Mental Health and Prevention最新文献

Background

Postpartum depression (PPD) is a major public health problem. Consolidated evidence of the impact of social support on PPD has been well documented especially, in high-income countries. There is no recent comprehensively synthesized evidence of the same solely concentrated in the Asian continent.

Amis

This review aimed to identify the impact of social support on PPD in Asian countries from the current available evidence.

Methods

An electronic database search of CINAHL, Cochrane Library, Embase, and MEDLINE from 2012 to 2022 was conducted according to the PRISMA statement through September 2022. Disease search terms included “Postpartum depression”, “postnatal depression”, “perinatal depression”, “peripartum depression”.

Results

The prevalence of PPD ranged from 3.9% in Turkey to 67.3% in Iran. The study demonstrated the importance of social support in reducing the risk of PPD, especially from partners. Immigrant women had a higher prevalence of PPD than local citizens. The study demonstrated that postpartum cultural practices buffered for PPD by giving adequate support and care. The negative sides of these practices were evident in the studies that mentioned women's relationships with their mothers-in-law.

Conclusions

The prevalence of PPD and cultural practices differ across the Asian continent. Social support, especially from close relatives is a protective factor against PPD. Health professionals should be able to provide informational support to new mothers and their families. Postpartum cultural practices can either increase or decrease PPD risk depending on whom they stay with.

Adolescence is a dynamic period for the development of emotion regulation skills. Difficulties in emotion regulation are an important predictor of risk for internalizing problems. Parents and peers play an important role in both emotion regulation (ER) skills and the development of internalizing problems, however, few studies have examined their influence concurrently using longitudinal data. This study investigated the impact of parent and peer emotion socialization and adolescent ER on adolescent (N = 213; aged 13 to 14 years old) internalizing problems 11 months later, as reported by adolescents. Results indicated peer but not parent emotion socialization predicted adolescent internalizing problems. Moreover, adolescent difficulties in ER at baseline moderated the impact of peer emotion socialization on adolescent internalizing problems. The findings highlight peer emotion dismissing responses impact internalizing problems, especially if adolescents also report difficulties in ER, underscoring the importance of prevention during earlier developmental periods.

Emotion regulation (ER) develops throughout childhood and contributes to a host of important outcomes, including social functioning, behavior, academic performance, and general health. The toddler years build the foundations for emotion regulation, with parents playing a key role in their children's emotional development. However, there is currently limited knowledge about the relations between parents’ own ER and how this may influence toddler ER. The current study investigated whether parental ER was related to toddler ER using a self-reported measure and observational measures. Data were drawn from Australian parents and their 18–36-month-old children recruited as part of a randomized controlled trial of a parenting program, Tuning in to Toddlers (n = 231). Measures included parent-report on Difficulties in Emotion Regulation Scale (DERS) and direct observation of toddler ER. For a smaller sample of parents, an observation measure of parent ER was also available (n = 73). Moderation analyses revealed that when parents reported more ER difficulties, older toddlers had poorer ER. Younger toddler's ER was not affected by parent-reported difficulties. For the smaller sample of parent observation, those observed to have better ER, also had toddlers that regulated emotions more effectively. The results suggest that parent ER, either in terms of difficulties or skills, has an impact on toddler ER.

Aboriginal and Torres Strait Islander communities have expressed significant concern about methamphetamine use and its associated harms. Additionally, there has been an increase in sexually transmitted infection (STI) notifications among Aboriginal and Torres Strait Islander people in recent years. This cross-sectional study explored associations between high STI risk sexual behaviour (HSRSB), methamphetamine and mental health among Aboriginal and Torres Strait Islander people who use methamphetamine. Multivariate logistic regression and population attributable risk that accounts for the correlation structures were used. Participants were 224 Aboriginal and Torres Strait Islander men (52%) and 209 women (48%). Those who used methamphetamine weekly or more were more than twice as likely to engage in HSRSB, compared to those who used methamphetamine less frequently (i.e. > weekly) (aOR: 2.10, 95% CI: 1.13, 3.90, and 2.73, 95% CI: 1.52, 4.93 for males and females respectively). Among other drugs, using ecstasy was also significantly associated with HSRSB in both genders (aOR: 3.97, 95% CI: 1.17, 13.42 and aOR: 5.32, 95% CI: 2.05, 13.82 for males and females). The combined impact of mental health conditions was substantially higher among females than males (PAR%: 46% and 27%, respectively). The findings may inform the targeting of health promotion programs for STI prevention towards those at higher risk due to methamphetamine use and mental health issues.

Background

Since mental disorders represent a significant burden of disease, prevention programs are critical. Participatory methods have the potential to improve the value of health research by increasing our understanding of user needs. We present a scoping review of participatory methods in mental health research priority setting for the period 2010-2020. The objective is to analyse participatory methods spread and characteristics and its use for mental disorders prevention.

Material and method

After applying controlled terms of search, we selected peer-reviewed documents using MEDLINE/PubMed, PsycINFO, the Core Collection of the Web of Science and Scopus. We initially identified 330 documents from which we selected 74 articles. We noted and classified the stakeholder groups, the participatory methods applied and the mental health research priorities.

