Six online databases (PsycINFO, Embase, MEDLINE, British Education Index, ERIC, and Web of Science) and relevant websites were searched resulting in 6160 unique references. After screening, 10 articles were included in the review and extracted data were qualitatively synthesized using thematic analysis. Data synthesis led to the identification of four sustainability factors at the school level (school leadership, staff engagement, intervention characteristics, and resources) and one at the wider system level (external support). These factors were separated into 15 themes and discussed as barriers and facilitators to sustainability (for example, school culture and staff turnover). Most articles included no definition of sustainability, and nearly all barriers and facilitators were discussed at the school level. The findings suggest that more longitudinal and theory-driven research is required to develop a clearer picture of the sustainability process.
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Moore A, Ashworth E, Mason C, Santos J, Mansfield R, Stapley E, Deighton J, Humphrey N, Tait N, Hayes D. ‘Shall We Send a Panda?’ A Practical Guide to Engaging Schools in Research: Learning from Large-Scale Mental Health Intervention Trials. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19063367. [PMID: 35329052 PMCID: PMC8950538 DOI: 10.3390/ijerph19063367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/17/2022] [Revised: 03/08/2022] [Accepted: 03/09/2022] [Indexed: 12/04/2022]
Abstract
The substantial time that children and young people spend in schools makes them important sites to trial and embed prevention and early intervention programmes. However, schools are complex settings, and it can be difficult to maintain school engagement in research trials; many projects experience high levels of attrition. This commentary presents learning from two large-scale, mixed-methods mental health intervention trials in English schools. The paper explores the barriers and challenges to engaging schools in promotion or early intervention research and offers detailed recommendations for other researchers.
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Affiliation(s)
- Anna Moore
- Evidence Based Practice Unit (EBPU), Anna Freud National Centre for Children and Families and University College London (UCL), 4-8 Rodney Street, London N1 9JH, UK; (E.S.); (J.D.); (D.H.)
- Correspondence: ; Tel.: +44-(0)20-7443-2205
| | - Emma Ashworth
- School of Psychology, Liverpool John Moores University, Liverpool L3 5UX, UK;
| | - Carla Mason
- Manchester Institute of Education, The University of Manchester, Manchester M13 9PL, UK; (C.M.); (J.S.); (N.H.)
| | - Joao Santos
- Manchester Institute of Education, The University of Manchester, Manchester M13 9PL, UK; (C.M.); (J.S.); (N.H.)
| | - Rosie Mansfield
- Centre for Longitudinal Studies, University College London, London WC1E 6BT, UK;
| | - Emily Stapley
- Evidence Based Practice Unit (EBPU), Anna Freud National Centre for Children and Families and University College London (UCL), 4-8 Rodney Street, London N1 9JH, UK; (E.S.); (J.D.); (D.H.)
| | - Jessica Deighton
- Evidence Based Practice Unit (EBPU), Anna Freud National Centre for Children and Families and University College London (UCL), 4-8 Rodney Street, London N1 9JH, UK; (E.S.); (J.D.); (D.H.)
| | - Neil Humphrey
- Manchester Institute of Education, The University of Manchester, Manchester M13 9PL, UK; (C.M.); (J.S.); (N.H.)
| | - Nick Tait
- Anna Freud National Centre for Children and Families (AFNCCF), London N1 9JH, UK;
| | - Daniel Hayes
- Evidence Based Practice Unit (EBPU), Anna Freud National Centre for Children and Families and University College London (UCL), 4-8 Rodney Street, London N1 9JH, UK; (E.S.); (J.D.); (D.H.)
