Feeling mentally unwell is the “new normal”. A qualitative study on adolescents’ views of mental health problems and related stigma

Hermann, Veronica; Durbeej, Natalie; Karlsson, Ann‐Christin; Sarkadi, Anna

doi:10.1016/j.childyouth.2022.106660

Cited by 18 publications

(11 citation statements)

References 34 publications

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“…Kondisi ini dapat terjadi karena kurang pengetahuan atau kesadaran tentang kesehatan jiwa dari tenaga kesehatan, pendidik atau stigma yang mencegah dan menghambat untuk mencari pertolongan (Liddle et al, 2021;Lindow et al, 2020). Remaja atau kaum muda sangat rentan mengalami masalah kesehatan mental tetapi sangat sedikit yang mencari pengobatan atau bantuan (Hermann et al, 2022;Pretorius et al, 2019;Preyde et al, 2023). Oleh karena itu, apabila sekolah terlibat secara aktif dalam kesehatan jiwa maka dapat mencegah dan menghentikan perkembangan gangguan jiwa dengan intervensi dini (Colizzi et al, 2020;Eggleston, 2022;Fazel et al, 2014;Shah et al, 2022).…”

Section: Pendahuluanunclassified

Pelatihan Kader Sekolah Sehat Jiwa (SEHATI) dalam Deteksi Dini Kesehatan Jiwa di SMA

Rua

Naibili

Bete

et al. 2023

IJCSL

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Sekolah merupakan rumah kedua bagi peserta didik karena sebagian besar anak-anak menghabiskan waktunya di sekolah. Di sekolah juga terjadi pertumbuhan dan perkembangan yang maksimal bagi siswa termasuk kesehatan jiwa. Masa remaja merupakan masa yang paling rentan terhadap gangguan psikologis. Gangguan kesehatan mental merupakan hasil interaksi antara predisposisi atau kerentanan dan stres yang disebabkan oleh pengalaman hidup seperti stresor rumah, akademik, dan teman sebaya sebagai tiga domain stres umum untuk remaja apabila tidak diatasi secara positif, dapat berkontribusi pada masalah perilaku yang terinternalisasi dan perilaku bunuh diri. Masalah kesehatan mental yang tidak diobati seperti depresi, kecemasan, dan gangguan pasca trauma (post-traumatic stress disorder) akan memengaruhi kemampuan remaja untuk terlibat secara bermakna dalam pembelajaran dan fungsi pada masa dewasa. Kegiatan pengabdian ini bertujuan untuk melakukan sosialisasi dan promosi tentang kesehatan jiwa melalui pelatihan kader sekolah sehat jiwa. Metode yang digunakan adalah ceramah, pelatihan dan pendampingan. Kegiatan pelatihan ini menunjukan adanya peningkatan pengetahuan dan keterampilan serta kesadaran tentang kesehatan jiwa bagi warga sekolah. Sekolah dapat memasukkan ke dalam program kurikulum tentang literasi kesehatan jiwa pada saat Masa Pengenalan Lingkungan Sekolah (MPLS).

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Section: Pendahuluanunclassified

Pelatihan Kader Sekolah Sehat Jiwa (SEHATI) dalam Deteksi Dini Kesehatan Jiwa di SMA

Rua

Naibili

Bete

et al. 2023

IJCSL

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“…Consequently, two educational aims are differentiated: promoting mental wellbeing and preventing mental ill‐health (Norwich et al, 2022). It is argued the former should be supported through wholescale integration of wellbeing into school curricula (Hermann et al, 2022), ethos (Sawyer et al, 2021) and educational aims (Kristjánsson, 2017), while the latter is prevented by clinicians (e.g., Mental Health Support Teams; Ellins et al, 2021). The crucial point being that promoting mental wellbeing should be a stand‐alone educational goal (O'Toole & Simovska, 2022).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Do scores ‘define’ us? Adolescents' experiences of wellbeing as ‘welldoing’ at school in England

