The Impact of a Harry Potter-Based Cognitive-Behavioral Therapy Skills Curriculum on Suicidality and Well-being in Middle Schoolers: A Randomized Controlled Trial

Klim-Conforti, Paula; Zaheer, Rabia; Levitt, Anthony J.; Cheung, Amy; Schachar, Russell; Schaffer, Ayal; Goldstein, Benjamin I.; Fefergrad, Mark; Niederkrotenthaler, Thomas; Sinyor, Mark

doi:10.1016/j.jad.2021.02.028

Cited by 17 publications

(25 citation statements)

References 16 publications

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“…The current study is a qualitative exploration complementing our prior RCT results [15]. The research was introduced by study staff first at the school level and then by the teachers within each classroom.…”

Section: Data Sources and Study Designmentioning

confidence: 99%

“…Universal school-based prevention is one way to reach more youth earlier and may be a means of addressing service delivery challenges when the mental health of youth who are identified require more specialized care and navigation. Universal interventions can improve mental health literacy [14][15][16], identify persons at risk for suicide [17][18][19][20] and anxiety and mood disorders [1,21,22]. These challenges have been identified within Ontario and internationally as the highest priority student mental health issues [23][24][25].…”

mentioning

confidence: 99%

“…This paper draws on qualitative data collected as part of the process evaluation within a randomized controlled trial (RCT) of the Cognitive Behavioural Therapy Skills Intervention (CBTSI). Details of the intervention have been previously published [15] but, in short, it involves imparting CBT skills to middle schoolers while reading 'Harry Potter and the Prisoner of Azkaban' in English class. While our RCT study revealed how the intervention impacted these variables, prior publications did not examine how students interacted with and received the curriculum.…”

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confidence: 99%

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Youth voices and experiences regarding a school-based cognitive behavioral therapy skills intervention: lessons for future engagement and adaptation

et al. 2022

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Background The Cognitive Behavioral Therapy Skills Intervention (or CBTSI) aims to build mental health literacy and knowledge, allowing youth to build resilience and improve mental health broadly. In Ontario, Canada, youth voice is scant and European studies have largely reported on youth factors supporting stigma reduction, help-seeking intentions and overall satisfaction with a given intervention. Process evaluations and implementation that underpin what youth require to embrace mental health literacy interventions, particularly those that embed key learning principles in the everyday curriculum, have not been broached. The goal of this study is to understand both barriers and facilitators to engagement with the CBTSI (an intervention novel in itself because of the combined mental health plus cognitive behavior therapy (CBT) skills principles embedded in literacy) and the resources and structures that students report requiring, to fully engage with such an intervention. Methods Student focus groups were conducted utilizing qualitative interviews that were analyzed thematically. Analysis was informed using principles of pragmatism and analyzed inductively using thematic analysis (Braun and Clarke, Qual Res Psychol 3:77–101, 2006), first looking at the whole and then coding for themes, within an interpretivist framework. Youth were in middle school (grade 7 and 8) in Toronto, Canada who had received the CBTSI. Face to face interview guides with iterative questioning were conducted in February of 2020, and these interviews were audio-recorded and professionally transcribed. Teachers randomly chose a subset of youth whose parents consented to the research to ensure ethno-racial similarity to classroom demographics. Results There were eight groups with sixty students who participated. Students were 12 to 14 years of age. Major themes were identified: maximizing the opportunities for involvement and self-determination created an atmosphere where confidence and self-compassion could flourish, signalling to the students that they understood and were able to deploy the strategies they were taught; students expressed that the intervention needs to be adapted to enhance personal dignity, respecting both individual wishes and goals in light of the variability in student reported mental health. A model explains the structures and adaptations required to maximize learning based on youth feedback. Interpretation Mental health literacy incorporating CBT is a promising population-based health promotion intervention. Future adaptations and implementation decisions regarding the CBTSI need to address the wishes and experiences of these youth. Youth voice in this study explored factors that prevent and promote the uptake of the key lessons within the context of existing variability in student mental health that is often found within the context of a regular classroom. The results should be used to adapt the CBTSI as it is disseminated more broadly.

