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The number of adolescents with mental disorders is becoming a worldwide problem, since it has an influence not only on the health of this generation while they are still in this age group but also on their health as adults. The objective of this review aimed to focus on mental health problem and health promotion program among adolescents. The significance of mental health promotion and intervention programs in enhancing adolescents’ well-being and reducing mental health problems is highlighted in this study. There is an opportunity to apply a whole-school strategy with online curriculums. In the digital era, smartphone applications, social networking sites, and the Internet play an important role in daily life, there is an opportunity to develop a mental health promotion program. In addition, through the implementation of evidence-based programs, schools have been placed at the frontline of promoting positive mental health and well-being. The recommended intervention programs can be implemented in a variety of settings, including schools and communities, as well as through digital platforms. Therefore, adolescents’ mental health problems can be mitigated by using effective mental health promotion programs.

Cyberbullying is a universal public health concern that affects adolescents. The growing usage of electronic gadgets and the Internet has been connected to a rise in cyberbullying. The increasing use of the Internet, along with the negative outcomes of cyberbullying on adolescents, has required the study of cyberbullying. In this paper author reviews existing literature on cyberbullying among adolescents. The concept of cyberbullying is explained, including definitions, types of cyberbullying, characteristics or features of victims and cyberbullies, risk factors or causes underlying cyberbullying, and the harmful consequences of cyberbullying to adolescents. Furthermore, examples of programs or intervention to prevent cyberbullying and recommendations for further studies are presented.

The rising usage of digital devices and the internet has been linked to an increase in cyberbullying. For cyberbullying has been related to a variety of negative outcomes. Using the theory of planned behavior (TPB), this study aimed to identify determinant elements that influence people’s intentions to cyberbully others. To review applications of TPB in the domain of cyberbullying and to verify the efficiency of theory to explain and predict cyberbullying behavior. Furthermore, an application of TPB in cyberbullying prevention program was presented. Keywords: Theory of planned behavior, Cyberbullying, Attitude, Subjective norms.

The positive deviance approach assumes that a community’s problems have already been solved. ‘Positive deviants’ succeed despite sharing many of the same constraints as others. Positive deviance, which has its roots in international public health, is increasingly being applied to healthcare, with a various-stage process proposed depending on the setting. However, the quality of current healthcare applications varies, and at each stage of the process, different study designs and methods are used. This paper aims to identify the definition and process of the positive deviance approach and summarize this approach in healthcare and health promotion to promote young adults’ and adolescents’ health. Additionally, examples of interventions based on a positive deviance approach to improve young adults’ and adolescents’ health and recommendations for further studies are also presented.

Cyber sexual harassment has been increasing and has become a major public health problem among youths. Therefore, this study primarily aimed to evaluate the effects of a blended learning program on knowledge, attitudes, intention to cope with cyber sexual harassment, behavioral coping strategies, and cyber sexual harassment among female high-school students in Bangkok, Thailand. A quasi-experimental study with a two-group design was conducted from May 2021 to October 2021. A total of 112 students were recruited into either an intervention (n = 56) or a control (n = 56) group. The intervention group participated in a blended learning program for 12 weeks. A self-administered questionnaire was completed by both groups at pre-intervention, post-intervention, and follow-up. Chi-square test, Fisher’s exact test, and repeated measures analysis of variance (ANOVA) were used for data analysis. The mean score of the intervention group in knowledge, attitude, intention to cope with cyber sexual harassment, behavioral coping strategies, and cyber sexual harassment after completing the program and follow-up were significantly different from baseline and the control group (p < 0.05). A positive effect of the blended learning program was observed among female students. Therefore, this program can be useful for victims, supporting their self-confidence with decreased frequency of cyber sexual harassment experiences.

Suppl.2, 29, Journal of Health Research