An Evaluation of Youth Mental Health First Aid Training in School Settings

Gryglewicz, Kim; Childs, Kristina K.; Soderstrom, Melanie F. P.

doi:10.1007/s12310-018-9246-7

Cited by 42 publications

(23 citation statements)

References 57 publications

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“…Evaluation studies of the YMHFA program, however, have indicated that improving mental health literacy is insufficient for increasing appropriate helping behaviors in the real world. Although previous evaluation studies of the YMHFA reported improvements in confidence in offering help [25,33], understanding of the five steps of helping behaviors [31], and recognizing the importance of offering help [32], they did not show that the programs significantly increased the numbers of actual helping behaviors. Why was the existing YMHFA program not able to effectively increase appropriate helping behaviors?…”

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confidence: 76%

“…This 14-h program can be conducted as either over two full days or four small sessions, and those instructors registered on the MHFA website [30] teach how to recognize and help young people with mental disorders and facilitate role plays between participants to develop practical skills of helping behavior (for more details, see [25]). An evaluation study of the YMHFA in Australia has demonstrated improvements in knowledge of mental disorders, stigmatizing attitudes, and confidence in offering help [25], and this program has been conducted in the United States [31][32][33]. To improve literacy regarding the worldwide problem of depression among youth, it is hoped that the YMHFA will be used globally in future, as well as the original MHFA that has already been conducted and evaluated in over 22 countries [34], including the United Kingdom [35,36], the United States [37], and Japan [38][39][40].…”

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confidence: 99%

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Exploring perceived costs and benefits of first aid for youth with depression: a qualitative study of Japanese undergraduates

Kashihara

Sakamoto

2020

Int J Ment Health Syst

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Background: Early interventions for depression among youth are greatly needed. Although Youth Mental Health First Aid (YMHFA) program has been developed to teach the public how to help young people with mental disorders, including depression, it has assumed human altruism and overlooked the possibility that participants would experience conflict between the costs and benefits of helping behaviors. The present qualitative study, therefore, initially explored content of the costs and benefits perceived by youth in terms of helping their peers with depression. Methods: A total of 56 Japanese undergraduates (32 female, 24 male; M age = 20.20, SD = 1.09) participated in the face-to-face survey. They were provided with basic knowledge about helping behaviors and were presented with a vignette describing an undergraduate with depression. Then, they left free descriptive comments on their views of the costs/benefits of helping/not helping the person in the vignette. As supplemental quantitative analyses, we statistically compared numbers of labels (n = 624), which were obtained from participants' comments, across two (costs/ benefits) × two (helping/not helping) domains. Finally, we conducted a qualitative content analysis that combined inductive and deductive methods to categorize these labels. Results: The supplemental quantitative analyses (i.e., ANOVA and post hoc analyses) on the numbers of labels highlighted that the participants perceived suppressors (i.e., costs of helping, benefits of not helping) as well as motivators (i.e., costs of not helping) in making decision to help peers with depression. The qualitative content analysis mainly showed that: (i) the categories in each domain covered multiple facets of costs and benefits, including negative/positive effects on the participants themselves, the person in the vignette, and interpersonal relationships; and that (ii) the participants perceived the conflicts of costs and benefits regardless of whether they help their peers with depression. Conclusions: These results provide evidence for how young people experience the conflicts between the costs and benefits of helping behaviors toward their peers with depression and reveal specific content of these costs and benefits. These findings could serve as a basis for extending YMHFA programs and designing educational content to promote public helping behaviors in realistic situations.

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confidence: 76%

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confidence: 99%

Exploring perceived costs and benefits of first aid for youth with depression: a qualitative study of Japanese undergraduates

Kashihara

Sakamoto

2020

Int J Ment Health Syst

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“…Evidence-based prevention programs that promote adolescents' MH and positive changes in the school environment should be implemented in schools [15,70]. Programs for adults working with youth with MS-related issues are of comparable importance [71]. Based on the positive results of the Adolescent Depression Awareness Program intervention, Beaudry et al [72] suggest such types of school preventive programs to improve depression literacy.…”

Section: Discussionmentioning

confidence: 99%

Academic Stress and Physical Activity in Adolescents

Frömel

Šafář

Jakubec

et al. 2020

BioMed Research International

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e issue of work-related mental health needs to be addressed at the school level. e aim of this study was to explore the associations between academic stress (AS) of adolescent boys and girls and their physical activity (PA) during recesses and after school and to propose measures to promote the adoption of lifelong healthy working habits. Adolescents from 16 schools in the Czech Republic and 6 schools in Poland participated in the study (187 boys and 339 girls). Monitoring of PA and cognitive stress was conducted during one school day. We used ActiTrainer accelerometers to monitor PA and physical inactivity. Data on time of PA and self-reported AS in school lessons were collected using recording sheets. We split the participants into two groups: those without a self-reported stressor and those who indicated one or more stressors. Differences in overall PA during recesses, as well as after-school PA, between boys with and without AS were not statistically significant for any PA characteristics. We observed similar results for girls. Repeated measures ANOVA confirmed that differences in PA (steps/hour) during recesses following particular lessons between participants with and without AS were not statistically significant in boys or girls (F (4,1612) � 1.83, p � 0.121 , η 2 p � 0.005). It is noteworthy that girls with AS were statistically significantly more likely to meet the 6000 steps after school time recommendation (39%) than girls without AS (18%; p < 0.001). e study did not confirm the assumption that adolescents reporting AS have less PA during recesses or even after school than adolescents without AS. However, the overall low PA of adolescents during recesses and after school highlights the need to compensate for AS by adequate PA. is is especially true for adolescents with recurrent AS in several consecutive lessons.

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“…The difficulty of coping with maturation can manifest in behavioral disorders, mood disorders, depression, anxiety, or even lead to suicidal tendencies. This underscores the importance of developing appropriate responses to adolescents' needs, since lack of support can negatively influence their development of social and behavioral competencies (Dunne et al, 2017;Gryglewicz et al, 2018).…”

Section: Introductionmentioning

confidence: 99%