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Students and practicum instructors in a primarily rural state were surveyed about suicide prevention practice and training opportunities provided to social work trainees during their practicum placements. A cross-sectional, electronic survey was administered to N = 86 students and N = 64 practicum instructors and descriptive statistics were analyzed. Most students (87.1%) and practicum instructors (86.6%) felt that students should have the opportunity to engage with suicidal clients while in practicum. Many students reported having had contact with a suicidal client while in practicum (70.6%) and had engaged in some sort of practice related to suicide prevention (82.6%). The most frequently reported practice behaviors were suicidal inquiry (62.8%), risk assessment (60.7%), disposition planning (51.0%), and safety planning (49.0%). Over half (52.9%) had not used any evidence-based tools for screening and follow-up and only one quarter (25.5%) had provided postvention services. Many students (72.9%) were concerned about iatrogenic risk. Although most practicum instructors felt comfortable addressing suicide prevention in supervision (74.4%), many (64.1%) also reported the desire for additional training. Although students appear to have opportunities to engage in suicide prevention in practicum, there are specific knowledge and practice gaps regarding evidence-based tools, postvention, and the "myth" of iatrogenic risk. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore perceptions of mental health services from the perspectives of adolescents with no prior service experience. Thirty students in the Transition Year (fourth year) of secondary school participated in this study: 22 females and 8 males, aged 15 to 16. There was equal distribution across rural and urban settings. Participants had no prior experience of accessing mental health services. Data were collected in secondary school settings in the Republic of Ireland. An interpretive description approach guided this study. Data were collected through individual interviews. To complement interviews, participants drew images of mental health care environments and mental health staff members; drawings were not subjected to analysis. Data (participant interviews) were analyzed using qualitative content analysis. Three themes were identified. Participants suggested that "mental health services" differed from "psychiatric services," with the latter term perceived more negatively. Uncertainty about how to access these services was voiced. Considering the vulnerability of adolescents to the experience of mental distress, education around mental health services is warranted. It is expected that provision of education in this area would enhance service delivery, improve adolescents' help-seeking behaviors for mental distress, and reduce stigma. [ABSTRACT FROM AUTHOR]

This paper reports findings from pedagogic research evaluating the impact of the involvement of survivors from the World Trade Center attacks in New York City in 2001 in trauma-specific social work education. A pedagogic approach to mental health education is discussed which aims to prepare students to develop trauma-informed assessment and intervention skills concurrent with their encounters with trauma survivors in field practice placements. The small-scale research involved surveying students’ evaluations at a university in New York, following exposure to first-hand accounts of survivors’ experiences. Across the three areas—confidence in knowledge of trauma, impact on learning, and preparation for field practice—the evaluation findings indicate that the students’ knowledge, gained from the involvement of 9/11 survivors, improved over time. This paper presents the background to this project, preparations involved, and findings from research evaluations with the students. The findings suggest that the involvement of those with direct and lived trauma experience in classroom teaching, whilst challenging, can yield positive impacts for students. The 9/11 survivors poignantly shared with students that their lives were changed forever in the aftermath of these events. The findings have potential global educational impact and resonance. [ABSTRACT FROM AUTHOR]

AbstractBackgroundAimsMethodsResultsConclusionsAdolescents are vulnerable to mental health problems, and this vulnerability may be enhanced in situations such as the present COVID-19 pandemic. Online mental health literacy (MHL) education may help adolescents maintain/improve their mental health, especially in situations where face-to-face education is difficult.To evaluate the effects of a teacher-led “online Short MHL Program (o-SMHLP)” delivered online to grade 10 students in their classrooms.Students (age 15–16) were randomly assigned to an o-SMHLP group (n = 115 (3 classes)) or a control group (n = 155 (4 classes)) at the class level. The program consisted of a 20-minute session which included an animated video. The students completed a self-report questionnaire pre- and post-intervention assessing outcomes including: “Knowledge about mental health/illnesses”, “Recognition of necessity to seek help”, “Intention to seek help”, and “Unwillingness to socialize with people having mental illness”. Mixed effects modeling was employed for analyses.All outcomes were significantly improved in the intervention group compared to the control group post-intervention, except for “intention to seek help”.The present study shows the effectiveness of an online MHL intervention while identifying the need for the development of effective online programs targeting adolescents’ “intention to seek help”. [ABSTRACT FROM AUTHOR]

