How can the education sector support children’s mental health? Views of Australian healthcare clinicians

Paton, Kate; Gillam, Lynn; Warren, Hayley; Mulraney, Melissa; Coghill, David; Efron, Daryl; Sawyer, Michael

doi:10.1371/journal.pone.0261827

Cited by 4 publications

(4 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such occasions of special support would lead children to increase the amount of close contact with a teacher and contribute to better mental health even if the special support is not aimed at caring for the mental health of children. Previous studies have reported that interactions between teachers and students are associated with better mental health among children 34,35 . Probably, children who used only non‐Japanese at home may have lower Japanese skills than those who use both languages more often, therefore children who speak only foreign languages might have more occasions to receive special support in schools, and these occasions may contribute to the better mental health of the children.…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies have reported that interactions between teachers and students are associated with better mental health among children. 34 , 35 Probably, children who used only non‐Japanese at home may have lower Japanese skills than those who use both languages more often, therefore children who speak only foreign languages might have more occasions to receive special support in schools, and these occasions may contribute to the better mental health of the children.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Mental health status of children who use foreign languages at home in Japan

Takahashi,

Nishimura,

Osuka

et al. 2023

PCN Reports

View full text Add to dashboard Cite

Aim Little is known about the mental health status of children in Japan whose roots are in foreign countries. The differences in language that are used every day may be a factor that makes adaptation difficult for these children. The aim of the present study, therefore, was to examine the mental health status of children who use foreign languages at home via a cross‐sectional survey in a large cohort. Methods The survey was conducted among children who attended public elementary and junior high schools in a large city in Japan. Data were received from 20,596 elementary school‐aged (above 4th grade) and 19,464 junior high school‐aged children. We compared mental health status evaluated by the Patient Health Questionnaire‐4 in the group based on language usage at home (only Japanese, only foreign languages, and both languages). Results We found that children who used foreign languages at home exhibited worse mental health status than children who used only Japanese at home. In addition, mental health status was slightly better among junior high school‐aged children who used only foreign languages at home than among elementary school‐aged children. This tendency was not observed in the group of children who used both languages at home. Conclusion Our results suggest that children in Japanese society who use foreign languages at home have worse mental health, therefore there is a need for support for these children living in Japan.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Mental health status of children who use foreign languages at home in Japan

Takahashi,

Nishimura,

Osuka

et al. 2023

PCN Reports

View full text Add to dashboard Cite

show abstract

“…Estas bondades permiten inferir que las opiniones de los médicos (Paton et al, 2022) y los miembros del equipo de salud se debe tomar en cuenta sobre cómo el sistema educativo podría apoyar la salud mental de los estudiantes y mejorar el acceso a la atención de salud mental para niños y adolescentes.…”

Section: Tabla 4 Efectividad Del Programa Educativo En El Fortalecimi...unclassified

Habilidades sociales en adolescentes desde la enseñanza virtual: Programa educativo de fortalecimiento en Amazonas-Perú

2024

RCS

View full text Add to dashboard Cite

Social skills in adolescents are important since they are considered one of the key pieces for their development, even more so after having concluded virtual teaching and a confinement forced by a pandemic. The objective was to analyze the strengthening of the educational program from the social skills of adolescents in virtual teaching of two public educational institutions in Amazonas, Peru. The hypothetical deductive method was used, with a quantitative approach, application level, quasi-experimental pre -post test design. The sample was 536 adolescents. A Likert-type scale called the Social Skills Evaluation List prepared by the Ministry of Health was applied, then 8 educational sessions were carried out and after that the instrument was applied again; The data were processed and the Wilcoxon non-parametric statistical test was applied. The results showed that the educational program was effective, also in its dimensions: Assertiveness, communication, self-esteem and decision making. It is concluded that the application of the educational program was effective in strengthening the social skills of adolescents, therefore, its implementation should be continued.

show abstract

“…Adolescents with mental health problems are more vulnerable to academic failure, dropping out of school, substance abuse, criminal/legal involvement, and exploitation [21]. Schools play an essential role in supporting many young people's mental health and can also enable early intervention when displaying symptoms [22]. The school setting also provides an opportunity to reach large numbers of young people simultaneously [23].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of school-based psychological interventions for the treatment of depression, anxiety and post-traumatic stress disorder among adolescents in sub-Saharan Africa: A systematic review of randomized controlled trials

Tareke,

Asrat Yirdaw,

Gebeyehu

et al. 2023

PLoS ONE

View full text Add to dashboard Cite

Background Mental disorders among adolescents represent a high burden and early onset. They compromise their physical health, survival, and future potential. On the other hand, young people have inadequate access to essential health services in sub-Saharan Africa. We aimed to review school-based psychological interventions, contents, delivery, and evidence of effectiveness designed to treat depression, anxiety, or posttraumatic stress symptoms among adolescents and young adults aged 10–24. Method We searched articles on the following databases: PubMed, Scopus, Embase, and Science Direct from 17/10/2022 to 30/12/2022. Furthermore, relevant studies were searched from advanced google scholar, google and identified reference lists. We used MeSH browser for key words: psychological interventions, depression, anxiety, posttraumatic stress disorder and lists of Sub-Saharan Africa countries. We combined words using standard Boolean operators (OR, AND). The quality of studies was evaluated using the Cochrane Collaboration’s risk of bias tool and the results were presented as a narrative synthesis since the interventions were very heterogenous. Results Fourteen randomized controlled trials were included for systematic review and more than half (57.14%) were from Kenya and Nigeria. Common school-based psychological interventions were cognitive behavioral therapy and Shamiri interventions (an intervention that focuses on youths to cultivate a growth mindset, practice gratitude and take the value). More than half (57.14%) of the interventions were delivered by non-specialists like teachers, lay providers and community health workers. Nearly one-fifth of the interventions were used individual modality. School-based psychological interventions provided by non-specialists also produced a greater reduction in adolescents’ depressive, anxiety, and post-traumatic stress symptoms compared to the control groups. Conclusion Cognitive behavioral therapy and Shamiri interventions were the common treatment delivered in school settings. The range of interventions could be effectively delivered by non- professionals that promote task-shifting of psychological interventions from very scarce mental health specialists in these countries. Trial registration Trial Registration: Prospero CRD42022378372. https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022378372.

show abstract

How can the education sector support children’s mental health? Views of Australian healthcare clinicians

Cited by 4 publications

References 25 publications

Mental health status of children who use foreign languages at home in Japan

Mental health status of children who use foreign languages at home in Japan

Habilidades sociales en adolescentes desde la enseñanza virtual: Programa educativo de fortalecimiento en Amazonas-Perú

Effectiveness of school-based psychological interventions for the treatment of depression, anxiety and post-traumatic stress disorder among adolescents in sub-Saharan Africa: A systematic review of randomized controlled trials

Contact Info

Product

Resources

About