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Patafio B, Miller P, Baldwin R, Taylor N, Hyder S. A systematic mapping review of interventions to improve adolescent mental health literacy, attitudes and behaviours. Early Interv Psychiatry 2021; 15:1470-1501. [PMID: 33393231 DOI: 10.1111/eip.13109] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Revised: 11/18/2020] [Accepted: 12/13/2020] [Indexed: 12/20/2022]
Abstract
AIM The onset of mental illness is most common in adolescence, therefore mental health promotion efforts frequently target this age group. Evaluation literature in this area is largely segmented into specific domains in terms of settings, countries, and/or groups of young people, but an overall understanding and comparison across these areas is lacking. The current review aims to provide such an overview of interventions/programs which attempt to improve adolescents' mental health literacy, attitudes/stigma and behaviours. METHODS A systematic mapping review synthesized the strengths and weaknesses of published interventions/programs to improve mental health outcomes in youth. Ten databases and grey literature sources were searched, and results were categorized according to sample, location/setting, type of information presented, delivery and testing procedures, mental health outcome/s evaluated, and limitations. RESULTS One hundred and forty articles met the inclusion criteria; 126 were original records and 14 were reviews. Mental health literacy and attitudes/stigma were examined most frequently, and studies were predominantly conducted in school-based environments and high income economies. Intervention/program effectiveness varied across outcome/s measured, setting, and control group usage, with mental health literacy exhibiting the most positive changes overall. Common limitations included no long-term follow up or control group inclusion. CONCLUSIONS Despite generally positive changes seen throughout studies in this area, effectiveness differed across a range of methodological domains. Most research is conducted in schools and higher income economies, but the lack of investigation in other contexts (i.e., internet or community) or lower income countries suggests our understanding in this area is constrained.
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Affiliation(s)
- Brittany Patafio
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| | - Peter Miller
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| | - Ryan Baldwin
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| | - Nicholas Taylor
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| | - Shannon Hyder
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
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8
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Mansfield R, Humphrey N, Patalay P, Moore A, Stapley E. Adaptation of a school-based mental health literacy curriculum: from Canadian to English classrooms. Glob Ment Health (Camb) 2021; 8:e39. [PMID: 34703613 PMCID: PMC8518024 DOI: 10.1017/gmh.2021.38] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Revised: 08/16/2021] [Accepted: 09/10/2021] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND School-based mental health literacy (MHL) interventions are increasingly trialled outside of the country in which they were developed. However, there is a lack of published studies that qualitatively explore their cultural adaptation. This study investigated the reasons for adaptations made and suggested to a Canadian MHL curriculum (The Guide) within the English school context. METHOD Semi-structured interviews were conducted with 11 school staff responsible for the planning and/or implementation of The Guide across three schools in the South East of England, as part of the Education for Wellbeing (EfW) feasibility study. Transcripts were analysed using a hybrid, deductive-inductive thematic analysis. RESULTS Adaptations made and suggested included dropping and emphasising content, and adapting language, examples and references. Most adaptations were proactive and related to The Guide's implementation methods, including developing more interactive and student-led approaches. Staff Capacity and Expertise, Timetabling, and Accessibility of Resources were identified as logistical reasons for adaptations. Philosophical reasons included Consistency of Messages, Student Characteristics, Reducing Stigma and Empowering Students, National and Local Context, and Appropriate Pedagogic Practices. CONCLUSION Overall, recommendations were for immediately implementable lesson plans informed by teachers' knowledge about best pedagogic practices in England. Adequate training, attended by both senior leadership and those implementing, was also emphasised. While ensuring that the core components are clear, MHL interventions should be developed with a necessary level of flexibility to accommodate contextual characteristics. Future research should ensure that adaptations are captured through process and implementation evaluations conducted alongside efficacy trials.