This study addresses the growing anxiety and depression among Chinese university students by evaluating and ranking music education strategies to alleviate these issues. We integrates Fuzzy Analytic Hierarchy Process (FAHP) and Fuzzy Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS). FAHP was utilized to determine the weight of factors such as academic pressures, social relationships, and cultural norms, while fuzzy TOPSIS ranked the effectiveness of music education interventions based on these weights. The results revealed that 'Mental health stigma' and 'Academic Pressures and Rigidity' are among the highest weighted factors, significantly impacting student anxiety. 'Music Appreciation and Music-Based Self-Care' emerged as the most effective strategy. These results highlight the importance of direct involvement in music-related activities for improving student mental health. [ABSTRACT FROM AUTHOR]

Background: Numerous studies have examined substance use and smoking behavior among adolescents and university students. However, little is known about these behaviors among students undergoing university entrance tests, a critical transition period from adolescence to adulthood. The entrance test can significantly affect students' mental health, potentially leading to substance use. This study aims to investigate the prevalence of cigarette smoking and substance use among students taking these exams and the associated factors. Methods: A cross-sectional survey was carried out on September 4th and 11th, 2022 to collect data from 1,480 university entrance test-taking students using a convenience sampling technique. Chi-square tests and logistic regression were conducted using SPSS software. Besides, GIS mapping was used to visualize the distribution of substance use and smoking behavior across districts via ArcGIS. Results: The study found a 10% prevalence of current tobacco smoking and 4% substance use. Females (OR = 1.98; 95% CI: 1.38–2.85), urban residence (OR = 2.03; 95% CI: 1.42–2.88), repeater (OR = 1.45; 95% CI: 1.02–2.06), anxiety (OR = 1.55, 95% CI: 1.10–2.19), burnout (OR = 1.51, 95% CI: 1.00–2.12), and suicidal behavior (OR = 1.57; 95% CI: 1.03–2.40) were the significant factors for cigarette use. Whereas the urban residence (OR = 1.91; 95% CI: 1.11–3.31), anxiety (OR = 2.47, 95% CI: 1.45–4.20), and suicidal behavior (OR = 2.76; 95% CI: 1.55–4.92) significantly increased the risk of substance use. GIS analysis revealed males varied in substance use and females in tobacco smoking by district. Repeat test-takers were associated with district variations in both smoking and substance use. Conclusions: Educational institutions, public health authorities, and policymakers must implement mental health support and substance use prevention programs for students. Integrating mental health education, providing resources, and enforcing regulations can promote healthier coping strategies and reduce substance use risks among students. [ABSTRACT FROM AUTHOR]

Much has been said and written about the purpose and value of mainstream education generally and physical education (PE) specifically. However, in contrast, little attention has been given to the purpose and value of alternative provision, and none about PE in those education settings. In this article, we draw upon the concepts of culture, power, and ideology to address this shortcoming. To do so, we conducted individual interviews with eight PE practitioners to generate rich qualitative data. With the permission of participants, all interviews were audio recorded, before being transcribed, and then subjected to thematic analysis. We discuss participant perspectives on the purpose and value of PE in alternative provision schools in relation to the following themes: (1) PE to develop life skills; (2) PE to improve mental health; (3) PE as physical activity and healthy lifestyles; and (4) PE to support young people to engage in sport and physical activity outside of school. During this discussion, we cast light on the PE ideologies and cultural practices that saturate alternative provision settings, before ending by suggesting how PE practitioners can increase the likelihood of their beliefs about the purpose and value of PE being achieved through their practice. [ABSTRACT FROM AUTHOR]

ABSTRACT The aim of this paper is to identify barriers to quality mental health nurse education in the United Kingdom and show these through the sharing of personal experiences of working as a mental health nurse academic. Since the Nursing and Midwifery Council introduced their ‘future nurse’ education standards in 2018, mental health content for mental health nurses has been argued to have been marginalised. The sense of a diluted mental health nurse education was supported by an open letter, signed by over 100 mental health nurses, with representation across 33 universities. Nonetheless, the approach taken by the NMC has been defended. Meanwhile, mental health nurse academics all over the United Kingdom are having varying experiences, some of incredible discomfort and invalidation. The movement ‘mental health deserves better’ arose through many of these mental health nurses feeling they had no representation or channel to voice their concerns. This is a personal position paper which outlines barriers to autonomy for mental health nurse academics, and shares personal opinion on experiences which have impacted the ability to deliver a depth of knowledge, skill and critical thinking to students, impacting the quality of new mental health nurse graduates. The issue is discussed using contemporary literature to support lines of argument, which are augmented by personal experiences of working in nurse education. There are complex interconnected issues within nurse education which can hinder the autonomy of mental health nursing to decide its own future. This paper recounts a personal journey. Often we cannot understand the failings of a system until we try to navigate it from the inside. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND METHODS RESULTS IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY CONCLUSIONS Youth mental health rates of depression and anxiety continue to climb. Schools have a role to play to support youth mental health but often struggle to navigate community expectations.Focus groups (n = 17) were conducted with over 100 participants to understand community perceptions on the role of schools.Three themes emerged around what schools should be doing: (1) provide accurate education about mental health, (2) create mental health promoting environments that positively supports young people, and (3) act as a common space to bring community members and organizations together for their young people.School professionals and systems should be equipped to adequately address youth mental health. The current US institutional response to this crisis is underdeveloped and exacerbates equity issues and health outcome disparities. Schools need institutional support for addressing mental health in ways that incorporate building a shared understanding with families and providing efforts to prevent and detect rather than just treat mental health.Schools should work with their communities to promote shared understanding and accountability for all to engage in building rich protective environments that promote mental well‐being for kids in their care. [ABSTRACT FROM AUTHOR]

