Advancing global child and adolescent mental health

Clausen, Carolyn; Guerrero, Anthony P. S.; Oshodi, Yewande; Bazaid, Khalid; Leventhal, Bennett L.; Silva, Flávio Dias; Azeem, Muhammad Waqar; Tateno, Masaru; Wiguna, Tjhin; Kaligis, Fransiska; Skokauskas, Norbert

doi:10.4045/tidsskr.17.0639

Cited by 3 publications

(4 citation statements)

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“…Paradoxically, low-and middle-income countries are much 'younger countries', with the majority of the world's children residing there. 11 Approximately 90% of the world's 2.2 billion children and adolescents reside in these countries, where many are also exposed to difficult socio-economic circumstances as well as various crises and, at times, extreme suffering. 11 Poverty, war, natural disasters, forced migration and resettlement, and other crises-all have a serious impact on a child's psychological well-being.…”

Section: Childhood and Adolescent Mental Healthmentioning

confidence: 99%

“…11 Approximately 90% of the world's 2.2 billion children and adolescents reside in these countries, where many are also exposed to difficult socio-economic circumstances as well as various crises and, at times, extreme suffering. 11 Poverty, war, natural disasters, forced migration and resettlement, and other crises-all have a serious impact on a child's psychological well-being. 12 A systematic review done by Savitha and Bichithra in India found that the prevalence rate of child and adolescent psychiatric disorders in the community was 6.46% and among school children was 23.33%.…”

Section: Childhood and Adolescent Mental Healthmentioning

confidence: 99%

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The need for assessing mental health literacy among teachers: an overview

Venkataraman¹,

Patil²,

Balasundaram³

2019

Int J Res Med Sci

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Background: The magnitude of mental disorders is a growing public health concern. According to World Health Organization (WHO) reports, one out of five children suffer from a disabling mental illness. Majority of mental illnesses start during the adolescent period. Management of mental illnesses start from recognizing the needy adolescent and providing appropriate therapy and support. Most of the children and adolescents are students who spend almost half of their active time in schools under observation of their teachers. Teachers interact with students daily and can spot the changes in their behavior before they develop full-blown symptoms. Hence, teachers can be a major resource of importance in providing basic mental health services. The teacher’s ability to identify the early signs of mental illness in adolescent students can be considered as the most critical and neglected area. Majority of the studies are conducted in the community or adolescent students and much less attention has been paid to the mental health literacy of educators, who are important role models and youth influencers in addressing mental health literacy. The scenario in India in this regard is highly disappointing with few studies done among teachers.

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Section: Childhood and Adolescent Mental Healthmentioning

confidence: 99%

Section: Childhood and Adolescent Mental Healthmentioning

confidence: 99%

The need for assessing mental health literacy among teachers: an overview

Venkataraman¹,

Patil²,

Balasundaram³

2019

Int J Res Med Sci

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“…In part, this is due to a dramatic failure to develop an adequate CAP workforce (Skokauskas et al, 2019). In 2015, the United Nations created the sustainable development goals (SDGs), which led to greater recognition of both the current global mental health epidemic, as well as the urgent need for countries to designate more resources to address it (Clausen et al, 2017). The ultimate goal of these consortiums is to promote and strengthen local resources for CAP and CAMHS (World Psychiatric Association, 2020).…”

Section: Availability Of Cap Specialistsmentioning

confidence: 99%

A comparison of child and adolescent psychiatry in the Far East, the Middle East, and Southeast Europe

Nielsen

Clausen

Hirota

et al. 2021

Asia-Pacific Psychiatry

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Introduction Despite the high proportion of children and adolescents living in low‐ and middle‐income countries, 95% of all specialized child and adolescent mental health resources are located in high‐income countries. To strengthen child and adolescent mental health services (CAMHS), first it is necessary to complete an assessment of the available services and training programs to determine what is needed, particularly in regions with young populations, such as Southeast Europe, the Far East, and the Middle East. The aim of this article is to compare the status of child and adolescent psychiatry (CAP) training programs and the workforce in CAMHS in three geographical regions, to identify similar problems, highlight success stories, and to make recommendations for future studies. Methods This study compared CAP training programs and CAMHS workforce using the World Psychiatric Association, CAP Section's regional studies data. Results This study included data from 44 countries: 18 countries in the Far East, 15 countries in the Middle East, and 11 countries in Southeast Europe. There were significant differences both within, and between, the three included regions with regards to availability and infrastructure of CAP training programs. Besides Greece, all included countries reported the need for more child and adolescent psychiatrists and allied child and adolescent mental health professionals. Discussion There is an urgent need for more qualified child and adolescent psychiatrists and allied professionals in a very large group of countries in three different geographic regions with great differences in religion, culture, and economy.

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“…Furthermore, mental illness may account for more disability burden than previously thought as recent estimates suggest mental illness alone accounts for 32.4% of years lived with disability [4]. More needs to be done to identify and treat children and adolescents at risk of mental illness, particularly in low- and middle-income countries where such resources are scarce [1, 5]. Given the potential for cultural variations in symptomology and stigma related to experiencing mental illness, culturally relevant and evidence-based treatments [6], as well as screening tools, are needed.…”

Section: Introductionmentioning

confidence: 99%

Assessing the factor structure of the Spanish language parent Strengths and Difficulties Questionnaire (SDQ) in Honduras

2019

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With worldwide prevalence rates between 10% and 20%, mental illness in children and adolescents is an issue for which culturally sensitive screening tools are needed. The Strengths & Difficulties Questionnaire (SDQ) is a commonly used measure that has been translated into numerous languages, although some research suggests issues with cross-cultural validity. Only four other studies have tested the Spanish-language SDQ in Latin America. In this study, we aimed to help fill this gap by assessing the factor structure of the parent or teacher version of the Spanish-language SDQ (for children ages 4–17) with 967 parent or other caregiver respondents of primary school-aged children (ages 4 to 17) in the Department of Intibucá, Honduras. When unable to find a good fitting factor model previously identified in the literature, we conducted split sample exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), along with measurement invariance testing with the best fitting EFA-extracted model based on gender for caregiver respondent and child gender. Results showed that while many EFA models had a good fit, CFI and TLI was < .90 for all extracted models when confirmed in the second sample with CFA. We then modified the best fitting extracted three-factor, 24-item model, which dropped item 15, by allowing select item residuals to correlate, increasing CFI and TLI to > .90 for female child gender. This modified three-factor model was partially invariant for configural and scalar models between child genders. Configural and scalar models would not converge for adult genders. Of note, metric models were not produced in Mplus related to items’ cross-loading on more than one factor. These findings suggest that the SDQ Spanish language parent or teacher version may not perform optimally cross-culturally in this area of Honduras. Future research should confirm these findings with other Honduran populations.

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Advancing global child and adolescent mental health

Cited by 3 publications

References 0 publications

The need for assessing mental health literacy among teachers: an overview

The need for assessing mental health literacy among teachers: an overview

A comparison of child and adolescent psychiatry in the Far East, the Middle East, and Southeast Europe

Assessing the factor structure of the Spanish language parent Strengths and Difficulties Questionnaire (SDQ) in Honduras

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