Adolescent mental health education InSciEd Out: a case study of an alternative middle school population.
Adolescent mental health education InSciEd Out: a case study of an alternative middle school population.
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DOI：
10.1186/s12967-018-1459-x
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发表时间：
2018-04-03
影响因子：
7.4
通讯作者：
Pierret C
中科院分区：
文献类型：
--
作者：
Yang J;Lopez Cervera R;Tye SJ;Ekker SC;Pierret C
精神疾病在全球疾病负担中占很大比例，特别是当疾病发生在青年时期，寻求帮助被推迟和/或受到限制时。然而，很少有促进心理健康的干预措施针对青年，特别是那些患有精神疾病或有患精神疾病高风险的青年（“高危”青年）。基于社区的转化研究有能力识别和干预积极健康成果的障碍。这对于有风险的青年人口的综合护理尤其重要。在这里，综合科学教育外展（InSciEd Out）计划向一群七年级和八年级的高危学生提供了一种新颖的基于学校的心理健康反污名干预措施。通过课堂活动、问卷调查和教师访谈，对这些学生的心理健康知识、污名化和求助意愿的变化进行评估。采用描述性统计和Cohen's d效应量来评估前后变化。还对试点结果进行了推断性统计分析，为今后的研究提供基准。消除对心理健康的误解（物质虚弱p = 0.00;恢复p = 0.05;预防p = 0.05;暴力p = 0.05）伴随着心理健康素养的轻微提高（d = 0.18）和小到中等程度的求助意愿改善（焦虑d = 0.24;抑郁d = 0.48;物质d = 0.43;精神病d = 0.53）。在这一特定的学生群体中，耻辱感在基线时非常低，并且基本保持不变。教师的叙述揭示了积极的教师编程的看法，增加学生开放谈论心理疾病，更高的同行和自我接受心理健康诊断和寻求帮助。在替代学校环境中以课程为基础的精神疾病工作是可行的，并在InSciEd Out框架下很好地融入了一般课程。初步数据表明，存在独特的求助障碍，在风险青年。越来越多地关注以社区为基础的规划有可能弥合翻译方面的差距，使这一关键人群获得临床护理，以改善所有人的心理健康。试用注册ClinicalTrials.gov，ID：NCT 02680899. 2016年2月12日注册，https://clinicaltrials.gov/ct2/show/NCT02680899
Mental illness contributes substantially to global disease burden, particularly when illness onset occurs during youth and help-seeking is delayed and/or limited. Yet, few mental health promotion interventions target youth, particularly those with or at high risk of developing mental illness (“at-risk” youth). Community-based translational research has the capacity to identify and intervene upon barriers to positive health outcomes. This is especially important for integrated care in at-risk youth populations. Here the Integrated Science Education Outreach (InSciEd Out) program delivered a novel school-based anti-stigma intervention in mental health to a cohort of seventh and eighth grade at-risk students. These students were assessed for changes in mental health knowledge, stigmatization, and help-seeking intentions via a classroom activity, surveys, and teacher interviews. Descriptive statistics and Cohen’s d effect sizes were employed to assess pre–post changes. Inferential statistical analyses were also conducted on pilot results to provide a benchmark to inform future studies. Elimination of mental health misconceptions (substance weakness p = 0.00; recovery p = 0.05; prevention p = 0.05; violent p = 0.05) was accompanied by slight gains in mental health literacy (d = 0.18) and small to medium improvements in help-seeking intentions (anxiety d = 0.24; depression d = 0.48; substance d = 0.43; psychosis d = 0.53). Within this particular cohort of students, stigma was exceptionally low at baseline and remained largely unchanged. Teacher narratives revealed positive teacher views of programming, increased student openness to talk about mental illness, and higher peer and self-acceptance of mental health diagnoses and help-seeking. Curricular-based efforts focused on mental illness in an alternative school setting are feasible and integrated well into general curricula under the InSciEd Out framework. Preliminary data suggest the existence of unique help-seeking barriers in at-risk youth. Increased focus upon community-based programming has potential to bridge gaps in translation, bringing this critical population to clinical care in pursuit of improved mental health for all. Trial registration ClinicalTrials.gov, ID:NCT02680899. Registered 12 February 2016, https://clinicaltrials.gov/ct2/show/NCT02680899
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DOI：
10.1192/pb.bp.112.041723
发表时间：
2014-08
期刊：
Psychiatric bulletin (2014)
影响因子：
--
作者：
Mellor C
通讯作者：
Mellor C
影响因子：
4.4
作者：
Gulliver A;Griffiths KM;Christensen H
通讯作者：
Christensen H
影响因子：
16.4
作者：
Jorm, Anthony F.
通讯作者：
Jorm, Anthony F.
影响因子：
3.8
作者：
Corrigan, Patrick W.;Morris, Scott B.;Ruesch, Nicolas
通讯作者：
Ruesch, Nicolas
影响因子：
2
作者：
Pierret, Chris;Sonju, James D.;Ekker, Stephen C.
通讯作者：
Ekker, Stephen C.