Results

We identify regional differences in applying participatory methods in mental health research prioritisation; the majority of studies are led by the UK, USA, Australia and The Netherlands. We identified differences among stakeholder groups priorities: when research beneficiaries participate in priority setting, research focuses on therapy, standards, education and psychology of mental disorders; on the other hand, when participation is limited to scientists, therapy, diagnosis, methods and standards receive more attention.

Discussion and conclusions

We categorised ten participatory methods, twenty-three mental health research priorities and five stakeholder groups. We conclude there is a change in the prioritisation of mental disorders research that opens the way to participatory methods combining a participatory strategy with other sources. Interventions focused on mental disorders prevention could benefit from a participatory mixed approach.

Primary school teachers spend many hours each day assisting students with various emotional challenges in the school environment. However, many teachers lack specific skills in how to guide and support children with challenging emotions. Thus, there is a need for interventions that directly enhance teachers’ emotional competence and capacity to respond to students’ emotional needs, thereby ensuring that improvements in the learning environment are ongoing and sustainable.

This pilot study explored implementation fidelity and acceptability and the outcomes of a newly developed emotion-focused teacher intervention, Tuning in to Kids in School (TIK-S), on primary school teachers’ emotion socialization practices and classroom environment. Two Norwegian schools were allocated into intervention or waitlist control, with 74 teachers from grades 1 to 4 participating. The intervention included group training for teachers focusing on how to identify, understand and regulate emotions and use emotion coaching with students, while reducing emotion dismissing. Assessments at pre- and post-intervention included teacher questionnaires on their emotion coaching and emotion dismissing practices and observations of the classroom environment. Data were analysed using mixed models. Facilitators reported high fidelity and participants good acceptability of content delivery. Results showed a significant decrease in teacher-reported emotion dismissing practices and improvement in observed positive classroom climate in the intervention, but not control, condition. Although non-significant, emotion coaching had an increasing trend in the intervention condition post-intervention.

Participation in TIK-S contributed to improved skills in teacher's emotion socialization and improved classroom climate, factors that are important for an optimal school learning environment.

Attachment influences the experience of anxiety symptoms in adolescence and emotion regulation seems to mediate this influence. Nevertheless, studies of the role of emotional awareness are lacking. The aim of this study is to examine the direct and indirect effects of adolescents’ attachment patterns on anxiety regarding the mediatory role of two emotion awareness dimensions, namely body awareness and differentiating emotions. The participants completed self-report instruments on attachment, emotion awareness, and anxiety, and serial mediation models were used to analyse the data. Both secure and anxious/ambivalent attachment have a positive indirect effect on anxiety through body unawareness, and avoidant attachment shows a unique positive direct effect on anxiety. Attachment was not a predictor of differentiating emotions and this was not a predictor of anxiety. The results are discussed and implications for practice highlight the core role of body awareness in preventive interventions of adolescents’ anxiety problems.

Positive emotions have a wide range of benefits including increasing well-being, broadening cognitions, and buffering against the effects of stress, with implications for mental health. To date, however, research on positive emotions have not been integrated with developmental perspectives, particularly areas of emotion socialization, thus the development of positive emotions and its regulation in children is poorly understood. In this narrative review paper, we integrate positive psychology research with developmental science - particularly, the literature on emotion socialization, to examine how socialization processes in the family may affect the experience, expression, and regulation of positive emotions and consequently the extent to which positive emotions may in turn affect mental health. We first provide an overview of positive emotions, couch it in the context of emotion socialization, discuss relevant gaps, propose a conceptual model, and emphasize opportunities for future research.

Background

Childhood adversity contributes to poor physical and mental illness across the lifespan. Given its multifaceted nature, responding to childhood adversity requires action across health and social care; but such action is complex. This study aimed to explore the barriers for practitioners across health and social services in identifying and responding to adversity.

Methods

Individual and group semi-structured interviews with 26 practitioners working across health and social care providers in Melbourne, Victoria. Interviews explored challenges practitioners experienced identifying and responding to childhood adversity. Interviews were audio recorded, transcribed verbatim and analysed using reflexive thematic analysis.

Results

Four main themes were identified. (1) “Get clues as you go along”. Practitioners relied on gut instinct or caregiver disclosure to identify adversity. (2) Out of my control. Practitioners identified systems barriers that were out of their control including lack of service availability and funding. (3) Navigating complex systems. Practitioners acknowledged challenges in knowing about available services and how to access these services. (4) “Opportunity to engage”. While practitioners identified trust as important for relationships with families, they could not describe how to improve trust.

Conclusions

Practitioners encounter a “multitude of barriers” across health and social care that impede identification of, and response to, childhood adversity. Improving practitioner confidence and capability to work relationally with families, including directly asking about adversity, is critical for overcoming these barriers to systematically identify adversity in practice. Improving practitioner knowledge about community services and service navigation will be a crucial starting point.