Adolescent Mental Health - Science topic

First, you should decide whether you would like to use a structured or semi-structured interview format. Both have their advantages but the advantage of the semi-structured interview is that it gives you the flexibility to explore topics and issues as they arise during the course of the interview whilst maintaining a consistent underlying structure.

Second, you should list the themes you would like to explore in your interviews and then generate a list of questions for each theme. Themes allow you to conduct thematic analysis of participant responses which is often used in qualitative research.

Third, you should then find three or so people who will help you to validate your measurement tool. One way is to give them a list of your interview questions and themes and ask them to match each question to the theme they think is the best fit to assess whether others agree with your pairing of specific themes and questions. You can also use this to obtain feedback and improve your surveys before using them in your study.

Of course, I absolutely have to answer YES! It is an essential stage in the socialization process and, therefore, essential for the psychosocial development of adolescents and to achieve adequate PSYCHOSOCIAL MATURITY.

You might want to check this:

Also a good idea if to verify with one of the authors, RG provides the network to do that.

Go through the list at https://solutionsdoc.co.uk/sfbt-evaluation-list/ and you'll find a number of studies on children and adolescents.

Harry

Sweden

The 28-item CTQ is copyrighted, and can be purchased from Pearson Assessments. How many items does the short form have?

An expert in Indigenous health would be Dr L Pihama if you can track down her articles she would be an asset in this area

Best wishesm and good luck

You can check this article...

 

Dear Muhammad,

It fundamentally bases on your research questions and the theoritical justification,

you need to also explain why this time lag is selected for the research,

hope it helps,

Fatih

Thank you, but the elisa and hplc method are costly, wish someone develop a litmus test🙏

So, here is an update on what textbook I decided to use.

Thanks to all who offered suggestions and I hope the above information will benefit others looking for quality texts for a child/adolescent therapies class since all of the above texts are very high quality.

yes

Routine screing just is about what one gets if one sees a health practitioner. Universal means everyone gets it or is at least offered it

I found a meta-analysis of the worldwide prevalence of mental disorders in children and adolescents published in 2015. They report one study in Spain: 

Gómez-Beneyto, M., Bonet, A., Catalá, M.A., Puche, E., & Vila, V. (1994). Prevalence of mental disorders among children in Valencia, Spain. Acta Psychiatrica Scandinavica, 89, 352–357.

To read the meta-analysis: http://onlinelibrary.wiley.com/doi/10.1111/jcpp.12381/full

Thank you so much for this article. It's great. 

I have some stuff you could check out, also check out Mark Weiss, Dawn Anderson-Butcher, and Howard Adelman and Linda Taylor. Hope you find what you need.

RJW

Yes, Miyuru…  the anecdotal observations of very young children tell us a lot and we learn about human behaviors.  I have done a lot of observation of children in "play" therapy and it is fascinating to see how they work out different themes.   They will act out a "story" whether they know you are watching or not.  They often need to practice the "attachment" behaviors and if they can verbalize it even with a doll or a stuffed toy that is helpful.  I did notice all the sighs in the one 4 year old.   If a teacher looked at the child she would see the glasses and hear the speech sounds (not always clear) and might dismiss the child  as "not learning"  but when you actually see the child's play and interpret her stories there is so much there -- and it reaffirms the child's individual capacity for growth.  This has been a special interest of mine working with preschoolers and early childhood.  if you want to write an email I am jeanhaverhill@aol.com  (Massachusetts/USA/retired adjunct faculty -- we trained school psychologists) and we had help from Children's Hospital in Boston with the nurse practitioners (in less affluent areas of  MA where we have multi-ethnic populations)

We in Bologna, Italy, use the CBCL from Achenbach http://www.aseba.org/schoolage.html and a interview

Dear carl, 

The selective mutism may start earlier and continue into teenage. Here are some ideas. You can always discuss with the authors to the papers here on RG: 

hello seema,

As you have mentioned that sampling framework is available, then i guess it would not be appropriate to predetermined the sample size (i.e., 333). In case of available list, systematic sampling is suitable and, in this case, the size of interval ll decide the sample size. However, if you want to apply multistage sampling, use any sample size determination formula at first. than allocate respondents proportionally to each village at second stage. 

*for your guide, Cochran formula for sample size determination is best but to attain small sample size Tar Yamene technique is best fitted.

Hi David, thank you for your response. By 'mental health support' we mean what adolescents would want and expect from teachers in terms of (1) education about mental health/resilience, (2) advice on where to turn for professional help, and (3) the pastoral role of teachers (listening/understanding/lay advice).

We are interested in a universal school intervention, and so will be interviewing separate groups of participants with and without diagnosed mental health conditions. 

Dear Mighty, 

Check these papers out if they are of any help: 

there are mail for contact with Dr John N. Constantino

Thank you very much everyone. This has really been helpful

Thank You Dr. Kocayoruk

If you are doing research with children / young people then you should have a child protection / safeguarding policy which sets out what you would do in this kind of situation? You should have a supervisor / manager who you would discuss this with in the first instance and decide how to proceed with their advice.