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Affiliation(s)
- Rosie Mansfield
- Centre for Longitudinal Studies, University College London, London, UK
- Manchester Institute of Education, University of Manchester, Manchester, UK
| | - Neil Humphrey
- Manchester Institute of Education, University of Manchester, Manchester, UK
| | - Praveetha Patalay
- Centre for Longitudinal Studies, University College London, London, UK
- MRC Unit for Lifelong Health and Aging, University College London, London, UK
| | - Anna Moore
- Evidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UK
| | - Emily Stapley
- Evidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UK
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Mansfield R, Humphrey N, Patalay P. Educators' perceived mental health literacy and capacity to support students' mental health: associations with school-level characteristics and provision in England. Health Promot Int 2021; 36:1621-1632. [PMID: 33667299 PMCID: PMC8699399 DOI: 10.1093/heapro/daab010] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Conceptual frameworks for school-based, preventive interventions recognise that educators’ capacity is, in part, dependent on school-level characteristics. This study aimed to (i) examine the factor structure and internal consistency of the Mental Health Literacy and Capacity Survey for Educators (MHLCSE); (ii) assess responses in relation to supporting students’ mental health; (iii) describe schools’ mental health provision in terms of designated roles, training offered, and perceived barriers; (iv) investigate variance in MHLCSE outcomes explained by schools; and, (v) explore school-level predictors of educators’ perceived MHL and capacity after controlling for individual-level characteristics. A multi-level, cross-sectional design involving 710 educators across 248 schools in England was used, and secondary analyses of baseline data collected as part of the Education for Wellbeing Programme were conducted. Mental health provision data was available for 206 schools, of which 95% offered training to some staff, and 71% had a designated mental health lead. Secondary schools offered significantly more training than primary schools. Significant barriers included lack of capacity in Child and Adolescent Mental Health Services (CAMHS) and within school, and communication challenges between agencies. The amount of training offered by schools significantly predicted educators’ awareness and knowledge of mental health issues, treatments and services, legislation and processes for supporting students’ mental health and comfort providing active support, with increased training predicting higher scores. However, little variance was explained by schools (1.7–12.1%) and school-level variables (0.7–1.2%). Results are discussed in relation to current mental health and education policy in England.
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Affiliation(s)
- Rosie Mansfield
- Centre for Longitudinal Studies, University College London, WC1E 6BT, UK.,Institute of Education, University of Manchester, M13 9PL, UK
| | - Neil Humphrey
- Institute of Education, University of Manchester, M13 9PL, UK
| | - Praveetha Patalay
- Centre for Longitudinal Studies, University College London, WC1E 6BT, UK.,MRC Unit for Lifelong Health & Ageing, University College London, WC1E 6BT, UK
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Demkowicz O, Ashworth E, Mansfield R, Stapley E, Miles H, Hayes D, Burrell K, Moore A, Deighton J. Children and young people's experiences of completing mental health and wellbeing measures for research: learning from two school-based pilot projects. Child Adolesc Psychiatry Ment Health 2020; 14:35. [PMID: 32973921 PMCID: PMC7495852 DOI: 10.1186/s13034-020-00341-7] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Accepted: 09/08/2020] [Indexed: 11/27/2022] Open
Abstract
BACKGROUND In recent years there has been growing interest in child and adolescent mental health and wellbeing, alongside increasing emphasis on schools as a crucial site for research and intervention. This has coincided with an increased use of self-report mental health and wellbeing measures in research with this population, including in school-based research projects. We set out to explore the way that children and young people perceive and experience completing mental health and wellbeing measures, with a specific focus on completion in a school context, in order to inform future measure and research design. METHODS We conducted semi-structured interviews and focus groups with 133 participants aged 8-16 years following their completion of mental health and wellbeing measures as part of school-based research programmes, using thematic analysis to identify patterns of experience. FINDINGS We identified six themes: Reflecting on emotions during completion; the importance of anonymity; understanding what is going to happen; ease of responding to items; level of demand; and interacting with the measure format. CONCLUSIONS Our findings offer greater insight into children and young people's perceptions and experiences in reporting on their mental health and wellbeing. Such understanding can be used to support more ethical and robust data collection procedures in child and adolescent mental health research, both for data quality and ethical purposes. We offer several practical recommendations for researchers, including facilitating this in a school context.
