Effects of a life-skills-based prevention program on self-esteem and risk behaviors in adolescents: a pilot study

Abstract

BackgroundRisk behaviors among young people are a major social and public health issue. This study aims to assess the impact of a life-skills-based prevention program (called Mission Papillagou) on self-esteem, well-being, and risk behaviors among adolescents.MethodIn a two-arm controlled study involving 520 school pupils aged between 10 and 15 years old, participants taking part in the prevention program (the Papillagou group) were compared to pupils who did not take part (the control group). Two assessment sessions were performed, one at baseline, and one after either the Mission Papillagou program (Papillagou group) or usual lessons (control group). Participants self-reported on their self-esteem, well-being, behaviors, interests and opinions.ResultsThe Mission Papillagou program significantly improved Self-Esteem scores (ηρ2 = .035). Well-being (Cramér’s V = .14) and mood (“feeling of depression”: Cramér’s V = .503; “feeling hopelessness about the future”: Cramér’s V = .357; “waking up at night”: Cramér’s V = .343) also improved in the Papillagou group compared to the control group. Regarding risk behaviors, the prevention program produced a decrease in the frequency of insults (Cramér’s V = .267) and rumor-spreading (Cramér’s V = .440), and a change of opinion toward the possibility of smoking an electronic cigarette in the future (Cramér’s V = .372).ConclusionThis study suggests that life-skills-based risk prevention programs are effective.

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

“…However, a universal CBT trial in Swedish primary schools found no evidence of long-term effects of such program on anxiety prevention [ 71 ]. Five intervention studies based on life-skill-training were found to be effective in promoting self-efficacy [ 72 , 73 ], self-esteem [ 73 , 74 ], and reducing depression/anxiety-like symptoms [ 72 , 75 , 76 ]. Courses covering stress management skills have also been reported to improve life satisfaction, increase happiness and decrease anxiety levels among students in developing countries [ 77 – 79 ].…”

Quantitative CT imaging features for COVID-19 evaluation: The ability to differentiate COVID-19 from non- COVID-19 (highly suspected) pneumonia patients during the epidemic period

“…When three or more manifestation types were included and compared by chi-squared test, the adjusted standardized residuals was calculated to characterize cell significance and the absolute value of adjusted residual larger than 2.58 was considered to be significant [ 18 ]. The Cramer’s V coefficients [0.1 (small); 0.3 (medium); 0.5 (large)] were used to assess the association between the categorical variables [ 19 ]. For ROC analysis, the cut-off value in the training set at the maximum of Youden index of each model was calculated and the sensitivity, specificity, accuracy in the training and testing sets were derived at such cut-off value.…”

Psychometric Properties of the Brief Life Skills Scale for Adolescents (EHV-A)

“…These ndings further highlight theimportance of interventions that contribute to self-esteem during this stage of the life cycle (Moksnes & Espnes, 2012; Moulier et al, 2019; Zangirolami et al, 2018). Mann et al, 2004; Moulier et al, 2019; Niaraki & Rahimi, 2013; Tremblay et al, 2020; Zangirolami et al, 2018).With the excellent scores obtained here in validating the EHV-A with junior high and high school students, and the potential of schools as spaces for mental health promotion, it is now important to carry out studies with children and preadolescents(Moulier et., al, 2019;Zangirolami et al, 2018). For now, its use can be recommended in adolescents up to 17 years of age, and it can be used for fundamental decision making in mental health promotion.…”

“…This de nition considers: 1) the importance of cognitive, interpersonal, and coping skills in adolescent psychosocial development; 2) the role of these skills on young people's ability to protect their health, adopt positive behaviors, and foster healthy relationships; 3) the development of life skills as a part of the learning and educational process that underpins adolescent well-being (Ross et al, 2020); 4) the use of these skills in other areas, such as education, violence, and human rights; 5) the reinforcement of different protective factors, such as selfknowledge, self-con dence, and self-esteem; and 6) adolescents' mastery and application of these skills in everyday situations to become more self-con dent and increase their self-e cacy and self-esteem (Botvin & Gri n, 2007;Mangrulkar et al, 2001;PAHO, 2001;Skeen et al, 2019;UNICEF, 2020;WHO, 2003WHO, , 2020. Several studies have reported an association between life skills and signi cant increases in selfesteem levels (Maryam, Davoud, & Zahra, 2011;Mohammadzadeh et al, 2019;Moulier et al, 2019), so the latter can be used as a parameter to test the external validity of life skills measurements.…”

“…The use of the EHV-A before and after interventions would also help to measure their impact in strengthening life skills and self-esteem.There is evidence that self-esteem is a protective factor that in uences physical and mental health, as well as social behavior that cushions the impact of negative in uences or risks associated with adolescent development. It is thus important to reconsider the potential of self-esteem in promoting mental health(Mann et al, 2004;Moulier et al, 2019). There are also studies that support the notion that self-esteem plays an essential role in individual adaptation to the environment, with implications for emotional health and mental well-being during adolescence.…”