This autoethnographic study, “Crossroads of Care: A Black Social Worker’s Insights into the Lives of Black Men from Adolescence to Adulthood,” explores the intersections of race, education, and mental health throughout the life course of Black men. Drawing on varied professional and personal experiences – from providing telehealth services for college students to being a resource within a predominantly Black high school – the research illuminates systemic barriers and profound effects of marginalization and isolation. Emphasizing evidence-based social work interventions and culturally relevant care, the study underscores the importance of narrative therapy and self-disclosure in addressing Black men’s multifaceted needs. The findings contribute to discussions on racial equity in mental health and education, offering actionable recommendations for practitioners, policymakers, and educators to strengthen support systems. Advocating for a comprehensive care model, this research endeavors to empower Black men across various life milestones, enhancing well-being by addressing the complexities of race, education, and mental health. [ABSTRACT FROM AUTHOR]

Accessible Summary What is known on the subject? What this paper adds to existing knowledge? What are the implications for practice? Mental health nurses in the UK play a critical role in providing care, advocating for patients and navigating the complexities associated with mental health challenges. Acknowledging and supporting the efforts of mental health nurses is essential for advancing mental health care, promoting inclusivity and fostering community resilience amidst ongoing challenges within existing health care organisations. Highlights the integral role of mental health nurses in the UK's health system as both care providers and advocates, underpinning the importance of addressing the growing demand for mental health services Introduces innovative digital tools like the ‘Hub of Hope’ and the potential of social prescribing as effective strategies for improving access to mental health care and support. Emphasises the need for enhanced support and recognition of mental health nurses to ensure the sustainable advancement of mental health services and the well‐being of communities. Mental health nurses should integrate innovative digital tools like the ‘Hub of Hope’ into their practice to improve signposting and access to mental health resources for individuals in need. There is a critical need for ongoing education and support for mental health nurses within practice settings to maintain their well‐being and enhance their ability to provide holistic care despite increasing clinical demands. Advocacy for increased investment in mental health resources and support for research activities lead by mental health nurses is essential to address current service gaps and promote the development of more effective interventions. [ABSTRACT FROM AUTHOR]

Smartphone distraction (SD) is closely related to depression, and the prevalence of SD among nursing students is gradually increasing. However, the potential mechanism of the effect of SD on nursing students' depression is unclear. A total of 574 nursing students were assessed using Smartphone Distraction Scale, Ruminative Response Scale, Hikikomori Questionnaire, and Patient Health Questionnaire-9. The results indicated that SD among nursing students had an impact on depression through four pathways: (1) SD was positively associated with depression (β = 0.353, P < 0.001); (2) Rumination (β = 0.199, 95% CI: 0.081 to 0.162) and social withdrawal (β = 0.061, 95% CI: 0.034 to 0.091) mediated the effects of SD on depression, respectively; and (3) Rumination and social withdrawal played a chain mediating role in the effect of SD on nursing students' depression (β = 0.027, 95% CI: 0.015 to 0.042). The negative impact of SD on nursing students' mental health should not be taken lightly. Schools and hospitals should guide nursing students to use smartphones correctly, including providing mental health education and professional psychological counselling; families could play a supervisory role and communicate regularly to understand the psychological state and learning of nursing students. These measures can help nursing students cope with stress and reduce the risk of depression. [ABSTRACT FROM AUTHOR]

