School-Based Prevention and Early Intervention Programs for Depression

Calear, Alison L.; Werner‐Seidler, Aliza; Torok, Michelle; Christensen, Helen

doi:10.1007/978-3-319-89842-1_16

Cited by 4 publications

(2 citation statements)

References 89 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…By providing education and support around mental health, schools can help create a more accepting and supportive environment for students struggling with mental health concerns. Therefore, school curriculum-integrated programmes could also assuage many representative barriers to accessing treatment, such as location, time, and cost [43,44].…”

Section: Introductionmentioning

confidence: 99%

Effect of online intervention based on life skills for mental health, self-efficacy and coping skills among Arab adolescents in the Klang Valley, Malaysia: A cluster randomised controlled trial protocol

Sherif,

Fattah Azman,

Said

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

Background Migrant children and adolescents face a significantly increased risk of mental health issues. Focusing on this population’s mental health issues is fundamental and requires more attention to detect and reduce these burdens in adulthood. Nevertheless, life skills intervention can improve mental health. Its effects on Arab migrant adolescents have not been tested. Here, an evaluation protocol of the effect of an online life skills-based intervention for improving depression, anxiety, stress, self-efficacy, and coping skills among Arab adolescents in Malaysia will be examined. Material and methods This cluster randomised controlled trial (RCT) will involve 207 Arab students (14–18 years old) from 12 Arabic schools in the Klang Valley. The schools will be assigned randomly to an intervention (online life skills programme) or control group at a 1:1 ratio. The researcher will deliver eight one-hour sessions to the intervention group weekly. The control group will receive the intervention at the evaluation end. Both groups will complete assessments at baseline, and immediately and three months after the intervention. The primary outcome is anxiety, depression, and stress [Depression Anxiety and Stress Scale-21 (DASS-21)]. The secondary outcomes are self-efficacy (General Self-Efficacy Scale) and coping skills (Brief COPE Inventory). Data analysis will involve the Generalised Estimation Equation with a 95% confidence interval. P < .05 will indicate significant inter- and intra-group differences. Discussion This will be the first cluster RCT of an online life skills education programme involving Arab adolescent migrants in Malaysia. The results could support programme effectiveness for improving the participants’ mental health problems (depression, anxiety, stress), increasing their self-efficacy, and enhancing their coping skills. The evidence could transform approaches for ameliorating migrant children and adolescents’ mental well-being. Trial registration The study is registered with the Clinical Trial Registry (Identifier: NCT05370443).

show abstract

Section: Introductionmentioning

confidence: 99%

Effect of online intervention based on life skills for mental health, self-efficacy and coping skills among Arab adolescents in the Klang Valley, Malaysia: A cluster randomised controlled trial protocol

Sherif,

Fattah Azman,

Said

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…This epidemiological burden is likely to increase over time as childhood mental disorders are expected to rise and neuropsychiatric disorders are assumed to cause significant adjustment issues in youth and young people [8]. Concurrently, a growing body of evidence suggests that the opportunities for preventing mental ill-health are greatest when directed at children and young people and that early intervention strategies can be effective in delaying the onset of these disorders as well as in alleviating their collateral damage [9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Impact of Ed-LinQ: A Public Policy Strategy to Facilitate Engagement between Schools and the Mental Health Care System in Queensland, Australia

Salvador‐Carulla

Fernández

Sarma

et al. 2021

IJERPH

View full text Add to dashboard Cite

Ed-LinQ is a mental health policy initiative to enhance the early detection and treatment of children with mental illness by improving the liaison between schools and health services in Queensland, Australia. We measured its impact from policy to practice to inform further program developments and public strategies. We followed a mixed quantitative/qualitative approach. The Adoption Impact Ladder (AIL) was used to analyse the adoption of this initiative by end-users (decision makers both in the health and education sectors) and the penetration of the initiative in the school sector. Survey respondents included representatives of schools (n = 186) and mental health providers (n = 78). In total, 63% of the school representative respondents were at least aware of the existence of the Ed-LinQ initiative, 74% were satisfied with the initiative and 28% of the respondent schools adopted the initiative to a significant extent. Adoption was higher in urban districts and in the health sector. The overall level of penetration in the school sector of Queensland was low (3%). The qualitative analysis indicated an improvement in the referral and communication processes between schools and the health sectors and the importance of funding in the implementation of the initiative. Mapping of existing programs is needed to assess the implementation of a new one as well as the design of different implementation strategies for urban and rural areas. Assessing the adoption of health policy strategies and their penetration in a target audience is critical to understand their proportional impacts across a defined ecosystem and constitutes a necessary preliminary step for the evaluation of their quality and efficiency.

show abstract

Universal mental health curricula in public schools: Integrating mental health into physical education

Oh,

Formigoni

2024

Mental Health Science

View full text Add to dashboard Cite

Mental health problems are ubiquitous, yet public schooling lacks comprehensive mental health curricula. The purpose of public education, in part, is to prepare people to face life and contribute to society. In the same vein as physical education (PE), we argue that a universal mental health curriculum could benefit the entire population. Schools across the globe, including in the United States, are beginning to explore universal mental health curricula, which could yield benefits that reach beyond mental health and wellness, to improve physical health, reduce behavioral problems, and increase academic performance. But the road ahead is marked with considerable economic and political barriers. We argue for incorporating mental health into the PE curriculum to gain traction toward a more comprehensive mental health curriculum.

show abstract

School-Based Prevention and Early Intervention Programs for Depression

Cited by 4 publications

References 89 publications

Effect of online intervention based on life skills for mental health, self-efficacy and coping skills among Arab adolescents in the Klang Valley, Malaysia: A cluster randomised controlled trial protocol

Effect of online intervention based on life skills for mental health, self-efficacy and coping skills among Arab adolescents in the Klang Valley, Malaysia: A cluster randomised controlled trial protocol

Impact of Ed-LinQ: A Public Policy Strategy to Facilitate Engagement between Schools and the Mental Health Care System in Queensland, Australia

Universal mental health curricula in public schools: Integrating mental health into physical education

Contact Info

Product

Resources

About