Social relationships among adolescents as described in an electronic diary: a mixed methods study

Health-Related Quality of Life and its Determinants among School-going Adolescents: A Cross-sectional Study

Background

Adolescents experience rapid physical, cognitive, and psychosocial growth in their transition from childhood to adulthood, affecting health outcomes and well-being. Health-related quality of life (HRQoL) is a useful indicator of health outcomes, assessed in the current study along with associated determinants.

Methods

A cross-sectional study was conducted among 634 randomly selected adolescents from 13 randomly selected schools in Gharwal division, Uttarakhand, India, from August 2019 to September 2020. The students studying in the 8th-11th standard and those providing assent and consent from their parents were included in the study. They were screened using the short version of the Physical Activity Readiness Questionnaire. Along with physical activity and fitness assessment, the Global School-based Student Health Survey questionnaire was administered. The transformed HRQoL domain scores were calculated using the WHOQOL-BREF questionnaire. A univariate and multivariable linear regression model was applied to identify the determinants of HRQoL using SPSS version 23.

Results

The study included 324 (51.1%) boys and 310 (48.9%) girls. The mean age of the students was 14.4±1.4 years. The highest mean score was 72.3±21.0 for the social relationship domain and the lowest was 55.6±15.0 for the physical domain. The age, parents using any form of tobacco, a history of ever-use of alcohol and physical fitness were significantly associated with HRQoL domain scores. The non-dominant back stretch test was also significantly associated (Beta coefficient; SE, P-value) with physical (-4.1; 1.4, 0.002), psychosocial (-3.9; 1.5, 0.010) and environmental (-3.5; 1.4, 0.014) domain scores.

Conclusion

All domains of HRQoL need to be improved and should address the psychological, social, and mental well-being of adolescents. Physical activity and fitness of students emerged as a strong modifiable predictor affecting almost all the domains of HRQoL, warranting its promotion in schools and the promotion of healthy behavior among parents and adolescents.

Social-cognitive Skills Training on Interpersonal Understanding of Social Norms During Adolescence

Background

Social-cognitive skills training (SCST) in a therapeutic setup can result in more positive outcomes when incorporated with psychotherapy, especially among adolescents with minor social-cognitive impairments in their social interactions. It may result in multifarious benefits to mitigate their social-cognitive dysfunction. This study aimed to identify the effects of SCST on interpersonal understanding of social norms in adolescents with low social cognition.

Methods

In this quasi-experimental research, 80 adolescents (10-19 years) with low social cognition, no previous experience of skills training, and absence of any psychological disorders, especially those that affect their social-cognitive functioning, with assent from the participants and written informed consent from the parents/guardian and a score below 58 on the Need For Social-Cognition Scale, were included. They were randomly allocated into SCST or waitlist control group. SCST consists of 20 sessions with indoor activities, games, and discussions, and it has been arranged for 1 hour per 3 days a week for 3 months. Edinburgh social cognition test (ESCoT) was used to assess the degree of interpersonal understanding of social norms among adolescents as part of pre and posttests.

Results

The Wilcoxon Sign Ranked Test showed that the interpersonal understanding of social norms after SCST is significantly higher than the interpersonal understanding of social norms SCST with a large effect size. The mean (standard deviation) scores in the ESCoT test improved significantly (P < 0 .001) following [W = 0.001, P < .001, r = -1.000].

Conclusion

SCST effectively improves the interpersonal understanding of social norms, an essential developmental milestone during adolescence. It highlights the importance of focusing on mental health as a developmental asset that can influence social-cognitive development in the future.

Impact and Feasibility of Information Technology to Support Adolescent Well-Being and Mental Health at School: A Quasi-Experimental Study

Purpose

Health-related behaviors that arise during adolescence can have important, sometimes lifelong, implications on a person’s health. Psychiatric and neurodevelopmental diagnoses among minors have increased, and the related depressive symptoms may negatively affect quality of life. There is great potential for information technology (IT) to benefit the area of mental health for adolescents, and schools can serve as a setting in which this can be done. We tested whether the IT-based program “DepisNet” could be used as a universal school-based program to support adolescents’ well-being and mental health.