ObjectiveMethodResultsConclusions\nKEY POINTSThere is growing evidence that climate change can negatively impact people’s mental health. Therefore, it is important for psychologists to receive adequate training in this area. However, little is known about current levels of training, including the amount of climate change mental health education within postgraduate psychology programs in Australia and Aotearoa-New Zealand.Two cross-sectional surveys regarding climate change and mental health were emailed to postgraduate psychology programs in Australia and Aotearoa-New Zealand. The first invited participation from program coordinators (n = 17), the second students (n = 159). We conducted quantitative content analysis and thematic analysis of qualitative responses.Most participants believe this is an important topic of training for psychologists as climate change will impact the mental health of their clients. Further, results indicate minimal climate change mental health content in postgraduate psychology training programs in Australia and Aotearoa-New Zealand.Integration of climate change mental health education into postgraduate psychology curriculum will work towards equipping the emerging mental health workforce to address this growing demand, which in turn can improve mental health outcomes in a changing climate.What is already known about this topic: Climate change negatively impacts mental health in several ways.These impacts will increase as climate change increases.Climate change mental health education is not currently an Australian Psychology Accreditation Council or New Zealand Psychologists Board Accreditation Committee requirement for postgraduate psychology programs.Climate change negatively impacts mental health in several ways.These impacts will increase as climate change increases.Climate change mental health education is not currently an Australian Psychology Accreditation Council or New Zealand Psychologists Board Accreditation Committee requirement for postgraduate psychology programs.What this study adds: This is the first study to investigate the perceptions of students and program coordinators regarding climate change mental health, and education on this topic within postgraduate psychology programs in Australia and Aotearoa-New Zealand.We found that: Almost all participants believe that climate change will negatively impact the mental health of their clients and most participants believe climate change and mental health education ought to be incorporated into programs, however the majority indicated it is not presently included.It is important to prepare the emerging psychology workforce in mental health and climate change and integrating education into postgraduate psychology programs represents a step forward.This is the first study to investigate the perceptions of students and program coordinators regarding climate change mental health, and education on this topic within postgraduate psychology programs in Australia and Aotearoa-New Zealand.We found that: Almost all participants believe that climate change will negatively impact the mental health of their clients and most participants believe climate change and mental health education ought to be incorporated into programs, however the majority indicated it is not presently included.It is important to prepare the emerging psychology workforce in mental health and climate change and integrating education into postgraduate psychology programs represents a step forward. [ABSTRACT FROM AUTHOR]

This study assessed the validity of a set of social and emotional functioning constructs derived from the PYD short form (PYD‐SF) measure within a sample of children and adolescents with one or more mental health diagnoses related to social, emotional, or behavioral challenges. Using repeated measures design, responses to the PYD‐SF and the Social‐emotional assets and resilience scale were collected over two years from 369 students enrolled in special education. Multilevel factor analyses parsed within‐person variability from between‐person differences to understand the internal consistency of the target measures when used with clinical and special education populations. Associations between the social‐emotional constructs from the PYD‐SF and an assessment of social‐emotional assets and resilience were examined. A two‐level confirmatory factor analysis using seven PYD factors and the Social‐Emotional Assets and Resilience Scale indicated a very good model fit; all factor loadings were statistically significant at both levels. Results supported the validity and internal reliability of the social‐emotional constructs from the PYD‐SF measure for assessing the social and emotional competencies of youth with social, emotional, and/or behavioral challenges, but with the caveat that researchers should consider a higher degree of specificity when using it with youth from this population. The broad factors utilized in previous work should be reframed to emphasize separate types of connection. When keeping this revised framing in mind, the social‐emotional constructs of the PYD‐SF measure provide a tool for teachers, parents, and clinicians to use in treatment planning and identifying strategies to support positive development for diverse youth. [ABSTRACT FROM AUTHOR]

This study assesses college students' intent to intervene when presented with a hypothetical peer exhibiting depression in one of three scenarios: depression, sadness, and depression in quarantine during COVID-19. Using the Theory of Planned Behavior (TPB), variations in constructs associated with intent were examined by context (external triggers vs. no trigger), knowledge of, and experience with depression. One hundred and sixteen health sciences students read three vignettes and completed an enhanced TPB questionnaire. Intent to intervene was greater when the vignette target was experiencing depression with external stressors. Prior experience with depression and knowing someone with depression were associated with greater intent to connect the hypothetical peer to counseling resources regardless of vignette scenario. Due to increased mental health concerns resulting from the COVID-19 pandemic, efforts promoting awareness of mental illness in peers may benefit from increasing education about stressors and causes of depression that may not be observable. [ABSTRACT FROM AUTHOR]

