Mental Health Archives - Health Behavior and Policy Review

School Nurses’ Perspectives of Bullying Involvement of Adolescents with Chronic Health Conditions

An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Sally S. Cohen, PhD, RN, FAAN
Laura Grunin, MSN, RN
Timothy C. Guetterman, PhD, MA

Objective:

Our primary objective was to understand bullying as it pertains to middle school students with chronic physical or behavioral health conditions by examining it through the lens of school nurses. A second objective was to understand issues pertaining to implementation of New York’s bullying prevention law with a focus on these same students.

Methods:

We employed a qualitative descriptive design with purposive sampling to explore perspectives of school nurses in New York State who worked in public middle schools. Using a semi-structured protocol, we conducted audio-recorded telephone interviews that were transcribed for subsequent thematic analysis.

Results:

Twelve nurses agreed to be interviewed. Results revealed participants’ under- standing of bullying as related to students with chronic health conditions, especially those with behavioral health issues. Results also showed nurses’ limited understanding of New York’s bullying prevention law and missed opportunities for school nurses as champions of students with chronic health conditions who are bullied.

Conclusions:

Education and health care professionals should collaborate to disseminate information to school personnel about the risks of bullying for students with chronic health conditions and operationalize plans for prevention.

Source: Health Behavior and Policy Review, Volume 9, Number 3, May 2022, pp. 877-893(17)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.9.3.5

Steven Rowe2022-06-11T16:22:28-06:00June 11th, 2022|Adolescents, Mental Health, School Health|

Effect of Emotional Distress Monitoring and Intervention in Preventing Non-suicidal Self-injury (NSSI) of College Students

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An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Chunrong Chen, MPH, CHES
Xianrong Li, MS
Yu Deng, MPH, CHES

Objective:

In this study, we monitored and intervened in the emotional status of college students to understand the effect of intervention measures on the prevention and control of non-suicidal self-harm, and to provide a reference for the prevention and control of self-harm in college students.

Methods:

We conducted a baseline survey of 1832 first-year students across 3 vocational colleges in Chongqing, China in October 2019. In October 2020, we followed-up regarding the non- suicidal self-injury (NSSI) occurrences among our original respondents. During the year, students’ emotions were regularly monitored. The students who scored > 10 and had moderate suicidal thoughts were provided counseling to reduce their emotional stress. If the students could not reduce these emotions, their counselors contacted the school psychological center for professional counseling. If the school psychological counseling center diagnosed the students with severe depression, the counselors informed their parents and suggested hospital treatment.

Results:

The detection rate of NSSI history was 18.52% (320/1728), and the detection rate of the follow-up survey was 8.13% (137/1685); the difference in the detection rate was statistically significant (X² = 128.3103, p < .001).

Conclusions:

Our results show that monitoring and intervening in college students’ emotional states can prevent the occurrence of NSSI behavior.

Source: Health Behavior and Policy Review, Volume 9, Number 3, May 2022, pp. 846-852(7)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.9.3.2

Steven Rowe2022-06-11T16:17:57-06:00June 11th, 2022|College Health, Interventions, Mental Health|

Evaluating School Profiles to Determine Risk for Teen Suicide

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An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Nancy Eigel-Miller, MS
Lisa M. Vaughn, PhD
Michael Topmiller, PhD
Olga Semanova, MS
Jonelle Prideaux, BA
Kamali Bouvay, MD
Cheryl Hilvert, MA, LPCC
Erica Page, PhD

Objective:

In this study, we examined characteristics and school contexts to identify profiles of schools at highest risk for suicide in Cincinnati, Ohio and the surrounding geographic area.

Methods:

We conducted a retrospective cohort study supplemented by context analysis. Adolescent data included total psychiatric-related pediatric emergency department encounters, psychiatric-related inpatient admissions, and suicide encounters/admissions aggregated to school level. School factors included type, size, geographic location, academic rigor, existence of a mental health partner, and culture of suicide prevention efforts at the school.

Results:

Using a k-means cluster analysis, 173 schools were sorted into 4 distinct clusters based on based on patient data linked to schools. A context analysis of the 25 highest risk schools revealed general patterns of low academic achievement measures, limited mental health partnership, and poor suicide prevention ratings.

Conclusions:

These findings suggest that schools which already reflect limited access to resources are the same ones disparately at higher risk for suicide in our geographic area. The variation of at- risk suicidality factors across schools suggests the need for tailored suicide prevention interventions specific to school characteristics and context.

Source: Health Behavior and Policy Review, Volume 9, Number 2, March 2022, pp. 738-750(13)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.9.2.2

Steven Rowe2022-03-30T22:07:38-06:00March 30th, 2022|Adolescents, Mental Health|

Supporting Mental Health in School Settings: Findings from a Qualitative Evaluation

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An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Linda Weiss, PhD
Marilyn Jacob, PhD, LCSW
Maya Scherer, MPH
Anna Borkina, MS

Objective:

In this paper, we describe results from stakeholder interviews conducted to assess implementation and perceived outcomes of a project, implemented in 92 New York City middle and high schools, and focused on building the mental health-related skills of school personnel and promotion of healthier school environments.

Methods:

As part of a mixed-methods evaluation, we conducted 59 key stakeholder interviews with staff of participating community-based organizations and schools. Interview topics included mental health needs, project activities, engagement by school staff, strengths and challenges of the initiative, and perceived impact.

Results:

At the start of the project, interviewees reported difficulty comprehending the model and accepting its utility, given the direct service needs of students. Although concerns remained, we found positive impact, including increased awareness of mental health issues and their root causes, a greater sensitivity to students’ social and emotional challenges, and improved capacity to manage behavioral issues in the classroom.

Conclusions:

Although targeted approaches are needed for high-risk youth, population-level approaches may increase mental health knowledge and skills and support transformation leading to healthier school environments.

Source: Health Behavior and Policy Review, Volume 8, Number 5, September 2021, pp. 429-437(9)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.5.4

Steven Rowe2021-10-27T18:54:25-06:00October 27th, 2021|Mental Health, School Health|