Thank you for your responses. :)

Serait intéressant que tu me fasses parvenir ton adresse courriel.

La mienne: mtrudel47@gmail.com

Marcel

You could consider the Strenght and Difficulties Questionnaire (SDQ; Goodman,1999) 

Dear Wei, 

Some papers:

Social media and suicide prevention: findings from a stakeholder survey

Jo ROBINSON, Maria RODRIGUES, Steve FISHER, Eleanor BAILEY, Helen HERRMAN

Shanghai Arch Psychiatry. 2015 February 25; 27(1): 27–35.

E-Health Interventions for Suicide Prevention

Helen Christensen, Philip J. Batterham, Bridianne O’Dea

Int J Environ Res Public Health. 2014 August; 11(8): 8193–8212.

Responses to a Self-Presented Suicide Attempt in Social Media: A Social Network Analysis

King-wa Fu, Qijin Cheng, Paul W.C. Wong, Paul S. F. Yip

Crisis. Author manuscript; available in PMC 2014 August 3.

Published in final edited form as: Crisis. 2013 January 1; 34(6): 406–412.

Predicting National Suicide Numbers with Social Media Data

Hong-Hee Won, Woojae Myung, Gil-Young Song, Won-Hee Lee, Jong-Won Kim, Bernard J. Carroll, Doh Kwan Kim

PLoS One. 2013; 8(4): e61809.

Social Media and Suicide: A Public Health Perspective

David D. Luxton, Jennifer D. June, Jonathan M. Fairall

Am J Public Health. 2012 May; 102(Suppl 2): S195–S200

A Systematic Review of Social Factors and Suicidal Behavior in Older Adulthood

Madeleine Mellqvist Fässberg, Kimberly A. van Orden, Paul Duberstein, Annette Erlangsen, Sylvie Lapierre, Ehud Bodner, Silvia Sara Canetto, Diego De Leo, Katalin Szanto, Margda Waern

Int J Environ Res Public Health. 2012 March; 9(3): 722–745.

This isn't a review, but here's a community-based intervention programme that I was very proud to be involved in, which is on here: Stephen James Minton, Michelle O' Mahoney, Rose Conway-Walsh - A ‘whole-school/community development’ approach to preventing and countering bullying: the Erris Anti-Bullying Initiative (2009–2011) - Irish Educational Studies 06/2013; 32(2). DOI:10.1080/03323315.2013.784637. I hope that it's of some interest to you.

I hope this may be useful

Goodman A, Goodman R (2009) Strengths and difficulties questionnaire as a dimensional measure of child mental health. Journal of the American Academy of Child and Adolescent Psychiatry, 48, 400-3. 

The Strengths and Difficulties Questionnaire  is a validated and broadly used instrument to assess a wide range of psychosocial problems, including emotional symptoms, behavioural problems, inattention and hyperactivity, peer problems, and prosocial behavior. An additional five supplemental questions comprise an impact scale that assesses the impact of mental health problems on everyday life, i.e. the degree to which difficulties interfere with home life, friendships, classroom learning, leisure activities, and overall distress. A three-subscale division of the SDQ into “internalizing problems”,  “externalizing problems” and “prosocial behavior” is possible. 

The questionnaire (parents, teachers and adolescents forms) is available free of charge at http://www.sdqinfo.org, where you can find also further references and information.

kindly contact Shanthi,R. her PhD is on that and I am her guide.her mail id is

300.29 Specific Phobia - school.

I have worked with many chronic "school refusers." Some are phobic others are not. If they are phobic, a desensitization protocol worked very well. I have them list all of the situations that they avoid. I have them then rate each item on the list  from 1 to 10 for the severity of the anxiety associated and then sort from lowest to highest. I teach them a relaxation method if they don't know one. I then have them select an item to expose themselves to for a certain amount of time. I am sure you know the drill. Relax prior, predict the severity, expose, relax, rate the actual discomfort. Repeat. Once they experience a reduction in anxiety from repeated exposure; it becomes highly motivating and they are back in school within several months.

Hi Michelle,

I am not aware of the exact instruments, but would recommend checking the publications of this researcher as he is an expert in resilience:

Michael Ungar, Dalhousie University (he is director of the Resilience Research Centre and has done research on resilience across many cultures including Africa) 

Toula

Hi Douglas,

I really appreciate this information.  Thanks so much.

Hi Juan,

For use in larger scale research, we have found that relevant items of the Communities That Care Youth Survey are valid and reliable.  There are a small number of scales (family cohesion, family conflict, family management), with each scale containing 3-4 items).  The full questionnaire is available at;

I attach a couple of publications that have used these scales to predict adolescent substance abuse. 

Hope this is helpful.  Best wishes

Adrian

When we speaking towards the neuropsychiatric effects of violence in teenagers, we should first emphasize the complex combined negative effects of stress on the affected brain. Among the main pathogenetic factors we must noting a great changes in cerebral hydro- and hemodynamics with the inclusion of protective mechanisms of hemodynamic shock, which lead to a pronounced post stress imbalance of the cerebral hydro-hemodynamics, neurodynamics and malfunction of the central endocrine organs. The development of post stress endocrinopathies in adolescents after violence leads to a total disorders in the whole organism at the various level of live system subordination with the forming of posttraumatic post stress syndrome with astheno-depressive syndrome and psychosomatics.