Objective: To determine whether a brief educational intervention for Junior Medical Officers (JMOs), using teaching methods aimed at achieving higher outcomes on Bloom's Taxonomy, significantly improved participant confidence and knowledge in decision making about restrictive care. Method: JMOs received a teaching session on restrictive medical and mental health care. Groups were randomly assigned to either sessions including a component of modern pedagogical interventions (Think-Pair-Share and SNAPPS), or sessions including a control period focusing on reviewing a condensed summary of relevant information. Pre- and post-intervention measures were recorded for subjective self-ratings of confidence and scores on standardized clinically relevant extended matching questions (EMQs). Results: There was no difference in subjective confidence improvement between groups; however, the group receiving the modern pedagogical intervention demonstrated significantly greater objective performance on knowledge-based EMQs. Conclusions: A brief modern pedagogical intervention using interactive teaching methods shows promise for improving knowledge of restrictive care and the Mental Health and Guardianship Acts. In the control group, similarly increased confidence in knowledge did not equate to increased competence on a knowledge assessment. Refurbishing educational interventions presents opportunities for improving clinical outcomes and engaging junior doctors in psychiatry. [ABSTRACT FROM AUTHOR]

This article has two aims: (1) to assess the impacts of a novel training intervention for individual well‐being and (2) to measure the trajectory of resilience over the training period dependent on reported significant life events. Using a randomised controlled trial with a diverse German sample with the majority drawn from a student population, we measure the effects of the intervention to provide insight into its impacts and act as a proof of concept for the training. We find that the training intervention boosts resilience and other related well‐being measures with a high effect size in comparison with a control group and compared with existing resilience training studies. [ABSTRACT FROM AUTHOR]

"Renaissance Woman" is a colloquial expression for someone who excels above and beyond normal in a wide variety of tasks, and Rev. Dr. Muriel Spurgeon Carder (1922–2023) deserves that title, for she was an ordained Canadian Baptist missionary who worked in churches, schools, and hospitals in India and Canada, as well as served as a professor, New Testament scholar, Bible translator (into Telegu), and hospital chaplain. She also published academic articles on textual issues related to New Testament manuscripts, on a biblical theology of sin, as well as on issues surrounding physical and mental challenges. Her personal accomplishments are striking among Baptists in India but also her Canadian denomination, the Baptist Convention of Ontario and Quebec (BCOQ). Carder recently passed away at the age of 100, and this research is an introduction to her life and legacy. There is much more to be explored regarding Carder, and my hope is that this brief article provides some impetus for more detailed and comprehensive research on such an iconic figure in the BCOQ. That said, this article does more than merely provide a summary of her life and legacy. It also aims at using the experience of Carder to explore some common assumptions about Canadian women in ministry, identifying when she reinforces some and undermines others. In other words, the example of Carder complexifies what can be assumed about the experience of women in the church and warns against universal generalizations surrounding their experience. In 2008, the denomination changed its name to Canadian Baptists of Ontario and Quebec (CBOQ), and for the sake of simplicity and clarity, CBOQ will be used throughout this article. [ABSTRACT FROM AUTHOR]

(1) Background: The number of university students experiencing mental health problems has been a growing concern over recent decades, and support for them is now considered an inevitable part of the role of an academic. Research into the role of the academic reveals ambiguous expectations and weak support regarding their pastoral responsibilities, leading to a lack of confidence when dealing with student mental health concerns. (2) Methods: Following previous research, the present preliminary study employed an online survey (N = 43) in three schools at a university in the East of England to identify academics' current confidence in supporting student mental health. This addressed four subscales: (i) identifying mental health concerns in students, (ii) approaching and discussing mental health concerns with students, (iii) academics' knowledge concerning the central support services available within the university, and (iv) academics' skills in providing ongoing support for student mental health and wellbeing. (3) Results: Female respondents scored higher than males on their knowledge concerning the central student mental health support services within the university, and 60+-year-old lecturers were least confident in identifying mental health concerns compared to 40–49- and 50–59-year-olds. (4) Conclusions: Recommendations for interventions include mental health awareness training, policy development, and a precise and nuanced description of an academic's pastoral role and responsibilities to ensure that students receive appropriate and sufficient psychological support. [ABSTRACT FROM AUTHOR]

