The Youth Aware of Mental Health Intervention: Impact on Help Seeking, Mental Health Knowledge, and Stigma in U.S. Adolescents

Lindow, Janet C.; Hughes, Jennifer L.; South, Charles; Minhajuddin, Abu; Gutiérrez, Luis Olmos; Bannister, Elizabeth; Trivedi, Madhukar H.; Byerly, Matthew J.

doi:10.1016/j.jadohealth.2020.01.006

Cited by 65 publications

(71 citation statements)

References 38 publications

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“…Specifically, when appropriate mental health is lacking to learners in higher learning institutions, negative outcomes are likely to take place. A study of Lindow et al, (2020) indicates that unstable mental health may result into high number in suicides. This is further evidenced by study findings of Choo, Chew and Ho (2018) that when three years of medical records related to suicide attempters (N = 462) admitted to the emergency department of a large teaching hospital in Singapore were subjected to analysis, 25% were diagnosed with mental illness.…”

Section: Mental Health and Learning Engagementmentioning

confidence: 99%

Correlation Between Facebook Use, Mental Health and Learning Engagement: A Case of Universities in Surabaya City, Indonesia

Ngussa¹,

Fitriyah²,

Diningrat³

2020

Turkish Online Journal of Distance Education

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This study was propelled by the Covid 19 Global Pandemic which necessitates online platforms to replace traditional classrooms than ever before. The study investigated on the perception on and interrelationships between Facebook use, mental health and engagement in learning. Using Descriptive Correlational Design, the study used online questionnaire to collect data from a convenient sample of 253University students with varied demographic characteristics in Surabaya City. The mean age of respondents was 21.5. Cronbach's Alpha of above 0.7 was established for each variable prior to data analysis. The study established that students did not consider Facebook as a valuable platform for learning. Difference in Facebook use by gender and area of study was not significant. Students' preferred platforms included Google classroom, WhatsApp and Zoom. Students experienced anxiety and it was not easy for them to cope up with stressful moments. However, they concentrated in learning without any interference from Facebook and took active role in extra-curricular activities, sports and games. Mental health positively influenced students' engagement while Facebook use enhanced mental health. Therefore, it is recommended that educators should make use of Google Classroom, WhatsApp and Zoom to support students' engagement. Students need to actively engage in sports and games to overcome potential stressful moments. Educators should take advantage of students' engagement by introducing alternative social media platforms for further enhancement of learning engagement. Finally, Education stakeholders need to enhance mental health education in order to increase rates of students' engagement in learning.

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Section: Mental Health and Learning Engagementmentioning

confidence: 99%

Correlation Between Facebook Use, Mental Health and Learning Engagement: A Case of Universities in Surabaya City, Indonesia

Ngussa¹,

Fitriyah²,

Diningrat³

2020

Turkish Online Journal of Distance Education

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“…Clinical care for these individuals is typically implemented in specialised clinical services [15][16][17][18] and has the potential to delay or impede the transition to psychosis, although the efficacy of preventive interventions awaits more robust evidence [19][20][21]. Targeted preventive approaches involve screening programmes in asymptomatic individuals who have significant risk factors for certain psychiatric disorders [7,22,23] (primary selective prevention [7,8]) or public health campaigns in the general population (primary universal prevention) [7,8,24]. To date, these initiatives have been mostly piloted for young people with emerging severe mental disorders [8].…”

Section: Introductionmentioning

confidence: 99%

Age at onset of mental disorders worldwide: large-scale meta-analysis of 192 epidemiological studies

