Determinants of social connectedness in children and early adolescents with mental disorder: A systematic literature review

Diendorfer, Tamara; Seidl, Louise; Mitić, Marija; Mittmann, Gloria; Woodcock, Kate; Schrank, Beate

doi:10.1016/j.dr.2021.100960

Cited by 15 publications

(27 citation statements)

References 115 publications

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“…Taking action to improve the conditions of daily life circumstances and encounters during adolescence is vital and can be enhanced by the social and emotional support and positive interactions with family, schools, and the larger community [8,11].…”

Section: Discussionmentioning

confidence: 99%

“…In addition, epidemiological studies on the distribution of positive mental health revealed that poor mental health was found in poorer groups and among those who reported weak social support [ 10 ]. Taking action to improve the conditions of daily life during adolescence is necessary and can be enhanced by the social and emotional support and positive interactions with family, school, and the larger community [ 8 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

“…There is an emerging interest in social connectedness as a key determinant in promoting positive well-being in adolescents through building strong bonds and creating protective relationships that support adolescent mental health [ 1 , 11 , 12 ]. Connectedness has commonly been referred to as a sense of belonging or a psychological bond that a person may feel towards other people or groups within social contexts such as family, school, and communities [ 13 , 14 ].…”

Section: Introductionmentioning

confidence: 99%

“…This includes the microsystems (the most proximal environmental context such as family and peers); mesosystems (the linkages between microsystems); exosystems (broader systems with which adolescents have contact (including schools and communities); and macrosystems (such as distal political, economic, or cultural systems) [ 15 , 16 ]. An increasing number of studies have documented significant associations between connectedness in a variety of social contexts and adolescent mental health [ 11 , 12 , 17 , 18 , 19 ]. However, lacking are studies that simultaneously assess major domains of connectedness (e.g., family, school, and neighborhood) in relation to internalizing symptomology during adolescence.…”

Section: Introductionmentioning

confidence: 99%

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Connectedness to Family, School, and Neighborhood and Adolescents’ Internalizing Symptoms

Eugene

2021

IJERPH

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In the U.S., there is a strong national interest in social connectedness as a key determinant in promoting positive well-being in adolescents through building strong bonds and creating protective relationships that support adolescent mental health. To this end, this study examined whether, and to what extent, specific types of connectedness to family, school, and neighborhood were associated with internalizing symptoms (i.e., depression and anxiety) among a diverse sample of adolescents from disadvantaged backgrounds. The sample (n = 2590) was majority male (51%), with an average age of 15.6 years, and identified as Black (49%) and Hispanic/Latino (26%). The results revealed that adolescents who reported strong connections to their parent (β = −0.128, p < 0.001), school (β = −0.222, p < 0.001), and neighborhood (β = −0.116, p = 0.003) were more likely to report lower levels of depressive symptomology, with school connectedness exerting a greater influence. In addition, parent connectedness (β = −0.157, p < 0.001) and school connectedness (β = −0.166, p < 0.001) were significantly related to teen anxiety; however, neighborhood connectedness was not (β = −0.123, p = 0.087). The findings have important implications, which are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Connectedness to Family, School, and Neighborhood and Adolescents’ Internalizing Symptoms

Eugene

2021

IJERPH

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“…This finding may be congruent with the fact that left-behind children in senior grades of primary schools are in or about to enter adolescence. Studies have argued that adolescent children have a high sense of self, face greater pressure and have more mental conflicts [ 78 ]. This finding suggests that educational interventions for left-behind children in senior grades of primary schools should give more consideration to their psychological development characteristics and prioritize positive psychological counseling.…”

Section: Discussionmentioning

confidence: 99%

Effect of Caregivers’ Parenting Styles on the Emotional and Behavioral Problems of Left-Behind Children: The Parallel Mediating Role of Self-Control

Pan

Gao

Long

et al. 2021

IJERPH

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Childhood is an important period of individual psychological development, and parents’ company and parenting styles are highly significant to children’s personality cultivation and mental health. With the advancement of China’s modernization and urbanization, left-behind children without their parents’ company have become a growing concern. Compared with children raised by their parents, left-behind children are more likely to show social maladaptation and mental health problems. This study explored the mediating effects of left-behind children’s dual mode of self-control between caregivers’ parenting styles and emotional and behavioral problems (EBPs). In this study, 469 left-behind children in senior classes of primary schools were investigated by adopting the caregivers’ parenting styles questionnaire of left-behind children, the dual-mode of self-control scale and the strengths and difficulties questionnaire. This study found that (1) the protective and risk factors for caregivers’ parenting styles not only directly affected EBP, but also affected it through the mediating effect of the dual-mode of self-control, and (2) the mediating effect of the impulsive system was significantly greater than that of the control system. This study confirmed that caregivers’ parenting styles had an important impact on left-behind children’s psychological growth: positive parenting styles not only directly reduced the risk of EBP, but also indirectly improved left-behind children’s mental health by promoting their level of self-control; negative parenting styles directly increased the risk of EBP and indirectly affected left-behind children’s mental problems by enhancing their level of impulsiveness. These findings provide an important basis for reducing the risk of mental health problems and cultivating good personality qualities of left-behind children.

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Familienrecht und Kinder- und Jugendpsychiatrie und -psychotherapie sowie Kinder- und Jugendlichenpsychotherapie

Kindler

2023

Psychiatrie Und Psychotherapie Des Kindes- Und Jugendalters

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Determinants of social connectedness in children and early adolescents with mental disorder: A systematic literature review

Cited by 15 publications

References 115 publications

Connectedness to Family, School, and Neighborhood and Adolescents’ Internalizing Symptoms

Connectedness to Family, School, and Neighborhood and Adolescents’ Internalizing Symptoms

Effect of Caregivers’ Parenting Styles on the Emotional and Behavioral Problems of Left-Behind Children: The Parallel Mediating Role of Self-Control

Familienrecht und Kinder- und Jugendpsychiatrie und -psychotherapie sowie Kinder- und Jugendlichenpsychotherapie

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