Search

This study addresses a knowledge gap in the literature about early adolescent cyberbullying victimization and the related positive and negative emotional wellbeing and academic achievement outcomes experienced over time. The study examines 9139 South Australian students (aged 10-13 years) who reported on cyberbullying status in Grade 6, and explores the relationship with emotional wellbeing and academic achievement outcomes measured in Grade 7 and Grade 9, while accounting for range of child, peer, school, and community covariates. Using mixed effects modeling, the results show that cyberbullying victimization is associated with significantly lower levels of happiness, life satisfaction, and higher levels of sadness, and worries over the shorter term (Grade 7), and significantly lower levels of reading and numeracy sustained across the longer term (Grades 7 and 9), compared to non-victimization. The results indicate that early adolescent cyberbullying may be associated with poor emotional wellbeing and academic achievement as one progresses through formal school and highlights the importance of considering the outcomes of bullying victimization beyond the immediate instance.

The protective effects of social support for caregiver mental health are well documented, however the differential impact of support providers (partner, child, family, siblings, friends, professionals) and types (perceived, received) remain unclear. Observational data from 21 independent studies, involving a pooled sample of 2273 parents, stepparents and grandparents of children (aged [less than or equal to] 19) with autism spectrum disorder (ASD) were examined. Pearson's r, publication bias and heterogeneity were calculated using random effects modelling. Significant associations were noted between lowered depressive symptoms and positive sources of support, regardless of support type. Parental mental health can be enhanced by strengthening close personal relationships alongside connections with formal support services. Longitudinal research is needed to explore support need and perceived helpfulness over time.

Schools invest substantial time and money in support of mental health and wellbeing education for their students. Approaches vary, with minimal guidance available regarding most efficacious methods to engage and support students. Understanding the experience and perspectives of students and educators in this area can assist to clarify mental health needs of secondary school students and guide future development of effective methods to target them. Interviews with 21 senior secondary school students from four Australian schools captured perspectives about the influences on their mental health and wellbeing over their secondary school journey. A further eight interviews with school staff with responsibility for wellbeing education were conducted to identify similarities and disparities between school aims and student experience. A reflexive thematic analysis of the data generated three main themes. Interviews conducted indicated consistency between staff and students' perspectives that schools need to commit to staff training, cultivate interpersonal connections and make wellbeing education for adolescents more engaging. Mental health and wellbeing approaches should be nuanced for the specific needs of each school's context. Educating teachers to utilise a school-wide wellbeing framework to customise student learning can increase student engagement through personal reflection and small group discussion to reinforce key learnings. What is already known about this topic: Adolescence is a pivotal time in the development of a person's mental health. Provision of an effective wellbeing curriculum delivered in secondary schools can help to prevent mental ill-health in the present and in the future. Schools provide an excellent avenue for students to undertake this type of learning. What this topic adds: Schools invest substantial time and money into stand-alone programs, but they may not be effective in developing student mental health and wellbeing. Schools need to understand the key drivers to student engagement with wellbeing programs and approaches to make them more effective. Staff do not feel capable to deliver this content effectively and require better training in tertiary education, as well as ongoing professional development from their schools. [ABSTRACT FROM AUTHOR]

Introduction:Sibling relationships have lifelong significance and childhood chronic illness and disability can have considerable impacts on healthy siblings, influencing development into adulthood. Research has not yet assessed well-being in this population using measures of both mental health and mental illness. Thus, this study assessed well-being in a comprehensive manner using the complete mental health (CMH) model. Method:Participants (N = 144) included both adult siblings of those with chronic illness or disability and adults with healthy siblings. Measures of positive social, psychological and emotional well-being were used to assess mental health and a measure of depression, anxiety, and stress was used to assess mental illness. Results:A high proportion of participants, both with and without siblings with a chronic illness or disability, were experiencing symptoms of mental illness, accompanied by high wellbeing. This indicates that many participants fit into thestrugglingcategory of the CMH model. Discussion:The present research highlights the need for early intervention services to ensure that siblings of those with a chronic illness or disability are well supported in developing strengths, as well as managing difficulties. Results also indicate that targeting students in mental health promotion is important to encourage participation in services.Implications for rehabilitationSiblings of those with a chronic illness or disability need to be included in assessments in order to understand the experience of the family unit.It is important for families and clinicians to be aware of the needs of healthy siblings and encourage them to interact with support services in order to maximise and maintain well-being.Skills-based support could be beneficial, particularly for providing caregivers with strategies to meet the needs of both their child with a chronic illness or disability and their healthy children. [ABSTRACT FROM PUBLISHER]

• Smartphone apps may help young people self-manage symptoms of depression. • Skills for improving mental health, such as mindfulness, can be learnt using an app. • Apps provide a resource that young people can access while awaiting counseling. • Retaining and engaging app users in the longer-term remains an issue. Smartphone applications ('apps') have the potential to improve the scalability of mental health interventions for young people, however, the effectiveness of stand-alone apps in mental health management remains unclear. This systematic review, with meta-analysis, provides an up-to-date summary of the available high-quality evidence. Eleven randomized controlled trials, involving a pooled sample of 1706 adolescents and young adults (age range 10 to 35 years), were identified from the Cochrane Library, Embase, Google Scholar, PsycINFO and PubMed databases. The reporting quality of studies was evaluated using the Cochrane Risk of Bias Tool 2.0 (RoB 2.0). Hedges' g effect sizes with 95% confidence intervals, p values and heterogeneity statistics were additionally calculated using a random effects model. Study reporting quality was sound, with no trials characterized as 'high' risk. App interventions produced significant symptom improvement across multiple outcomes, compared to wait-list or attention control conditions (depression g w = 0.52 [CI: 0.18–0.84], p =.01, k = 8; stress g w = 0.30 [CI: 0.06–0.53], p =.02, k = 2). Longer-term benefits could not be established (k = 4), although individual studies reported positive trends up to 6 months post. Age was not identified as a significant moderator. Smartphone apps hold promise as a stand-alone self-management tool in mental health service delivery. Further controlled trials with follow-up data are needed to confirm these findings as well as determine treatment engagement and effectiveness across diverse groups of participants. [ABSTRACT FROM AUTHOR]