Risk Factors of Mental Health in Adolescents: Emotional, Behavioral, Family, and Peer Relationship Problems

Aldam, Satria Fajrullah Said; Keliat, Budi Anna; Wardani, Ice Yulia; Sulistiowati, Ni Made Dian; Florensa, Maria Veronika Ayu

doi:10.1080/24694193.2019.1594461

Cited by 14 publications

(12 citation statements)

References 11 publications

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“…However, failure in social interactions can result in cumulative interpersonal relationship risks that can decrease an individual's resilience (23). In addition, maladaptation to the surrounding environment also hinders the development of good interpersonal relationships (59). Due to their introverted or shy character, some freshmen became too cautious and develop a sense of inferiority within interpersonal interactions-a typical symptom of interpersonal sensitivity (10).…”

Section: Discussionmentioning

confidence: 99%

Interpersonal sensitivity on college freshmen’s depression: A moderated moderation model of psychological capital and family support

Peng

Wang

et al. 2022

Front. Psychiatry

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BackgroundThe prevalence of depressive symptoms has become very high among college freshmen, with interpersonal sensitivity serving as an important predictor of depression. Combining internal and external positive resources can effectively prevent and alleviate depression. This study explores the moderating role of psychological capital (PsyCap) in the relationship between interpersonal sensitivity and depression, as well as the moderating effect of familial support on the conditional influence of PsyCap among Chinese college freshmen.MethodsA cross-sectional mental health survey was performed and the anonymous self-reported questionnaires, including the Patient Health Questionnaire, interpersonal sensitivity subscale of Symptom Checklist-90, Psychological Capital Questionnaire 24, and Perceived Social Support from Family, were distributed to the freshmen. Pearson’s coefficient was employed to describe correlations between variables. The PROCESS macro and slope difference tests were used to explore the moderating role of PsyCap and family support in the relationship between interpersonal sensitivity and depression.ResultsThe prevalence of depression among freshmen was 30.89% (694/2,247). The correlation analysis revealed that depression negatively related to PsyCap (r = −0.187, p < 0.001) and family support (r = −0.193, p < 0.001) and positively related to interpersonal sensitivity (r = 0.399, p < 0.001). The moderation analysis showed that PsyCap negatively moderated the positive relationship between interpersonal sensitivity and depression (β = −0.159, p < 0.001). We also found that family support played a moderating role in the conditional influence of PsyCap (β = 0.076, p < 0.01). The slope difference test further showed that family support weakened the effect of interpersonal sensitivity on depression in freshmen when they had low PsyCap.ConclusionMore attention should be paid to freshmen’s mental health and interpersonal interaction problems. For freshmen with interpersonal sensitivity and depression, mental health departments can conduct PsyCap development interventions to alleviate psychological symptoms. Freshmen themselves should also seek family support in time, but those individuals with high PsyCap should seek an appropriate level of family support to maintain their autonomy.

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Section: Discussionmentioning

confidence: 99%

Interpersonal sensitivity on college freshmen’s depression: A moderated moderation model of psychological capital and family support

Peng

Wang

et al. 2022

Front. Psychiatry

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“…They also found higher levels of COVID-19-related worries and fears among younger children (4-10 years) than older children (11-16 years). 9,23 Other precedent studies also found that adolescents in the 8th grade at a junior high school in Indonesia experienced normal rates of emotional/behavioral problems 24 and Saudi's students aged 6-11years had a higher risk of mental health problems than those aged 12-16 years. 25 This difference between age groups could be influenced by emotional and communication problems between parents and children.…”

Section: Discussionmentioning

confidence: 98%

Emotional and Behavioral Problems among Egyptian Children and Adolescents During COVID-19 Lockdown

2022

The Egypt. J. of Community Medicine

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“…Above all, mental health promotion interventions should seek to involve people who are already close to the young person concerned. These may be family members, teachers/educators and others nearby, some of whom may be experiencing discomfort themselves (Aldam et al, 2019; Cefai and Cooper, 2017; De Santi et al, 2008; Ekornes et al, 2012; Jané-Llopis and Anderson, 2005; Palmieri, 2012). Several authors underline how mental health promotion programmes and interventions in school will be more effective if are part of regular school curricular activities (Greenberg, 2010; Jennings and Greenberg, 2009) and/or if they involve family and community (Adi et al, 2007; Patton et al, 2006; Weare and Markham, 2005).…”

Section: Discussionmentioning

confidence: 99%

Educational interventions to promote adolescents’ mental health: A scoping review

Daniele

Passerini

Palmieri

et al. 2022

Health Education Journal

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Background: Adolescents often experience discomfort due to individual experiences and the influence of their environment. This discomfort sometimes leads to mental health problems. Education is pivotal in promoting adolescents’ mental health through dedicated prevention interventions and through everyday educational practice, both at school and in the community. Objective: To develop an overview of the types of educational interventions aimed at promoting the mental health of adolescents and young adults, providing helpful guidance and insights to teachers/educators. Methods: We conducted a scoping review developed through searches in the CINAHL, Eric, PsycINFO and PubMed databases. We summarised data using descriptive analysis, grouping educational interventions category according to their goals and purposes. Results: Of the initial 704 articles identified, 19 met the study inclusion criteria. Consistent with Dewey’s educational theory, most of the interventions reported in the selected studies can be viewed as genuine ‘educational’ interventions, in that they involved experiential and interactive activities such as discussion groups, role-play and art-based activities. Fewer interventions involved less participatory and more ‘information-based’ activities, such as lessons. However, in many interventions, the role of teachers/educators in promoting young people’s mental health was underestimated; indeed, in only a few cases were they the providers/co-providers of the activities described, and rarely was there continuity/alignment between the interventions and everyday school activities. Conclusions: Conducting a greater number of formal/informal educational interventions to promote adolescents’ mental health is imperative, especially in the current socio-historical context, but this enterprise must acknowledge, value and support the important role of teachers/educators as leaders and participants in this endeavour.

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Risk Factors of Mental Health in Adolescents: Emotional, Behavioral, Family, and Peer Relationship Problems

Cited by 14 publications

References 11 publications

Interpersonal sensitivity on college freshmen’s depression: A moderated moderation model of psychological capital and family support

Interpersonal sensitivity on college freshmen’s depression: A moderated moderation model of psychological capital and family support

Emotional and Behavioral Problems among Egyptian Children and Adolescents During COVID-19 Lockdown

Educational interventions to promote adolescents’ mental health: A scoping review

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