Adolescents With Depressive Symptoms and Their Challenges With Learning in School

Humensky, Jennifer; Kuwabara, Sachiko A.; Fogel, Joshua; Wells, Corrie; Goodwin, Brady; Voorhees, Benjamin W. Van

doi:10.1177/1059840510376515

Cited by 86 publications

(73 citation statements)

References 39 publications

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“…Negative thinking has also been found to lead to procrastination and eventually poor academic performance (Humensky et al, 2010). Barriga et al (2002) assert that somatic conditions impair and exacerbate attention problems that then have a concomitant negative impact on academic performance.…”

Section: Health and Academic Successmentioning

confidence: 99%

Social support, stress, health, and academic success in Ghanaian adolescents: A path analysis

Glozah

Pevalin

2014

Journal of Adolescence

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The aim of this study is to gain a better understanding of the role psychosocial factors play in promoting the health and academic success of adolescents. A total of 770 adolescent boys and girls in Senior High Schools were randomly selected to complete a self-report questionnaire. School reported latest terminal examination grades were used as the measure of academic success.Structural equation modelling indicated a relatively good fit to the posteriori model with four of the hypothesised paths fully supported and two partially supported. Perceived social support was negatively related to stress and predictive of health and wellbeing but not academic success. Stress was predictive of health but not academic success. Finally, health and wellbeing was able to predict academic success. These findings have policy implications regarding efforts aimed at promoting the health and wellbeing as well as the academic success of adolescents in Ghana.Keywords: adolescents; perceived social support; stress; health; wellbeing; academic success 3 INTRODUCTIONThe academic success of children does not occur within a vacuum, but rather is situated within nested environments characterised by dynamic and subtle influences. Data from the Global School-based Health Survey in Ghana indicates that over 80% of adolescents report experiences such as feeling worried, feeling sad and hopeless, and feeling lonely which in turn had a negative effect on their daily life activities (Owusu, 2008). The psychosocial needs of adolescents play a critical role in their academic success. Several studies have demonstrated that social support has a positive effect on adolescents' health and wellbeing (Gini, Carli, & Pozzoli, 2009;Lindsey, Joe, & Nebbitt, 2010) and on their academic success (Azmitia, Cooper, & Brown, 2009;Danielsen, Wiium, Wilhelmsen, & Wold, 2010).Conversely, stress has negative effects on health and wellbeing (Flouri & Kallis, 2011;Hjern, Alfven, & Ostberg, 2008) and on academic success (Alva & de los Reyes, 1999;Chung & Cheung, 2008;Flook & Fuligni, 2008). These findings also suggest that social support mitigates the deleterious effects of stress on heath (Gayman, Turner, Cislo, & Eliassen, 2011) and academic success (Danielsen et al., 2010). Stress is known to be deleterious to health by promoting maladaptive behavioural coping responses (e.g. smoking, alcohol intake, binge eating). Cohen, Gottlieb, and Underwood (2000) assert that beliefs of perceived social support may reduce or even annihilate an emotional reaction to stressful situations and prevent or alter maladaptive behavioural response, and may also alleviate the deleterious effects of stress appraisal by providing a solution to a problem, either in terms of health or academic success.In response to concerns that academic standards are falling in Ghana, policy makers have placed considerable emphasis on factors such as school feeding programmes, curriculum modification, and education reforms among others (Ghana Ministry of Education, 2003). Although these school-b...

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Section: Health and Academic Successmentioning

confidence: 99%

Social support, stress, health, and academic success in Ghanaian adolescents: A path analysis

Glozah

Pevalin

2014

Journal of Adolescence

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“…Due to fear of failure, children often deliberately tend to avoid challenging situations by decreasing effort and using selfhandicapping behaviors aimed at protecting their self-worth [35]. In turn, all these maladaptive conditions hamper subsequent improvement in reading and mathematics by creating a vicious circle characterized by mutually increasing in duration and severity [36,37].…”