et al. 2021

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Promotion of good mental health, prevention, and early intervention before/at the onset of mental disorders improve outcomes. However, the range and peak ages at onset for mental disorders are not fully established. To provide robust, global epidemiological estimates of age at onset for mental disorders, we conducted a PRISMA/MOOSE-compliant systematic review with meta-analysis of birth cohort/cross-sectional/cohort studies, representative of the general population, reporting age at onset for any ICD/DSM-mental disorders, identified in PubMed/Web of Science (up to 16/05/2020) (PROSPERO:CRD42019143015). Co-primary outcomes were the proportion of individuals with onset of mental disorders before age 14, 18, 25, and peak age at onset, for any mental disorder and across International Classification of Diseases 11 diagnostic blocks. Median age at onset of specific disorders was additionally investigated. Across 192 studies (n = 708,561) included, the proportion of individuals with onset of any mental disorders before the ages of 14, 18, 25 were 34.6%, 48.4%, 62.5%, and peak age was 14.5 years (k = 14, median = 18, interquartile range (IQR) = 11–34). For diagnostic blocks, the proportion of individuals with onset of disorder before the age of 14, 18, 25 and peak age were as follows: neurodevelopmental disorders: 61.5%, 83.2%, 95.8%, 5.5 years (k = 21, median=12, IQR = 7–16), anxiety/fear-related disorders: 38.1%, 51.8%, 73.3%, 5.5 years (k = 73, median = 17, IQR = 9–25), obsessive-compulsive/related disorders: 24.6%, 45.1%, 64.0%, 14.5 years (k = 20, median = 19, IQR = 14–29), feeding/eating disorders/problems: 15.8%, 48.1%, 82.4%, 15.5 years (k = 11, median = 18, IQR = 15–23), conditions specifically associated with stress disorders: 16.9%, 27.6%, 43.1%, 15.5 years (k = 16, median = 30, IQR = 17–48), substance use disorders/addictive behaviours: 2.9%, 15.2%, 48.8%, 19.5 years (k = 58, median = 25, IQR = 20–41), schizophrenia-spectrum disorders/primary psychotic states: 3%, 12.3%, 47.8%, 20.5 years (k = 36, median = 25, IQR = 20–34), personality disorders/related traits: 1.9%, 9.6%, 47.7%, 20.5 years (k = 6, median = 25, IQR = 20–33), and mood disorders: 2.5%, 11.5%, 34.5%, 20.5 years (k = 79, median = 31, IQR = 21–46). No significant difference emerged by sex, or definition of age of onset. Median age at onset for specific mental disorders mapped on a time continuum, from phobias/separation anxiety/autism spectrum disorder/attention deficit hyperactivity disorder/social anxiety (8-13 years) to anorexia nervosa/bulimia nervosa/obsessive-compulsive/binge eating/cannabis use disorders (17-22 years), followed by schizophrenia, personality, panic and alcohol use disorders (25-27 years), and finally post-traumatic/depressive/generalized anxiety/bipolar/acute and transient psychotic disorders (30-35 years), with overlap among groups and no significant clustering. These results inform the timing of good mental health promotion/preventive/early intervention, updating the current mental health system structured around a child/adult service schism at age 18.

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“…Twenty-four articles addressed programmes/interventions that aim to promote knowledge about mental disorders and their treatments, of which ten were experimental studies [ 32 , 33 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 ], seven were quasi-experimental studies [ 34 , 35 , 48 , 49 , 50 , 51 , 52 ], three were descriptive articles [ 36 , 37 , 53 ], two were secondary analyses [ 38 , 39 ], one was a mixed study [ 22 ] and one was a systematic literature review [ 54 ].…”

Section: Resultsmentioning

confidence: 99%

Promotion of Mental Health Literacy in Adolescents: A Scoping Review

Nobre

Oliveira

Monteiro

et al. 2021

IJERPH

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In recent years, there has been an important commitment to the development of programs to promote mental health literacy (MHL) among adolescents, due to the prevalence of mental health problems and the low level of MHL that affects this group. The aim of this study was to map the structure and context of programmes/interventions for promoting MHL among adolescents in school settings. A scoping review was conducted following the guidelines of The Joanna Briggs Institute. We searched for studies on programmes/interventions promoting at least one of the components of MHL of adolescents, written in Portuguese, English or Spanish, published from 2013 to 2020, in MEDLINE, CINAHL Plus with Full Text, SciELO, SCOPUS, OpenGrey, RCAAP and in the article reference lists. This review included 29 articles. The majority of programmes/interventions addressed one or more of the four components of MHL, with the knowledge of mental disorders and stigma reduction components being the most covered; were taught by adolescent’s regular teachers; used face to face interventions; had a height variable duration; used non-validated instruments; were implemented in a classroom environment; and showed statistically significant improvements in adolescent’s MHL levels. More research is needed to implement/construct programmes/interventions promoting adolescents’ MHL concerning knowledge on how to obtain and maintain good mental health.

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The Youth Aware of Mental Health Intervention: Impact on Help Seeking, Mental Health Knowledge, and Stigma in U.S. Adolescents

Cited by 65 publications

References 38 publications

Correlation Between Facebook Use, Mental Health and Learning Engagement: A Case of Universities in Surabaya City, Indonesia

Correlation Between Facebook Use, Mental Health and Learning Engagement: A Case of Universities in Surabaya City, Indonesia

Age at onset of mental disorders worldwide: large-scale meta-analysis of 192 epidemiological studies

Promotion of Mental Health Literacy in Adolescents: A Scoping Review

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