Critical life course interventions for children and adolescents to promote mental health
Childhood and adolescence are key developmental periods in the life course for addressing mental health, and there is ample evidence to support significant, increased investment in mental health promotion for this group. However, there are gaps in evidence to inform how best to implement mental heal...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Christina A. Laurenzi [verfasserIn] Sihle Mamutse [verfasserIn] Marguerite Marlow [verfasserIn] Tatenda Mawoyo [verfasserIn] Linnea Stansert Katzen [verfasserIn] Liliana Carvajal-Velez [verfasserIn] Joanna Lai [verfasserIn] Nagendra Luitel [verfasserIn] Chiara Servili [verfasserIn] Moitreyee Sinha [verfasserIn] Sarah Skeen [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2023 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Cambridge Prisms: Global Mental Health - Cambridge University Press, 2015, 10(2023) |
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| Übergeordnetes Werk: |
volume:10 ; year:2023 |
| Links: |
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| DOI / URN: |
10.1017/gmh.2022.58 |
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| Katalog-ID: |
DOAJ088105431 |
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| 520 | |a Childhood and adolescence are key developmental periods in the life course for addressing mental health, and there is ample evidence to support significant, increased investment in mental health promotion for this group. However, there are gaps in evidence to inform how best to implement mental health promotion interventions at scale. In this review, we examined psychosocial interventions implemented with children (aged 5–10 years) and adolescents (aged 10–19 years), drawing on evidence from WHO guidelines. Most psychosocial interventions promoting mental health have been implemented in school settings, with some in family and community settings, by a range of delivery personnel. Mental health promotion interventions for younger ages have prioritised key social and emotional skills development, including self-regulation and coping; for older ages, additional skills include problem-solving and interpersonal skills. Overall, fewer interventions have been implemented in low- and middle-income countries. We identify cross-cutting areas affecting child and adolescent mental health promotion: understanding the problem scope; understanding which components work; understanding how and for whom interventions work in practice; and ensuring supportive infrastructure and political will. Additional evidence, including from participatory approaches, is required to tailor mental health promotive interventions to diverse groups’ needs and support healthy life course trajectories for children and adolescents everywhere. | ||
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10.1017/gmh.2022.58 doi (DE-627)DOAJ088105431 (DE-599)DOAJ395ff38c15b54f51952bc07593dfe3c8 DE-627 ger DE-627 rakwb eng RC321-571 Christina A. Laurenzi verfasserin aut Critical life course interventions for children and adolescents to promote mental health 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Childhood and adolescence are key developmental periods in the life course for addressing mental health, and there is ample evidence to support significant, increased investment in mental health promotion for this group. However, there are gaps in evidence to inform how best to implement mental health promotion interventions at scale. In this review, we examined psychosocial interventions implemented with children (aged 5–10 years) and adolescents (aged 10–19 years), drawing on evidence from WHO guidelines. Most psychosocial interventions promoting mental health have been implemented in school settings, with some in family and community settings, by a range of delivery personnel. Mental health promotion interventions for younger ages have prioritised key social and emotional skills development, including self-regulation and coping; for older ages, additional skills include problem-solving and interpersonal skills. Overall, fewer interventions have been implemented in low- and middle-income countries. We identify cross-cutting areas affecting child and adolescent mental health promotion: understanding the problem scope; understanding which components work; understanding how and for whom interventions work in practice; and ensuring supportive infrastructure and political will. Additional evidence, including from participatory approaches, is required to tailor mental health promotive interventions to diverse groups’ needs and support healthy life course trajectories for children and adolescents everywhere. child development child mental health global mental health mental well-being Neurosciences. Biological psychiatry. Neuropsychiatry Sihle Mamutse verfasserin aut Marguerite Marlow verfasserin aut Tatenda Mawoyo verfasserin aut Linnea Stansert Katzen verfasserin aut Liliana Carvajal-Velez verfasserin aut Joanna Lai verfasserin aut Nagendra Luitel verfasserin aut Chiara Servili verfasserin aut Moitreyee Sinha verfasserin aut Sarah Skeen verfasserin aut In Cambridge Prisms: Global Mental Health Cambridge University Press, 2015 10(2023) (DE-627)815912978 (DE-600)2806466-5 20544251 nnns volume:10 year:2023 https://doi.org/10.1017/gmh.2022.58 kostenfrei https://doaj.org/article/395ff38c15b54f51952bc07593dfe3c8 kostenfrei https://www.cambridge.org/core/product/identifier/S2054425122000589/type/journal_article kostenfrei https://doaj.org/toc/2054-4251 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_374 GBV_ILN_2336 AR 10 2023 |