Patients and Methods

We used a quasi-experimental, pre-post design with two preference arms (intervention and control groups). The study setting comprised two lower secondary schools (N=151 adolescents) in one city in Finland. To analyze the impact of the program, we compared the changes in the outcome measures between the two groups using T-tests and Mann–Whitney U-tests. We analyzed the changes within the groups using T-tests and Wilcoxon tests.

Results

Our analysis revealed no statistically significant differences between the groups in any of the outcomes (depression, quality of life, self-esteem, self-efficacy). Regarding adolescents’ quality of life, the observed change was more positive in the intervention group, compared to that of the control group (change mean 1.36 vs −0.49), although statistical significance was not achieved (p=0.10). Our results indicated encouraging results related to the feasibility components: adherence and acceptance.

Conclusion

Universal interventions and programs that relate to adolescent well-being and mental health can be integrated into school curricula to promote the awareness of adolescents’ general well-being and mental health issues.

Displayed Depression Symptoms on Facebook at Two Time Points: Content Analysis

Background

Depression is a prevalent and problematic mental disorder that often has an onset in adolescence. Previous studies have illustrated that depression disclosures on social media are common and may be linked to an individual’s experiences of depression. However, most studies have examined depression displays on social media at a single time point.

Objective

This study aims to investigate displayed depression symptoms on Facebook at 2 developmental time points based on symptom type and gender.

Methods

Participants were recruited from an ongoing longitudinal cohort study. The content analysis of text-based Facebook data over 1 year was conducted at 2 time points: time 1 (adolescence; age 17-18 years) and time 2 (young adulthood; ages 20-22 years). Diagnostic criteria for depression were applied to each post to identify the displayed depression symptoms. Data were extracted verbatim. The analysis included nonparametric tests for comparisons.

Results

A total of 78 participants’ Facebook profiles were examined, of which 40 (51%) were male. At time 1, 62% (48/78) of the adolescents had a Facebook profile, and 54% (26/78) displayed depression symptom references with an average of 9.4 (SD 3.1) references and 3.3 (SD 2.3) symptom types. Of the 78 participants, 15 (19%) females and 12 (15%) males displayed depression symptom references; these prevalence estimates were not significantly different by gender (P=.59). At time 2, 35 young adults displayed symptoms of depression with an average of 4.6 (SD 2.3) references and 2.4 (SD 1.3) symptom types. There were no differences in the prevalence of symptoms of depression displayed between males (n=19) and females (n=16; P=.63).

Conclusions

This content analysis study within an ongoing cohort study illustrates the differences in depression displays on Facebook by developmental stage and symptom. This study contributes to a growing body of literature by showing that using social media to observe and understand depression during the emerging adult developmental period may be a valuable approach.

Interpersonal Relationship Aspects as Perceived Risk and Social Support Factors in a Clinical Sample of Adolescents With Depression

The goal of this qualitative study was to explore how adolescents with diagnosed depression describe their social relationships with peers, parents and teachers. Several previous findings have revealed the dual role of interpersonal relationships — as a stressor and contributor to different mental disorders, and also as a source of social support for mental health. Previous studies confirmed the value of a qualitative approach in exploring the self-perceived experiences of adolescents. The research group consisted of 28 adolescents, aged 13–17, with a diagnosis of depression. Individual semistructured interviews (Children's Depression Rating Scale Revised; CDRS-R) were applied in this study, which were analysed using thematic analysis. The results have both scientific and practical value, as well as relevance for the development of preventive interventions targeted at well-being and mental health of adolescents.

Impact of a Web Program to Support the Mental Wellbeing of High School Students: A Quasi Experimental Feasibility Study

Little effort has been made to investigate the potential of web programs aimed to support the mental wellbeing of adolescents in school environments in middle-income countries. A quasi-experimental feasibility study was conducted in Thailand with adolescents (N = 180) in three conveniently sampled high schools and with teachers (N = 12) who acted as program tutors. The web program was used in small groups, independently, or it was not used at all. No statistically significant changes were found between the groups regarding depression, stress, or satisfaction. Differences between program users (n = 61) and non-users (n = 48) were not significant. Acceptance was higher among adolescents who used the program independently (n = 40, 73% vs. n = 21, 39%; p = 0.001). Usability feedback did not differ between the groups. Support should be provided in order for programs to be potentially used. More information is needed regarding factors associated with the use of web programs.