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Affiliation(s)
- Ola Demkowicz
- grid.5379.80000000121662407Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Emma Ashworth
- grid.4425.70000 0004 0368 0654School of Psychology, Liverpool John Moores University, Liverpool, UK
| | - Rosie Mansfield
- grid.5379.80000000121662407Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Emily Stapley
- grid.466510.00000 0004 0423 5990Evidence Based Practice Unit (EBPU), University College London and the Anna Freud National Centre for Children and Families, London, UK
| | | | - Daniel Hayes
- grid.466510.00000 0004 0423 5990Evidence Based Practice Unit (EBPU), University College London and the Anna Freud National Centre for Children and Families, London, UK
| | - Kim Burrell
- grid.466510.00000 0004 0423 5990Evidence Based Practice Unit (EBPU), University College London and the Anna Freud National Centre for Children and Families, London, UK
| | - Anna Moore
- grid.466510.00000 0004 0423 5990Evidence Based Practice Unit (EBPU), University College London and the Anna Freud National Centre for Children and Families, London, UK
| | - Jessica Deighton
- grid.466510.00000 0004 0423 5990Evidence Based Practice Unit (EBPU), University College London and the Anna Freud National Centre for Children and Families, London, UK
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11
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de la Higuera-Romero J, Candelas-Muñoz A, Jiménez-González A, Castañeda-Jiménez C, Fuica-Pereg P, Zurita-Carrasco M, Martínez-Fernandez-Repeto E, Senín-Calderón C. Spanish adaptation and validation of the Peer Mental Health Stigmatization Scale (PMHSS-24). REVISTA DE PSIQUIATRIA Y SALUD MENTAL 2020; 15:S1888-9891(20)30073-2. [PMID: 32709572 DOI: 10.1016/j.rpsm.2020.06.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2020] [Revised: 06/09/2020] [Accepted: 06/15/2020] [Indexed: 11/22/2022]
Abstract
INTRODUCTION There is currently a growing interest in interventions aimed at the reduction of stigma towards people with emotional difficulties in adolescents. Unfortunately, the number of scales available in Spanish to assess stigma at these ages is limited. This paper aims to adapt and validate the scale of stigmatizing attitudes towards mental health among peers (Peer Mental Health Stigmatization Scale PMHSS-24). MATERIAL AND METHODS A total of 443 adolescents (46.6% female and 53.7% male) between 13 and 17 years of age participated (Mage=14.64; SD=.83) in the 3rd and 4th grades of Obligatory Secondary Education. The internal consistency of the test was calculated, an exploratory factorial analysis (EFA) was performed with half of the sample and a confirmatory one (CFA) with the other half, and the invariance of measurement of the scale through sex was found. RESULTS The EFA showed a two-factor structure for the negative scale (53% of the variance explained) and another 2for the positive scale (62% of the variance explained). The CFA corroborated the factor structure with appropriate goodness-of-fit indicators (CFI>.95; NNFI>.95, SRMR<.08, RMSEA<.08). Factor loads ranged from .49 to .89, with α factor correlation between r=.53 and .45. Both subscales exhibited optimal alpha values (negative .94 and positive .81). The scale was invariant between the sexes. CONCLUSIONS The data suggest that PMHSS-24 may be a useful scale for the initial screening of the stereotypes exhibited by adolescents toward people with mental illness.
