School and Family Correlates of Positive Affect in a Nationally Representative Sample of US Adolescents

Bennefield, Zinobia C.

doi:10.1007/s10560-018-0539-3

Cited by 11 publications

(10 citation statements)

References 38 publications

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“…Potential problem‐solving approaches included identifying a family member the youth could go to for emotional support in times of stress, arranging for an extended family or community member to take the youth to mental health appointments, and coordinating weekend visits with extended family to give the youth respite from at home stress. Our findings are congruent with prior research indicating that including family in the referral process is beneficial to engaging youth in treatment (Bennefield, 2018; Lecloux et al, 2016; Logan & King, 2002). The approach to providing the family support referral was responsive to the specific needs of the youth which lead to varied solutions being provided.…”

Section: Discussionsupporting

confidence: 90%

“…Suicidal youth experience lower levels of family support and higher levels of family dysfunction (LeCloux et al, 2016). Numerous studies have shown that including caregivers in treatment contribute to better outcomes for youth and increased service utilization (Bennefield, 2018; Lecloux et al, 2016; Logan & King, 2002). Researchers have found that including family members (e.g., parents) is an effective approach to improved mental health outcomes for youth (Bean et al, 2003).…”

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confidence: 99%

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Referral patterns and demographic factors predict treatment dropout in suicidal youth

Clarke

Khan

et al. 2021

Suicide & Life Threat Behav

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Introduction Due to increasing suicide rates, treatment engagement among suicidal youth is paramount. Identification of factors that predict treatment dropout could aid in bolstering treatment engagement. In this study, we examine whether demographic factors, specific treatment referrals, and interactions among referrals predict treatment dropout in youth deemed at risk for suicide. Methods Youth (N = 3606) were screened for suicide using the Early Identification, Referral, and Follow‐up (EIRF) system across three community behavioral health centers. If considered at‐risk, all were provided mental health referrals and some were provided family support, crisis hotline, and/or school support referrals. Analyses were performed to analyze dropout patterns based on the binary logistic regression framework. Results Being older (OR = 1.06, p < 0.001) and being male (OR = 1.28, p < 0.001) were related to greater odds of dropping out from referrals, while being referred to family support (OR = 0.13, p < 0.001), and being referred to a crisis hotline (OR = 0.58, p < 0.001) were associated with smaller odds of dropping out. Interactions were also analyzed. Conclusion Monitoring utilization and referral patterns is essential to appropriately meet the needs of youth at‐risk for suicide. Specifically, referring youth for family support and to use a crisis hotline may be particularly helpful in retaining treatment engagement.

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Section: Discussionsupporting

confidence: 90%

mentioning

confidence: 99%

Referral patterns and demographic factors predict treatment dropout in suicidal youth

Clarke

Khan

et al. 2021

Suicide & Life Threat Behav

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“…Student–teacher conflicts at the beginning of the school year were associated with higher anxiety levels in students at the end of the year, and high-achieving girls were most susceptible to such negative associations [ 124 ]. Higher levels of perceived teachers’ support were correlated with decreased risks of depression [ 125 ], mental health problems [ 126 ] as well as increased positive affect [ 127 , 128 ] and improved mental well-being [ 129 , 130 ]. Better student–teacher relationships were positively associated with self-esteem/efficacy [ 131 ], while negatively associated with the risks of adolescents’ externalizing behaviors [ 132 ] among secondary school students.…”

Section: Resultsmentioning

confidence: 99%

School educational models and child mental health among K-12 students: a scoping review

Jiang

et al. 2022

Child Adolesc Psychiatry Ment Health

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Background The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies. Methods This scoping review followed the framework of Arksey and O’Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases. Results/findings After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development. Conclusions The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.

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“…Similar results were also found in drivers ( 81 ), service workers ( 82 ), and technological workers ( 83 ). Studies have demonstrated that perceived social support positively relates to student engagement ( 43 , 49 ); that is probably because social support plays a promotive role in increasing student engagement ( 53 – 55 ). However, few studies have explored the correlation of perceived social support with student engagement of college students in the context of COVID-19.…”

Section: Discussionmentioning

confidence: 99%

“…The teacher-student relationship is an essential factor affecting student engagement ( 50 – 52 ). Support from teachers, peers, and family members positively impacts student engagement ( 53 – 55 ). Therefore, in line with the findings in the prior studies, hypothesis 4 was proposed as follows:…”

Section: Literature Reviewmentioning

confidence: 99%

First-Year College Students' Mental Health in the Post-COVID-19 Era in Guangxi, China: A Study Demands-Resources Model Perspective

Wei

et al. 2022

Front. Public Health

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The post-COVID-19 era means that the COVID-19 is basically under control; however, the risk of the pandemic still affects people's work, study, and life, physically and psychologically. In this era, due to the more challenges first-year college students face, more attention should be paid to their mental health. An emerging study demands-resources (SD-R) model can explain the influencing mechanism of college students' mental health. This model suggests that study demands increase the risk of student burnout, which results in mental health problems; meanwhile, study resources reduce student burnout and increase student engagement, thus improving mental health. Based on the SD-R model, this study explores the impacts of time pressure, emotional exhaustion, perceived social support, and student engagement on mental health and provides adequate measures to reduce the risk of mental health problems among first-year students. Time pressure, perceived social support, emotional exhaustion, student engagement, and mental health scales were used to investigate 537 first-year students at three universities in Guangxi, China, of whom 290 (54%) were female, and 247 (46%) were male, and the average age was 18.97 ± 1.01. Results indicated that: (1) Moderate scores on time pressure and emotional exhaustion and slightly-above-the-median scores on perceived social support, student engagement, and mental health were found among first-year students in the post-COVID-19 era. (2) Time pressure had a positive relationship with emotional exhaustion and a negative relationship with mental health. (3) Perceived social support was negatively correlated with emotional exhaustion but positively correlated with student engagement, and thus improved mental health. Results of this study with a sample of first-year college students in China support the hypotheses based on the SD-R model. These findings suggest that increasing perceived social support and student engagement while decreasing time pressure and emotional exhaustion may promote mental health among first-year college students.

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School and Family Correlates of Positive Affect in a Nationally Representative Sample of US Adolescents

Cited by 11 publications

References 38 publications

Referral patterns and demographic factors predict treatment dropout in suicidal youth

Referral patterns and demographic factors predict treatment dropout in suicidal youth

School educational models and child mental health among K-12 students: a scoping review

First-Year College Students' Mental Health in the Post-COVID-19 Era in Guangxi, China: A Study Demands-Resources Model Perspective

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