Perhaps the references in these papers leeds you a step forward:

Inpatient Weight Loss as a Precursor to Bariatric Surgery for Adolescents With Extreme Obesity: Optimizing Bariatric Surgery CLIN PEDIATR 2013; 52:7 608-611

Empirical Evaluation of Age Groups and Age-Subgroup Analyses in Pediatric Randomized Trials and Pediatric Meta-analyses Pediatrics 2012; 129:Supplement_3 S161-S184

Intensive in-patient treatment for children with severe traumatization in infancy by Karl Heinz Brisch, Ulrike Paesler, Kathrin Zeber, Anne Budke, Ludwig Ebeling, Julia Quehenberger. Dept. of Paediatric Psychosomatic Medicine and Psychotherapy. Dr. von Hauner Childrens’ Hospital, Ludwig-Maximilians University of Munich

Astrid.Lampe@uki.at is also in this field.

Cochrane Database Syst Rev. 2014 Jun 18;6:CD003148. Psychological interventions for individuals with cystic fibrosis and their families.

Goldbeck L, Fidika A, Herle M, Quittner AL.

Indian Pediatr. 2004 Jul;41(7):673-9.

Pseudoseizures.

Bhatia MS.

Thanks very much Philip and Tom, the inventory is particularly helpful for this particular study. 

You need permission  to use EAT-40 from here: http://www.eat-26.com/

The Arabic version was used in this paper and if you read the references it takes you further:

Hi Gloriana,

I understand the clinical context very well. I coordinate an EU funded project - Suicidality: Treatment Occurring in Paediatrics (STOP), which specifically involved developing web-based 'easy to use' measures using the HealthTrackerTM platform which uses computer adaptive testing. The STOP Suicidality Risk and Resilience Scale; STOP Medication Side-effects Suicidality Scale; and the STOP Suicidality Assessment Scale (a measure of suicidal thoughts, behaviour and non-suicidal self-injury) have been developed in English, translated into Spanish, French, Dutch, German and Italian and can be completed by patients and parents remotely, allowing the clinician to use his limited clinic time more effectively. The scales have undergone initial validation and is currently being used in 6 cohorts of children who are each being followed up for 52 weeks :- 8 to 18 year old cohorts who are on antipsychotics (risperidone, aripiprazole) for any condition; a depression cohort undergoing treatment (fluoxetine, CBT); a cohort being treated for respiratory allergies or asthma (with montelukast or other medications), and a cohort of healthy normal controls. The completed data will be analysed in April 2015 and the 3 instruments will be available for clinical and research use. Apart from the three STOP instruments, the HealthTrackerTM (a web-based health monitoring platform) includes psychopathology / side-effects / QoL measures for children/adolescents/parents/teachers/clinicians (including animated ones for younger children) and helps longitudinal monitoring. It is possible that this system may assist in your clinical practice.

The STOP website can be accessed at http://www.stop-study.com

I hope this helps.

Best wishes

I am not aware of a research study that answers your specific question, but one place that you might look to get a better idea about children's communicative behavior after divorce is Paul Schrodt and Andrew Ledbetter's work on communication family patterns and mental well-being (http://onlinelibrary.wiley.com/doi/10.1111/j.1468-2958.2007.00302.x/full). Another great article to given you some ideas about children's adjustment after divorce is Joan Kelly's 2000 review piece that collects and analyzes a lot of interesting research (http://www.sciencedirect.com/science/article/pii/S0890856709662948).

Hope these help!

I agree with Soumitra that the CBCL and its complemantary scale for the child/adolescent, which is the Youth Self Report, are good. I'd also recommend the Voice DISC which checks for DSM diagnoses. I'm not sure if it has been updated for the DSM-5 though.

The only problem with these measures is they don't cater for Social Desirability in young people. The RCMAS-2 caters for this and is also an ok overall scale.

Regardless of the measure you use, I'd strongly recommend including something that assesses for the issue of Social Desirabiltiy. This is too why researchers have recommended informant reports from a variety of sources e.g. teacher, parent, peer, coach etc, as young people have been shown to act differently depending on the social situation they are in.

Accuratley assessing young people is a tricky area both because of social desirability and also because many have a lack of emotional self-awareness e.g. they aren't aware of their own symptoms of anxiety actually being anxiety.

Hope this helps

Thanks Poula for your valuable recommendations . I will look at the suggested papers as soon as I find them.

Many thanks Toula! I'll get them.

Those are some references for you

If you're interested in substance use, you can check this article :

Krank M, Stewart SH, O'Connor R, Woicik PB, Wall AM, Conrod PJ. Structural, concurrent, and predictive validity of the Substance Use Risk Profile Scale in early adolescence. Addict Behav. 2011 Jan-Feb;36(1-2):37-46. Epub 2010 Aug 10.

We have a translation in French (I'm not sure it's validated, but it has been used in a national adolescent population survey).

What exactly do you want to assess? Depression, Anxiety, Stress?