Can ResilienceNHope, an evidence-based text and email messaging innovative suite of programs help to close the psychological treatment and mental health literacy gaps in college students?

Agyapong, Belinda; Shalaby, Reham; Wei, Yifeng; Agyapong, Vincent I. O.

doi:10.3389/fpubh.2022.890131

Cited by 11 publications

(13 citation statements)

References 69 publications

(84 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Online interventions may be more accessible and flexible for teachers who already have busy schedules, improving feasibility. In addition, this may improve access and address the needs of those in remote areas [71]. For instance, the SMART intervention [51] was an online-based program that eliminated the face-to-face nature of other interventions and positively impacted teacher stress and burnout [32].…”

Section: Discussionmentioning

confidence: 99%

“…Mobile text technology is an evidencebased, innovative, convenient, easily accessible, low-cost, and scalable intervention. It has been adopted as a means of delivering psychological treatments and support for the public and patients [71,[82][83][84][85]. Such innovations can easily be implemented at the school level to support teachers' psychological needs.…”

Section: Implications For Policy and Practice And Future Research Dir...mentioning

confidence: 99%

See 1 more Smart Citation

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Agyapong

Brett-MacLean

Burback

et al. 2023

IJERPH

Self Cite

View full text Add to dashboard Cite

Background: Teaching is recognized as a highly challenging profession. Experience of chronic stress is a risk factor for poor mental and physical well-being, and burnout. There is limited knowledge regarding optimal interventions to address stress and burnout among teachers. Objective: To undertake a scoping review of the literature in the last five years to determine various psychological interventions to address stress and burnout among teachers. Method: The PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was followed. Relevant search terms were used to determine different interventions adopted to reduce teachers’ stress and burnout. Articles published between 2018 and 2022 were identified using five bibliographic databases. Relevant articles were extracted, reviewed, collated, and thematically analyzed, and findings s were summarized. Results: Forty studies conducted in Asia, North America, Oceania, Europe, and Africa, met the inclusion criteria. Sixteen kinds of burnout and stress-reduction interventions were identified. The most popularly studied intervention were Mindfulness-Based Interventions alone or in combination with yoga or Cognitive Behavioural Therapy (CBT), followed by Rational Emotive Behavioral Therapy (REBT). Mindfulness-Based Interventions led to decreased overall Teacher Stress Inventory (TSI) and emotional exhaustion subscale scores. REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Other interventions reporting positive outcomes include Inquiry-Based Stress Reduction (IBSR), the Stress Management and Resiliency Training Program (SMART), Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models and Christian Prayer and Prayer-Reflection. Conclusions: Stress and burnout can have a negative impact on teachers and, very often, on the students they teach. Implementing suitable school-based interventions is necessary to improve teachers’ stress-coping ability, reduce the likelihood of burnout and improve general well-being. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Implications For Policy and Practice And Future Research Dir...mentioning

confidence: 99%

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Agyapong

Brett-MacLean

Burback

et al. 2023

IJERPH

Self Cite

View full text Add to dashboard Cite

show abstract

“…Furthermore, anxiety and depression have detrimental effects on educational achievement, emotional and social functioning, self-esteem, quality of life, and general well-being [ 24 , 25 ]. Comorbidity between depression and anxiety is common, emphasizing the need for targeted interventions to reduce the likelihood of experiencing either condition [ 4 , 26 ]. Accessible, low-cost public health interventions are crucial for addressing these challenges [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

Exploring Sociodemographic Characteristics, Adverse Childhood Experience, and Mental Health History as Predictors of Anxiety and Depression among Adolescents and Young Adults: Findings from the MoreGoodDays Support Program in Alberta, Canada

Agyapong,

Shalaby,

Hay

et al. 2023

Behavioral Sciences

Self Cite

View full text Add to dashboard Cite

Background: The COVID-19 pandemic has increased psychological disorders among adolescents and young adults. Methods: This study used a cross-sectional design. An online survey questionnaire was used to collect sociodemographic and clinical information from subscribers of MoreGoodDays program, a daily supportive text message program co-designed with adolescents and young adults for their peers in Alberta. Validated instruments, the Generalized Anxiety Disorder GAD-7 scale and Patient Health Questionnaire-9 PHQ-9 were used to collect information on likely GAD and likely major depressive disorder (MDD). Data was analyzed with SPSS version 25 using chi-squared tests and binary logistic regression analysis. Results: 343 subscribers of MoreGoodDays participated in the survey. Overall, 117 (56.0%) respondents had a likely MDD and 97 (46.6%) had a likely GAD. Participants who would like to receive mental health counselling were 27 times more likely to experience GAD (OR = 27; 95% CI: 3.09–250.00) and 40 times more likely to experience MDD (OR = 40.03; 95% CI: 4.43–361.51) than those who did not. Respondents who had received mental health counselling in the past were 18.5 times more likely to experience MDD compared with those who had not (OR = 18.52; 95% CI: 1.55–200.00). Demographic variables, including age, education, employment, and relationship status, and clinical variables, such as history of anxiety, depression, obsessive-compulsive disorder, ADHD, and adverse childhood experience, did not independently the predict presence of likely GAD or MDD in subscribers of MoreGoodDays. Conclusion: The prevalence of anxiety and depression was relatively high among subscribers of MoreGoodDays, indicating the long-term effect of the COVID-19 pandemic. This finding has significant implications in the broader contextof mental health research and emphasizes the need for more research into innovative mental health support for this cohort. The desire to receive counselling was predictive of both anxiety and depression and is a positive sign of the openness of this cohort to receive psychological intervention. Since this group is mostly adapted to mobile text technology, government agencies and policymakers should prioritize and implement readily accessible interventions such as supportive text messages to support their psychological well-being.