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Section: Data Sources and Study Designmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Youth voices and experiences regarding a school-based cognitive behavioral therapy skills intervention: lessons for future engagement and adaptation

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“…A segunda intervenção refere-se a um estudo baseado no currículo de alfabetização em saúde mental com base em Harry Potter, dos autores Klim-Conforti et al (2021). Esta estratégia foi realizada com uma população de adolescentes de 11 a 14 anos, na qual transmitiu habilidades de TCC, sobre suicídio e bem-estar no referido público.…”

Section: Intervenção Currículo De Alfabetização Em Saúde Mental Basea...unclassified

Estratégias de prevenção do suicídio e da autolesão voltadas para adolescentes em ambientes escolares: uma revisão integrativa da literatura

Escobar

Arruda

Sobrinho

2022

RSD

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Os comportamentos suicidas e de autolesão são um desafio para a Saúde Pública, especificamente para a saúde do adolescente, necessitando de intervenções intersetoriais. Neste sentido, os ambientes escolares mostram-se como espaços potenciais para o desenvolvimento de estratégias de prevenção dos citados comportamentos. O objetivo deste estudo foi analisar na literatura estratégias eficazes de prevenção do suicídio e da autolesão voltadas para adolescentes em ambientes escolares. Trata-se de uma revisão integrativa da literatura, realizada no período de setembro a outubro de 2021, com a utilização das seguintes bases de dados online: Medical Literature Analysis and Retrievel System Online (MEDLINE), Literatura Latino-americana e do Caribe em Ciências da Saúde (LILACS), Índice Bibliográfico Español en Ciências de La Salud (IBECS), Base de Dados em Enfermagem (BDENF), Coleciona SUS e Index Psicologia- Periódicos pesquisadas via portal da Biblioteca Virtual em Saúde (BVS) e na base Education Resources Information Center (ERIC). Ao realizar as etapas previstas na revisão resultaram um total de 11 artigos que atenderam aos critérios de elegibilidade do estudo. As intervenções de prevenção ao suicídio e da autolesão encontradas nesta revisão de literatura abordaram questões de saúde mental através do fortalecimento das habilidades socioemocionais e os programas apontaram predominância de treinamento para reconhecimento dos sinais do comportamento suicida e encaminhamento aos profissionais da saúde mental, principalmente o Gatekeeper (guardiões da vida). Quanto à eficácia dos estudos incluídos, foi verificado que existiram resultados promissores na maioria deles, entretanto alguns destes apresentaram lacunas.

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“…A study by Klim-Conforti et al, also showed that cognitive-behavioral therapy can reduce the incidence of suicide, emotional management, self-concept, interpersonal difficulties, depression, and anxiety in junior high school students during the COVID-19 pandemic. Prevention of risk factors is influenced by prenatal and/or early childhood programs that can support parents' skills by teaching them about children's behavioral patterns and social skills [42], [45]. Based on the study by Wolf et al, college student that does physical exercise (moderate to intense particularly) during the COVID-19 pandemic have lower chances of presenting depression or anxiety symptoms [46].…”

Section: Protection From Specific Mental Illnessmentioning

confidence: 99%

Prevention of Mental Health Disorder among Adolescents during The COVID-19 Pandemic

Khariri

Mahendra

Maesarah

et al. 2022

JPS

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Background: COVID-19 pandemic not only causes physical problems but also becomes a stressor and give problems to mental health that are commonly found in adolescence. Mental health disorders, such as anxiety and depression, can increase the risk of many physical health problems and reduce performance in work and social environment as well. Therefore, this literature review is aimed to discuss further and to broaden insight about the importance of mental health disorders and efforts to prevent mental health disorders among teenagers during the COVID-19 pandemic. Reviews: The COVID-19 pandemic has negative impacts in mental health. Depression and anxiety are the most common mental health condition in the general population that reported an increase until three times compared before the pandemic. Several studies about COVID-19 and anxiety showed that the younger population (especially young adults) tended to have more anxiety. The most distressing issue for teenagers in the pandemic is not being able to see their friends, being fear of their friends or family getting sick or dying from COVID-19. In addition, when compared to the older population, the younger population also uses social media more often that can cause anxiety due to information overload and misinformation. Summary: COVID-19 pandemic gives rise to various mental health problems among teenagers. Understanding the symptoms and prevention of mental health disorders such as health promotion and protection from specific mental illness are becoming the primary prevention of mental health problems

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The Impact of a Harry Potter-Based Cognitive-Behavioral Therapy Skills Curriculum on Suicidality and Well-being in Middle Schoolers: A Randomized Controlled Trial

Cited by 17 publications

References 16 publications

Youth voices and experiences regarding a school-based cognitive behavioral therapy skills intervention: lessons for future engagement and adaptation

Youth voices and experiences regarding a school-based cognitive behavioral therapy skills intervention: lessons for future engagement and adaptation

Estratégias de prevenção do suicídio e da autolesão voltadas para adolescentes em ambientes escolares: uma revisão integrativa da literatura

Prevention of Mental Health Disorder among Adolescents during The COVID-19 Pandemic

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