Clarke

2023

Review of Education

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Research exploring the educational relevance of wellbeing only tentatively confronts the ‘tension’ of expecting educators to nurture pupils' wellbeing while school effectiveness is evaluated by metrics of academic performance. Complete wellbeing includes hedonia (feeling) and eudaimonia (doing) well. Accordingly, school ‘happiness agendas’ overlook the latter, despite psychologists suggesting eudaimonia (‘welldoing’) is foundational for wellbeing, particularly in adolescence. Rooted in Aristotlean ideas of ‘living and doing well’, philosophers underline eudaimonia's educational significance. However, high‐stakes testing undermines eudaimonia, with England's performativity culture representing a barrier. Recently scholars have called for ‘stronger evidence’ documenting links between adolescent mental illness and academic pressures. The present study therefore explored 18 adolescents' (14–15 years' old) lived experiences of wellbeing in one English state school. Although existing studies document adolescents' conceptualisations of ‘wellbeing’, adolescents' lived experiences, particularly of eudaimonia and specifically in school, are comparatively absent. Interviews adopting a phenomenological approach therefore investigated (1) how adolescents experience wellbeing, and (2) what ‘doing well’ at school means to adolescents. Adolescents' welldoing experiences did not resemble eudaimonia, which involves individuals connecting with personal purpose through cultivation of their unique abilities. Instead, welldoing at school was instrumentalised as obtaining good grades. Although hedonia was reflected in adolescents' experiences, hedonia was intrinsically connected to welldoing, with mental health attributed to achieving ‘good’ or ‘bad’ grades, respectively. Recommendations include the need for wholescale integration of wellbeing into education in England, which requires (1) overhauling educational aims to focus on supporting individual flourishing as opposed to academic standards, and (2) de‐emphasising harmful performativity culture.

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“…Cabe notar que, se aprecian como factores de riesgo a la poca receptividad de la diversidad y ausencia de espacios autorreflexivos. Siendo así, se identifica que el primer tipo de barreras tienen una naturaleza interna a la persona, no obstante, esta es resultado de una constante interacción con exterior que derivó en un aprendizaje e interiorización de patrones que restringen su pensamiento (Hermann et al, 2022). Ante ello, Shih et al (2005) destaca que estas concepciones pueden generar resultados positivos, pero, solamente en determinadas circunstancias; de modo tal que, su efecto sobre la creatividad seguiría siendo nocivo (Radel et al, 2015).…”

Section: Barreras De Percepciónunclassified

Creatividad en el Desarrollo Empresarial desde un Análisis Teórico

Ramos¹,

Luna

Vasquez

et al. 2022

Comuni@cción

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Modernity uncertainty demands to envision new responses, trends and opportunities to stay ahead of the curve. In light of that, people, workers and companies find themselves in the challenging task of generating a creative approach that takes into account the needs, realities and resources. Therefore, the objective is to analyze aspects of creativity, potential for the company, implementation process and reduction of barriers, carrying out a retrospective, descriptive, qualitative and documentary review analysis in three databases: Scopus, Web of Science and ScIELO. It was found divergence in creativity classification. However, its role within business development is highlighted, detailing two internal potentialities: results and impacts, as well as two external ones: entrepreneurship and business associativity. Also, it was perceived that the strategies for its promotion will vary according to individual and social characteristics of the population, and environmental ones. Moreover, the existence of barriers inhibits creativity, but not necessarily other activities’ performance. Finally, the implication of the creativity management in business development is reaffirmed and research of educational systems, curricula and barriers linked to creativity from a national approach is encouraged.

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Feeling mentally unwell is the “new normal”. A qualitative study on adolescents’ views of mental health problems and related stigma

Cited by 18 publications

References 34 publications

Pelatihan Kader Sekolah Sehat Jiwa (SEHATI) dalam Deteksi Dini Kesehatan Jiwa di SMA

Pelatihan Kader Sekolah Sehat Jiwa (SEHATI) dalam Deteksi Dini Kesehatan Jiwa di SMA

Do scores ‘define’ us? Adolescents' experiences of wellbeing as ‘welldoing’ at school in England

Creatividad en el Desarrollo Empresarial desde un Análisis Teórico

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