Praxis Der Kinderpsychologie Und Kinderpsychiatrie最新文献

Evaluation of a School-Based Prevention Project to Promote Mental Health Literacy Among Secondary School Students Given the growing mental health issues faced by children and young people, targeted prevention approaches are needed. Schools are increasingly being recognised as a suitable setting for such initiatives. Thus, the GetFit4MentalHealth preventative pilot project was initiated by the University Clinic for Child and Adolescent Psychiatry and the University of Innsbruck. In the first phase of the project, secondary school teachers completed a university training programme that prepared them to independently design and deliver teaching sessions to promote the mental health literacy of their students. This evaluation examined changes in the stigmatisation of mental disorders (r-AQ), mental health literacy (UMHL-A) and psychopathological symptom burden (YSR) among the participating students (n = 315, mean age = 12.33 years) through a pre-post questionnaire survey. The results of the study did not indicate any significant changes in stigmatisation (r-AQ) or psychopathological symptom burden (YSR). The results showed a significant improvement in knowledge of mental disorders, which is a key aspect of mental health literacy. This finding demonstrates the potential for teachers to positively influence an important aspect of mental health literacy through the implementation of a low-threshold preventative approach. The project demonstrated the principal feasibility of an innovative, school-based prevention approach by teachers. Further research is needed to establish the conditions for the effective and practical implementation of school-based interventions designed to promote mental health literacy through teachers.

Parental Reflective Functioning and Psychosocial Development in Preschool Children Parental reflective functioning (PRF) is considered an important predictor of children's emotion regulation and psychosocial development. In German-speaking countries, there is a lack of studies that focus on the preschool age, include both parents and consider children's emotion regulation as a mediator between PRF and psychosocial development. The aim of this cross-sectional study was to analyse the associations between PRF and child´s psychosocial development, taking emotion regulation as a mediator into account. Study 1 (78 mothers, 34 fathers; child´s age M=4.25 years) showed that higher PRF was associated with fewer psychological difficulties and greater prosocial behavior in preschool-aged children. Study 2 (109 mothers, 21 fathers; child's age M=2.92 years) confirmed these findings, and based on preliminary results, identified children's emotion regulation as a potential mediator. Overall, the results suggest that both PRF and emotion regulation represent key targets for early preventive interventions aimed at promoting psychosocial development.

MYNEEDZ - Satisfaction of Basic Psychological Needs in the Youth Life Areas of Family and School from the Perspective of Secondary School Students in a German-Italian Comparison The study analyses the basic psychological needs of adolescents in the youth life areas of family and school in Germany and Italy. The theoretical basis is the consistency theory according to Grawe (2004). Using the specially developed MYNEEDZ questionnaire, whose psychometric quality has been confirmed by confirmatory factor analyses and reliability parameters, N = 1.317 adolescents aged 13 to 18 (Germany: N = 789; Italy: N = 528) from various types of school were surveyed on their self-perceived satisfaction of their basic psychological needs. Non-parametric methods (Mann-Whitney-U, Kruskal-Wallis test) were used to test the hypotheses. The results show that adolescents in Italy report a significantly higher level of basic psychological needs satisfaction in the family and school areas than adolescents in Germany. Within the German sample, there were significant differences between the school types. Young people at special schools reported higher values than their peers at "Hauptschulen" and "Realschulen". In addition, there were gender-specific differences in favour of male adolescents living in Italy. The findings point to the influence of cultural relationship patterns, school structural conditions and gender-specific experiences of stress on the satisfaction of basic psychological needs. This has practical implications for culturally sensitive school development and for gender-sensitive educational approaches in school contexts.

Mental Health Problems and Care Situation in Students with Problem Behaviour from the Autism Spectrum (ASD) at Special Schools for Emotional and Behavioral Disorder (EBD) Children Children and adolescents with ASD often require specific support both inside and outside of school. The majority of these children are educated at special schools for emotional and behavioral disorder (EBD). There is no data available on how often ASD problems occur at EBD special schools, what other emotional and behavioral problems are shown, and how the students are supported. In the study, teachers at EBD special schools were surveyed on their pupils' mental health problems, including ASD, and the use of care services (N = 551). 19.0 % were rated as having problems in the autism spectrum, 16.7 % as having slight problems, and 64.3 % as having no problems in the autism spectrum. Pupils with behavioral problems in the autism spectrum were considered to be more affected by symptoms of depression, anxiety, compulsions and tics, among others. The values for functional impairment and distress were also significantly higher. Furthermore, children with elevated scores in the ASD spectrum receive significantly less psychotherapy and significantly more school support and speech therapy. Pupils with ASD symptoms make slightly more use of support services than other children, despite much higher levels of strain. There seems to be a gap in care that is relevant for the adaptation of conditions in schools and medical- and therapeutic services.

Research on mHealth Solutions for Families with Psychosocial Burden: Lessons Learned from the I-PREGNO Project Psychosocial burdens in the postpartum period have a negative impact on parental well-being and the parent-child relationship. Preventive interventions often do not reach these families (prevention dilemma). Blended care approaches, digital interventions combined with support by professionals, offer a low-threshold way to support this hard-to-reach group. This article examines the research process, including the development, recruitment and implementation of the I-PREGNO project - a blended care intervention to promote mental health and weight management in psychosocially burdened postpartum families. The app was developed in collaboration with professionals and families and evaluated in a cluster-randomized controlled trial to identify strengths and challenges in recruitment and implementation. Despite initial strong interest from professionals, recruiting this hard-to-reach group proved challenging, highlighting the prevention dilemma. However, a low dropout rate was maintained among successfully recruited families throughout the study. The app's user-centered development led to high satisfaction but revealed the need for adherence strategies and multilingual materials. The involvement of healthcare professionals was crucial for accessing this vulnerable group but requires more generous resource planning for training and support. I-PREGNO provides important insights for future interventions to more effectively reach psychosocially burdened families and alleviate pressure on the healthcare system.

Efficacy of Home-Visiting Programs in Early Childhood. Results from a Systematic Review of the International Research Literature Early childhood home-visiting programs are tried and tested for families in need of support. Little is known about its efficacy in Germany due to a lack of research activity. The aim of a systematic review was to compile the international research literature on the efficacy of homevisiting programs. From a pre-selection of 215 studies, 5 meta-analyses, 11 systematic reviews, 39 experimental studies, and 18 non-controlled longitudinal studies were evaluated and presented in detail. As a result, home-visiting program approaches were found to be robustly efficacious in preventing child abuse and neglect, intimate partner violence, and promoting age-appropriate child development, safe home environments, and appropriate parenting behaviors. The effects on behavioral problems in children, the promotion of parent-child interaction as well as social support in parents are promising, thus direct (proximal) factors of parenting behaviors. In contrast, the findings on health in children and mothers are uncertain and contradictory. The findings were differentiated according to outcome criteria, and programs, weighted according to evidence, and impact-promoting aspects. In early childhood, selective and targeted home-visiting programs appear to be more efficacious than universal approaches. The relevance and transferability of the results to home-visiting programs in Germany are discussed.