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Affiliation(s)
| | - Andrea Candelas-Muñoz
- Unidad de Gestión Clínica de Salud Mental, Hospital Universitario de Puerto Real, Cádiz, España
| | - Andrea Jiménez-González
- Unidad de Gestión Clínica de Salud Mental, Hospital Universitario de Puerto Real, Cádiz, España
| | | | - Paula Fuica-Pereg
- Unidad de Gestión Clínica de Salud Mental, Hospital Universitario de Puerto Real, Cádiz, España
| | - María Zurita-Carrasco
- Unidad de Gestión Clínica de Salud Mental, Hospital Universitario de Puerto Real, Cádiz, España
| | | | - Cristina Senín-Calderón
- Departamento de Psicología, Facultad de CC de la Educación, Universidad de Cádiz, Cádiz, España
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12
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Hayes D, Moore A, Stapley E, Humphrey N, Mansfield R, Santos J, Ashworth E, Patalay P, Bonin EM, Moltrecht B, Boehnke JR, Deighton J. Promoting mental health and wellbeing in schools: examining Mindfulness, Relaxation and Strategies for Safety and Wellbeing in English primary and secondary schools: study protocol for a multi-school, cluster randomised controlled trial (INSPIRE). Trials 2019; 20:640. [PMID: 31753004 PMCID: PMC6868714 DOI: 10.1186/s13063-019-3762-0] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2019] [Accepted: 09/27/2019] [Indexed: 12/13/2022] Open
Abstract
BACKGROUND There are increasing rates of internalising difficulties, particularly anxiety and depression, being reported in children and young people in England. School-based, universal prevention programmes are thought to be one way of helping tackle such difficulties. This protocol describes a four-arm cluster randomised controlled trial, investigating the effectiveness of three different interventions when compared to usual provision, in English primary and secondary pupils. The primary outcome for Mindfulness and Relaxation interventions is a measure of internalising difficulties, while Strategies for Safety and Wellbeing will be examined in relation to intended help-seeking. In addition to the effectiveness analysis, a process and implementation evaluation and a cost-effectiveness evaluation will be undertaken. METHODS AND ANALYSIS Overall, 160 primary schools and 64 secondary schools will be recruited across England. This corresponds to 17,600 participants. Measures will be collected online at baseline, 3-6 months later, and 9-12 months after the commencement of the intervention. An economic evaluation will assess the cost-effectiveness of the interventions. Moreover, a process and implementation evaluation (including a qualitative research component) will explore several aspects of implementation (fidelity, quality, dosage, reach, participant responsiveness, adaptations), social validity (acceptability, appropriateness and feasibility), and their moderating effects on the outcomes of interest, and perceived impact. DISCUSSION This trial aims to address important questions about whether schools' practices around the promotion of mental wellbeing and the prevention of mental health problems can: (1) be formalised into feasible and effective models of school-based support and (2) whether these practices and their effects can be sustained over time. Given the focus of these interventions on mirroring popular practice in schools and on prioritising approaches that present low-burden, high-acceptability to schools, if proved effective, and cost-effective, the findings will indicate models that are not only empirically tested but also offer high potential for widespread use and, therefore, potentially widespread benefits beyond the life of the trial. TRIAL REGISTRATION ISRCTN16386254. Registered on 30 August 2018.
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Affiliation(s)
- Daniel Hayes
- Evidence Based Practice Unit (EBPU), University College London and Anna Freud National Centre for Children and Families (AFNCCF), The Kantor Centre of Excellence, 4-8 Rodney Street, London, N1 9JH, UK
| | - Anna Moore
- Evidence Based Practice Unit (EBPU), University College London and Anna Freud National Centre for Children and Families (AFNCCF), The Kantor Centre of Excellence, 4-8 Rodney Street, London, N1 9JH, UK
| | - Emily Stapley
- Evidence Based Practice Unit (EBPU), University College London and Anna Freud National Centre for Children and Families (AFNCCF), The Kantor Centre of Excellence, 4-8 Rodney Street, London, N1 9JH, UK
| | - Neil Humphrey
- Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Rosie Mansfield
- Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Joao Santos
- Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Emma Ashworth
- Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Praveetha Patalay
- MRC Unit for Lifelong Health and Ageing and the Centre for Longitudinal Studies, University College London, London, UK
| | - Eva-Maria Bonin
- Care Policy and Evaluation Centre (CPEC), London School of Economics and Political Science, London, UK
| | - Bettina Moltrecht
- Evidence Based Practice Unit (EBPU), University College London and Anna Freud National Centre for Children and Families (AFNCCF), The Kantor Centre of Excellence, 4-8 Rodney Street, London, N1 9JH, UK
| | - Jan R Boehnke
- School of Nursing and Health Sciences (SNHS) and the Dundee Centre for Health and Related Research (DCHARR), University of Dundee, Dundee, UK
| | - Jessica Deighton
- Evidence Based Practice Unit (EBPU), University College London and Anna Freud National Centre for Children and Families (AFNCCF), The Kantor Centre of Excellence, 4-8 Rodney Street, London, N1 9JH, UK.
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