Schools and Other Educational Settings
http://hdl.handle.net/20.500.12904/1648
2024-03-28T15:22:54Z
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Sleep quality and its relationship with school schedules and mental health of Nigerian secondary school adolescents
http://hdl.handle.net/20.500.12904/17840
Sleep quality and its relationship with school schedules and mental health of Nigerian secondary school adolescents
Seun-Fadipe, Champion T.
STUDY OBJECTIVES: This study aimed to determine the sleep quality of in-school Nigerian adolescents and its association with their schooling and mental health outcomes. METHODS: The study was a descriptive cross-sectional study. It was conducted among adolescents attending public and private secondary schools within Ife Central Local Government, Osun State, southwestern Nigeria. A multistage sampling technique was employed to select study participants. The Pittsburgh Sleep Quality Index, Patient Health Questionnaire (PHQ) - 9 and General Anxiety Disorder (GAD) - 7 questionnaires were used to determine sleep quality, depression and anxiety respectively. RESULTS: We studied 448 adolescents aged between 10-19 years with a mean age of 15.0±1.8 years. The majority of our respondents (85.0%) had poor sleep quality. More than half of the respondents (55.1%) had insufficient sleep during weekdays while only 34.8% had insufficient sleep during weekends. The school closing time and school type showed a statistically significant association with sleep quality (p= 0.039 and 0.005 respectively). The odds of having poor sleep quality increased by two-folds among adolescents in private schools when compared with those in public schools (aOR=1.97, 95%CI=1.069 - 3.627). Using multiple linear regression, only depression showed a statistically significant association with sleep quality at 95% CI (p<0.001) such that for every unit change in depression scores (PHQ-9), there will be a corresponding increase of 0.103 in sleep quality. CONCLUSIONS: Sleep quality is poor and is associated with the mental health of adolescents adversely. This should also be addressed in the development of appropriate interventions.
2023-01-01T00:00:00Z
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Systematic review and meta-analysis of the effectiveness of teacher delivered interventions for externalizing behaviors
http://hdl.handle.net/20.500.12904/15788
Systematic review and meta-analysis of the effectiveness of teacher delivered interventions for externalizing behaviors
Aldabbagh, Reem; Glazebrook, Cris; Sayal, Kapil; Daley, David
This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to benefit either teachers and/or children with externalizing behaviors were included. The review focused on qualified teachers working with children aged 2-13. The results of the current meta-analysis revealed a positive effect of teacher intervention on teacher and child outcomes, including the increased use of teacher-appropriate strategies, as well as significant and moderate improvements in teacher-child closeness, and small reductions in teacher-child conflict. For child outcomes, the interventions reduced externalizing behavior problems and ADHD symptoms and enhanced prosocial behavior. Only one fully blinded analysis for conduct problems was possible and revealed a moderate but significant reduction in favor of intervention. These findings provide evidence to support the role of teacher interventions for both teachers and children with externalizing behaviors. Future research should include more PBLIND measurements so that MPROX findings can be confirmed. More research should be done to evaluate the influence of teacher interventions on teachers' well-being.
© The Author(s) 2022. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
2022-01-01T00:00:00Z
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Perspectives of GCSE students attending a psychiatry summer school in south London
http://hdl.handle.net/20.500.12904/15041
Perspectives of GCSE students attending a psychiatry summer school in south London
Rajkumar, Anto P.
AIMS AND METHODThis study evaluated a pilot psychiatry summer school for GCSE students in terms of participant experience, effects on attitudes to mental illness and perception of psychiatry as a career option. This was done using the Community Attitudes towards the Mentally Ill scale, career choice questionnaires and a discussion group following the week-long programme attended by 26 students.RESULTSStudents were significantly more likely to choose psychiatry after the summer school (P = 0.01). There were statistically significant changes in scores for social restrictiveness (P = 0.04) and community mental health ideology (P = 0.02). Qualitative analysis generated four themes: variation in expectations, limited prior knowledge, perception of the summer school itself and uniformly positive attitudes to psychiatry after the summer school.CLINICAL IMPLICATIONSTargeting students at this early stage appears to be an underexplored positive intervention for improving both attitudes towards mental illness and recruitment to psychiatry.
Copyright © The Authors 2020
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
2021-01-01T00:00:00Z
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What school-age children think about mental health: a Salutogenic public consultation survey
http://hdl.handle.net/20.500.12904/6492
What school-age children think about mental health: a Salutogenic public consultation survey
Stickley, Theodore; Mazloumi, Ghazal; Charles, Ashleigh
The aim of this study was to ascertain the views of children in relation to mental health and where they can seek help if needed. An electronic survey was designed that consisted of open-ended and pre-coded closed questions. The participants were 154 children from Nottingham, UK. Bullying, loneliness and family problems were cited as the main causes for mental distress. Parents and teachers can create honest transparent relationships and this is regarded as important; children will talk to those who listen, if the right relationship or space is created, children will use it. To promote the mental health of children, schools need to have greater investment in training for existing staff and recruitment of new staff whose job it is to listen, empathise and support children during their education. There is good evidence that mental health promotion programmes in schools, especially those adopting a whole school approach, lead to positive mental health, social and educational outcomes. © 2020 Institute of Health Promotion and Education.
2020-01-01T00:00:00Z