show abstract

“…Cognitive behavioral therapy–inspired daily supportive messages delivered via SMS text messaging and web-based applications were effectively used to support population-level mental health in Canada during the COVID-19 pandemic and helped to reduce stress, anxiety, and depression [ 51 , 52 ]. Email messaging is another accessible and unique way to deliver low-cost cognitive behavioral therapy–based psychological interventions to the general public with mental health problems [ 50 , 53 ]. Participants’ responses on the satisfaction survey associated with the use of supportive SMS text messages in Canada endorsed their desire to receive the same intervention in the form of email [ 54 ].…”

Section: Introductionmentioning

confidence: 99%

“…The Wellness4Teachers email messaging program is one of the many suites of ResilienceNHope messaging programs, powered by the ResilienceNHope web-based application [ 53 , 59 ] and facilitated by the Global Psychological eHealth Foundation [ 60 ]. Wellness4Teachers email program is a daily supportive email messaging program designed to address stress, burnout, anxiety, and depression.…”

Section: Introductionmentioning

confidence: 99%

Improving Mental Health Literacy and Reducing Psychological Problems Among Teachers in Zambia: Protocol for Implementation and Evaluation of a Wellness4Teachers Email Messaging Program

Agyapong¹,

Chishimba²,

Wei³

et al. 2023

JMIR Res Protoc

Self Cite

View full text Add to dashboard Cite

Background Primary, basic, secondary, and high school teachers are constantly faced with increased work stressors that can result in psychological health challenges such as burnout, anxiety, and depression, and in some cases, physical health problems. It is presently unknown what the mental health literacy levels are or the prevalence and correlates of psychological issues among teachers in Zambia. It is also unknown if an email mental messaging program (Wellness4Teachers) would effectively reduce burnout and associated psychological problems and improve mental health literacy among teachers. Objective The primary objectives of this study are to determine if daily supportive email messages plus weekly mental health literacy information delivered via email can help improve mental health literacy and reduce the prevalence of moderate to high stress symptoms, burnout, moderate to high anxiety symptoms, moderate to high depression symptoms, and low resilience among school teachers in Zambia. The secondary objectives of this study are to evaluate the baseline prevalence and correlates of moderate to high stress, burnout, moderate to high anxiety, moderate to high depression, and low resilience among school teachers in Zambia. Methods This is a quantitative longitudinal and cross-sessional study. Data will be collected at the baseline (the onset of the program), 6 weeks, 3 months, 6 months (the program midpoint), and 12 months (the end point) using web-based surveys. Individual teachers will subscribe by accepting an invitation to do so from the Lusaka Apex Medical University organizational account on the ResilienceNHope web-based application. Data will be analyzed using SPSS version 25 with descriptive and inferential statistics. Outcome measures will be evaluated using standardized rating scales. Results The Wellness4Teachers email program is expected to improve the participating teachers’ mental health literacy and well-being. It is anticipated that the prevalence of stress, burnout, anxiety, depression, and low resilience among teachers in Zambia will be similar to those reported in other jurisdictions. In addition, it is expected that demographic, socioeconomic, and organizational factors, class size, and grade teaching will be associated with burnout and other psychological disorders among teachers, as indicated in the literature. Results are expected 2 years after the program’s launch. Conclusions The Wellness4Teachers email program will provide essential insight into the prevalence and correlates of psychological problems among teachers in Zambia and the program’s impact on subscribers’ mental health literacy and well-being. The outcome of this study will help inform policy and decision-making regarding psychological interventions for teachers in Zambia. International Registered Report Identifier (IRRID) PRR1-10.2196/44370

show abstract

Can ResilienceNHope, an evidence-based text and email messaging innovative suite of programs help to close the psychological treatment and mental health literacy gaps in college students?

Cited by 11 publications

References 69 publications

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Exploring Sociodemographic Characteristics, Adverse Childhood Experience, and Mental Health History as Predictors of Anxiety and Depression among Adolescents and Young Adults: Findings from the MoreGoodDays Support Program in Alberta, Canada

Improving Mental Health Literacy and Reducing Psychological Problems Among Teachers in Zambia: Protocol for Implementation and Evaluation of a Wellness4Teachers Email Messaging Program

Contact Info

Product

Resources

About