Background: People living with severe and persistent mental illness (SPMI) often take multiple medications and are at risk of experiencing medication related problems. Medication review services have the potential to reduce inappropriate use of psychotropic medications and improve adherence. However, there is limited research regarding pharmacists' perspectives when providing such services. Aim: To explore community pharmacists' views and experiences of providing an in-pharmacy medication review (MedsCheck) for people living with SPMI. Method: Semi-structured interviews were conducted between November 2021 and May 2022 with community pharmacists participating in the comparator group of the PharMIbridge Randomised Controlled Trial (RCT), which aimed to improve medication adherence and manage physical health concerns for people living with SPMI. Interviews were recorded, transcribed, and analysed using inductive thematic analysis. Results: Fifteen semi-structured interviews were conducted with community pharmacists including pharmacy owners, managers and employee pharmacists. Most pharmacist participants who were interviewed (n = 10) were aged under 39 and more than half (n = 8) had 10 or more years of pharmacy experience. Five key themes were identified: 1) Pharmacists' roles in the management of SPMI in community pharmacy; 2) Mental health education and training; 3) Pharmacy resources; 4) Challenges with interprofessional collaboration and 5) Impact on professional relationships and consumer outcomes. Conclusion: Pharmacists are motivated to support people living with SPMI. Mental health training, as well as arrangements regarding pharmacy workflow and appropriate remuneration are needed to enable pharmacists to better support people living with SPMI. Referral pathways should be directly accessible by community pharmacists to assist interprofessional collaboration. [ABSTRACT FROM AUTHOR]

In times of lockdown due to the COVID-19 pandemic, it has been detected that some students are unable to dedicate enough time to their education. They present signs of frustration and even apathy towards dropping out of school. In addition, feelings of fear, anxiety, desperation, and depression are now present because society has not yet been able to adapt to the new way of living. Therefore, this article analyzes the feelings that university students of the Instituto Tecnológico Superior de Misantla present when using long distance education tools during COVID-19 pandemic in Mexico. The results suggest that isolation, because of the pandemic situation, generated high levels of anxiety and depression. Moreover, there are connections between feelings generated by lockdown and school performance while using e-learning platforms. The findings of this research reflect the students' feelings, useful information that could lead to the development and implementation of pedagogical strategies that allow improving the students' academic performance results. [ABSTRACT FROM AUTHOR]

Objective To understand the utilization of mental health education services and its influencing factors among the elderly floating population in China, and to provide reference for the effective development of mental health education for the elderly. Methods The data of 5 589 elderly migrants in the 2018 National Floating Population Health and Family Planning Dynamic Monitoring Questionnaire were analyzed, and the Anderson model was used as the theoretical framework, and the main analysis methods included statistical description, χ² test and binary logistic regression analysis. Results The utilization rate of mental health education services for the elderly floating population in China was 16.84%, and the methods which were used were mainly publicity materials, publicity columns, knowledge lectures and public health consultation activities, and the logistic regression results showed that the education level was college degree or above (OR=1.229, 95%CI: 0.901-1.676), the flow range was inter-city in the province (OR=1.219, 95%CI: 1.047-1.593), and the inflow area was Northeast China (OR=1.419, 95%CI: 1.159-1.737), central region (OR=1.980, 95%CI: 1.582-2.478) were the protective factors for the use of mental health education services in the elderly floating population, the migration duration was 10-20 years (OR=0.689, 95%CI: 0.521-0.913), the health records were not established and unknown (OR=0.473, 95%CI: 0.333-0.672), Unclear health record establishment (OR=0.683, 95%CI: 0.473-0.986), uncontracted and uninformed family contracted doctors (OR=0.537, 95%CI: 0.37-0.767), and unclear family doctor contract (OR=0.597, 95%CI: 0.423-0.844) were risk factors for the utilization of mental health education services in the elderly migrant population. Conclusion The utilization rate of mental health education services for the elderly floating population needs to be improved, the awareness of mental health of the elderly floating population should be strengthened, the mental health publicity of the elderly floating population should be increased, and the elderly floating population should be guided to actively receive mental health education. [ABSTRACT FROM AUTHOR]

Moving between schools is a common experience for autistic students. Despite this, only one study has explored factors which lead to mainstream school mobility for autistic students, and this was for those students with low support needs. The aim of this study was to understand parents’ experiences and decisions around moving their autistic child between mainstream schools. A qualitative method was used to conduct semi-structured interviews with 19 parents whose child had a diagnosis of autism at Level 2. Data were analysed using thematic analysis and four themes were generated: Realising a disconnect, Feeling marginalised by the school system, Deciding to stay or leave, and After the move. Each parent’s story and final decisions were highly individual, but mostly underpinned by a perception of inadequate support for the child and parent feelings of disempowerment. The decisions parents made about moving schools for their child were not straightforward, but the final choice to stay or leave was in the interests of their child’s education and mental health. The findings highlight the need for schools and education departments to develop a systemic response to issues affecting autistic students and their parents in mainstream settings. [ABSTRACT FROM AUTHOR]