Section: Depression In Childrenmentioning

confidence: 99%

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

Alesi¹,

Rappo²,

Pepi³

2014

J Psychol Abnorm Child

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Educational research places emphasis on the fact that pupils with Learning Disabilities may develop depressive and anxiety symptoms characterized by lower levels of self-esteem.The aim of this research is to compare the levels of depression, anxiety at school and self-esteem in children with learning disabilities, mathematical disabilities and a control group who showed typical learning. The participants were 132 children (52 girls and 80 boys), with an average age of 9 years, attending the fourth grade of primary school. These pupils were selected by scores on a battery of tests commonly used in Italy for the assessment of learning disabilities. On the whole, analyses revealed that children with Learning Disabilities and Mathematical Disabilities showed higher level of depression and school anxiety as well as lower rated self-esteem at school than children with typical learning. Moreover our findings highlight the co-occurrence of depressive and anxiety symptoms in pupils with Learning Disabilities.One of the issues that emerges from this study is the need to implement prevention programs aimed at identifying at an early age high-risk children showing increased levels of depression and anxiety. Moreover, these findings highlight the importance to find which are the most appropriate educational and clinical interventions to reduce cognitive maladaptive strategies in school aged children.

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“…With regard to adherence, we report on the number of elearning lessons completed, the number of chats completed, and total number of characters typed in the chats [10]. We asked each participant to complete six e-lessons, which were tracked by the research team for completion (the lessons were interactive and required participants to periodically click various elements to advance; progress through the lessons was tracked by recording these clicks).…”

Section: Feasibilitymentioning

confidence: 99%

“…We did not record the length of each chat. We based the user satisfaction domains on assessments piloted and used in a phase 2 randomized clinical trial [6,10]. Veteran participants rated sociocultural relevance (5-point Likert scale, where 1 = strongly disagree and 5 = strongly agree) across three separate domains: (1) overall satisfaction (e.g., "I would recommend VETS PREVAIL to a friend dealing with combat or postdeployment stress"), (2) helpfulness (e.g., "I received practical advice about how I can handle my emotions"), and (3) personal relevance (e.g., "The VETS PREVAIL training program struck a chord with my own life").…”

Section: Feasibilitymentioning

confidence: 99%

“…Conversely, several common resiliency factors have been identified for these disorders in the same domains that are expected to be protective based on prior studies of mental disorders: behavioral (engagement in meaningful activities), cognitive (self-efficacy, problem-solving skills), and interpersonal relations (enhanced social support) [6][7]. However, negative affect can exacerbate both disorders, increasing functional impairment and worsening corespecific symptoms [8][9][10][11]. Without intervention, both disorders impair the individual's performance in work, military, and personal roles [5].…”

Section: Introductionmentioning

confidence: 99%

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Pilot study of Internet-based early intervention for combat-related mental distress

Voorhees¹,

Gollan

Fogel

2012

JRRD

Self Cite

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Abstract-This article evaluates an Internet-based early intervention combining online cognitive-behavioral therapy (CBT) with electronic peer-to-peer support intended to promote mental health and well-being among combat veterans. We conducted a phase 1 clinical trial of 50 Iraq and Afghanistan veterans using a pre and post single-arm design. We evaluated feasibility and changes in mental health symptoms (depression and posttraumatic stress disorder [PTSD]), functional status, and attitudes toward treatment seeking at baseline and weeks 4, 8, and 12. A diverse group of veterans was enrolled (26% ethnic minority, 90% male, 66% with income <$30,000/year, 88% with no prior treatment for depression). Participants completed a mean of 4 of 6 lessons (standard deviation = 2.54). From baseline to week 12, there were significant declines in the Center for Epidemiologic Studies-Depression scale score (effect size [ES] = 0.41) and PTSD Checklist-Military version score (ES = 0.53). There were significant improvements in willingness to accept diagnosis (ES = 1.08) and perceived social norms and stigma regarding friends (ES = 1.51). Although lack of a control group is a limitation, the Internet-based program combining CBT-based coping skills training and peer-topeer support demonstrated potential feasibility and evidenced benefit in symptom remediation for depression and PTSD.Clinical Trial Registration: ClinicalTrials.gov; NCT01231711, "Improving Quality-of-life and Depressive Symptoms of Combat Veterans Via Internet-based Interventions"; http://www.clinicaltrials.gov.

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Adolescents With Depressive Symptoms and Their Challenges With Learning in School

Cited by 86 publications

References 39 publications

Social support, stress, health, and academic success in Ghanaian adolescents: A path analysis

Social support, stress, health, and academic success in Ghanaian adolescents: A path analysis

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

Pilot study of Internet-based early intervention for combat-related mental distress

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