Social network members play a crucial role in shaping one's health. Children can be considered the most proximal members of one's social network; thus, the upward transmission of human capital from children to parents could be expected. Using nationally representative data from the Longitudinal Ageing Study in India (LASI, 2017-2018), this study investigated the relationship between children's education and parental depression among Indian older parents. The study also explored gender differences and potential mediating factors in the relationship between children's education and parental depression. Children's education was found to be significantly associated with parental depression, meaning that parents of well-educated children had significantly lower odds of depression than their counterparts. The association between children's education and parental depression did not differ significantly depending on the parent's sex. Life satisfaction, self-rated health, and parents' health status were found to be significant mediators of the relationship between children's education and parental mental health. Based on the findings of this study, it can be concluded that children's education might be a potential factor in shaping the mental health of elderly parents in India. [ABSTRACT FROM AUTHOR]

In the wake of the mental health crisis in children and adolescents, the coordination of education and mental health services has become a global priority. However, differing terminologies and classifications across sectors, hinder effective comparison. The classification in education focuses mainly on outputs like qualifications or throughputs like teaching programs. This proof-of-concept study tested the applicability of a standard classification of health services, the Description and Evaluation of Services and DirectoriEs (DESDE), to evaluate education services for mental health users in the context of Spain and The Netherlands. It was conducted alongside the PECUNIA project, that sought to develop methods for the assessment of mental health costs and outcomes in different sectors. The study followed an ontoterminology approach involving: 1) identification of services from a predefined list of 46 resource-use items, 2) disambiguation of identified services with the DESDE, and classifying them as accurate, ambiguous, vague or confuse; and 3) external validation by an expert panel. The analysis was conducted at the level of type of resource, target population and care provision. From the initial list, only ten of the resources could be categorized as services using DESDE, and not activities, interventions or professionals. Only four of them (8,65%) were accurate across all disambiguation categories. Experts were unaware of terminology problems in classification of service provision in the education sector. Classifications and glossaries can clarify service naming, description and costing allowing comparative effectiveness analysis and facilitating cross-sectoral planning. This should be grounded in common methodologies, tools, and units of analysis. [ABSTRACT FROM AUTHOR]

The present study aimed to gain a deeper understanding of the relationship between physical activity behaviors and affective control among college students. The study adopted a quantitative research design. In order to obtain a representative sample, the study will use a stratified random sampling method to select a certain number of respondents from students of different grade levels. The sample included a total of 386 college students from the College. By investigating the basic profiles of the student respondents in terms of gender, age, grade level, and college affiliation, as well as their behaviors in terms of frequency, intensity, duration, and type of physical activity, the associations between these factors and the level of affective control were examined. The study also assessed students' performance in terms of emotional intensity, emotional stability, emotional expression, and emotional regulation strategies and explored possible associations between these aspects and physical activity behavior. In the mental health support and counseling services for university students, special attention should be paid to the emotional expression of students of different age groups, and corresponding mental health education and support should be provided. It is recommended that relevant policies and programs should be formulated to encourage all university students to participate in physical exercise in order to promote the health and vitality of the whole campus. It is recommended that the ability to control emotions should be incorporated into students' comprehensive quality development programs, so as to enhance students' confidence in their own learning and life. [ABSTRACT FROM AUTHOR]

Sport coaches can play an influential role in athletes' mental health help seeking through purposeful communication, destigmatization of mental health concerns, and supportive relationships. To positively engage in these behaviors, coaches require mental health knowledge (or literacy), positive attitudes about that knowledge, and self-efficacy to use that knowledge. Guided by a multidimensional health literacy framework, we conducted a content analysis of web content and scholarly literature to identify health education programming for coaches that addressed athlete mental health. A purposive sample of Olympic National Governing Bodies, collegiate athletic associations, high school sport associations, youth sport governing bodies, and the scholarly literature were analyzed. We found inconsistent programming regarding a range of mental health disorders, behaviors critical to mental health promotion, and critical components of mental health literacy. Implications and next steps for mental health literacy support for coaches are discussed. [ABSTRACT FROM AUTHOR]

In the United States, the lifetime prevalence of depression in the US population is 20.6 %. We aimed to understand the temporal trends in the prevalence of depression among adults in the United States during the period 2013–2022 as well as the effects of age, period, and cohort effects on the prevalence of depression. Data from 3,139,488 participants in the U.S. Behavioral Risk Factor Surveillance System (BRFSS) from 2013 to 2022 were used in this study. The joinpoint regression model was used to calculate annual percentage change (APC) and average annual percentage change (AAPC) to learn about the time trends in the prevalence of depression. Age-period-cohort models were used to estimate the effects of age, period, and birth cohort effects on the prevalence of depression. The prevalence of depression among adults in the United States showed an overall increasing trend from 2013 to 2022. The rate of increase was greater in males than females, with AAPC values of 1.44 % (95 % CI: 0.32–2.18), and 1.23 % (95 % CI: 0.32–2.25), respectively. Regarding the age effect, the risk of depression among adults in the United States generally showed an increasing and then decreasing trend with age. The risk of developing the condition reached its maximum at 50–54 years (RR = 1.28, 95 % CI = 1.26–1.30). Regarding the period effect, the risk of depression among US adults was higher during 2018–2022 than during 2013–2017. The overall cohort effect for depression prevalence was a higher risk for those born later, with a maximum RR of 1.51 (95 % CI: 1.47–1.54). The prevalence of adult depression in the United States is showing an increasing trend. Middle-aged people and those born later in life deserve more attention as high-risk groups. It is recommended that the condition burden of depression be reduced with the promotion of healthy lifestyles, the promotion of interpersonal communication, as well as enhanced mental health education and mental health literacy. • This study utilized the latest data collected by the BRFSS and was able to observe the latest trends in depression. • Moreover, the sample size of this study was large and covered a wide range of groups. • Additionally, this study has identified the high-risk groups for depression prevalence through an age-period-cohort model. [ABSTRACT FROM AUTHOR]

Although the investigation of mental health and wellbeing in education has shown an exponential increase on an international scale, attention has primarily been paid to students, leaving the concept of teacher wellbeing comparatively overlooked. Extant literature offers numerous divergent descriptions, with some academics even avoiding an explicit definition of the term. Thus, there are limitations and inconsistencies in understanding teacher wellbeing as a unique construct. The aim of the current study was three-fold; (1) to assess the extent to which existing research reflects the multidimensional nature of the term teacher wellbeing, (2) to determine whether a holistic construct of teacher wellbeing could be justified, and (3) to evaluate the methodological quality of studies identified. A systematic review following the PRISMA statement was applied to peer-reviewed papers published between 2016 and 2021. Following the screening of 1,676 studies, this paper reports on findings drawn from a final sample of 61 articles conceptualizing teacher wellbeing. Studies were organized by their dominant discourses, namely negativity/ deficiency, positivity/ flourishing, and/or professionalism. Findings illustrate that teacher wellbeing was primarily conceptualized with a professionalism approach (with 18 of the identified studies taking solely this perspective). This is not completely consistent with the prior work that focused on stress and burnout (negativity/ deficiency approach) while exploring teachers' mental health and wellbeing. More importantly, there were only 6 studies that considered all three discourses together. This paper argues that important information is lost through neglecting alternative lenses, requiring further attention in order to address teacher wellbeing comprehensively. Such an endeavor is essential for shaping interventions and strategies aimed not only at enhancing teacher wellbeing but also at improving student outcomes and, ultimately, the overall quality of education. [ABSTRACT FROM AUTHOR]

Background: The incidence of mental health problems among medical graduate students is much higher than among students of other disciplines. This can have adverse consequences for the medical students themselves as well as their future patients. This study aims to understand the pressures faced by Chinese medical students and the current status of mental health education. It also propose recommendations for the current situation and prospects for the future. Method: The authors conducted in-depth semi-structured interviews with 22 master's students from five medical schools during November 2023. All interview sessions were recorded and transcribed verbatim. The transcriptions were analyzed using the Colaizzi's seven-step method. Result: Three main themes were extracted from the students' statements: sources of psychological stress, ways to cope with stress, and perspectives on mental health education. The study showed that current mental health education in China is mostly in the form of printed mental health education manuals and mental health lectures, and there is no active tiered intervention for students at different levels. It is suggested that reforms should be made to shift to a model where the school proactively identifies problems and intervenes based on feedback. Conclusion: This study reveals the widespread psychological stress and shortcomings in current education methods. To address these challenges, institutions should develop tailored interventions, including tiered support systems, open dialogue promotion, and resilience training. Future research should focus on evaluating innovative interventions' effectiveness, ultimately fostering a supportive environment that enhances students' success and contributes to a healthier healthcare workforce. [ABSTRACT FROM AUTHOR]