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10.1017/gmh.2022.58 doi (DE-627)DOAJ088105431 (DE-599)DOAJ395ff38c15b54f51952bc07593dfe3c8 DE-627 ger DE-627 rakwb eng RC321-571 Christina A. Laurenzi verfasserin aut Critical life course interventions for children and adolescents to promote mental health 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Childhood and adolescence are key developmental periods in the life course for addressing mental health, and there is ample evidence to support significant, increased investment in mental health promotion for this group. However, there are gaps in evidence to inform how best to implement mental health promotion interventions at scale. In this review, we examined psychosocial interventions implemented with children (aged 5–10 years) and adolescents (aged 10–19 years), drawing on evidence from WHO guidelines. Most psychosocial interventions promoting mental health have been implemented in school settings, with some in family and community settings, by a range of delivery personnel. Mental health promotion interventions for younger ages have prioritised key social and emotional skills development, including self-regulation and coping; for older ages, additional skills include problem-solving and interpersonal skills. Overall, fewer interventions have been implemented in low- and middle-income countries. We identify cross-cutting areas affecting child and adolescent mental health promotion: understanding the problem scope; understanding which components work; understanding how and for whom interventions work in practice; and ensuring supportive infrastructure and political will. Additional evidence, including from participatory approaches, is required to tailor mental health promotive interventions to diverse groups’ needs and support healthy life course trajectories for children and adolescents everywhere. child development child mental health global mental health mental well-being Neurosciences. Biological psychiatry. Neuropsychiatry Sihle Mamutse verfasserin aut Marguerite Marlow verfasserin aut Tatenda Mawoyo verfasserin aut Linnea Stansert Katzen verfasserin aut Liliana Carvajal-Velez verfasserin aut Joanna Lai verfasserin aut Nagendra Luitel verfasserin aut Chiara Servili verfasserin aut Moitreyee Sinha verfasserin aut Sarah Skeen verfasserin aut In Cambridge Prisms: Global Mental Health Cambridge University Press, 2015 10(2023) (DE-627)815912978 (DE-600)2806466-5 20544251 nnns volume:10 year:2023 https://doi.org/10.1017/gmh.2022.58 kostenfrei https://doaj.org/article/395ff38c15b54f51952bc07593dfe3c8 kostenfrei https://www.cambridge.org/core/product/identifier/S2054425122000589/type/journal_article kostenfrei https://doaj.org/toc/2054-4251 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_374 GBV_ILN_2336 AR 10 2023 |
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Christina A. Laurenzi @@aut@@ Sihle Mamutse @@aut@@ Marguerite Marlow @@aut@@ Tatenda Mawoyo @@aut@@ Linnea Stansert Katzen @@aut@@ Liliana Carvajal-Velez @@aut@@ Joanna Lai @@aut@@ Nagendra Luitel @@aut@@ Chiara Servili @@aut@@ Moitreyee Sinha @@aut@@ Sarah Skeen @@aut@@ |
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critical life course interventions for children and adolescents to promote mental health |
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Critical life course interventions for children and adolescents to promote mental health |
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Childhood and adolescence are key developmental periods in the life course for addressing mental health, and there is ample evidence to support significant, increased investment in mental health promotion for this group. However, there are gaps in evidence to inform how best to implement mental health promotion interventions at scale. In this review, we examined psychosocial interventions implemented with children (aged 5–10 years) and adolescents (aged 10–19 years), drawing on evidence from WHO guidelines. Most psychosocial interventions promoting mental health have been implemented in school settings, with some in family and community settings, by a range of delivery personnel. Mental health promotion interventions for younger ages have prioritised key social and emotional skills development, including self-regulation and coping; for older ages, additional skills include problem-solving and interpersonal skills. Overall, fewer interventions have been implemented in low- and middle-income countries. We identify cross-cutting areas affecting child and adolescent mental health promotion: understanding the problem scope; understanding which components work; understanding how and for whom interventions work in practice; and ensuring supportive infrastructure and political will. Additional evidence, including from participatory approaches, is required to tailor mental health promotive interventions to diverse groups’ needs and support healthy life course trajectories for children and adolescents everywhere. |
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Childhood and adolescence are key developmental periods in the life course for addressing mental health, and there is ample evidence to support significant, increased investment in mental health promotion for this group. However, there are gaps in evidence to inform how best to implement mental health promotion interventions at scale. In this review, we examined psychosocial interventions implemented with children (aged 5–10 years) and adolescents (aged 10–19 years), drawing on evidence from WHO guidelines. Most psychosocial interventions promoting mental health have been implemented in school settings, with some in family and community settings, by a range of delivery personnel. Mental health promotion interventions for younger ages have prioritised key social and emotional skills development, including self-regulation and coping; for older ages, additional skills include problem-solving and interpersonal skills. Overall, fewer interventions have been implemented in low- and middle-income countries. We identify cross-cutting areas affecting child and adolescent mental health promotion: understanding the problem scope; understanding which components work; understanding how and for whom interventions work in practice; and ensuring supportive infrastructure and political will. Additional evidence, including from participatory approaches, is required to tailor mental health promotive interventions to diverse groups’ needs and support healthy life course trajectories for children and adolescents everywhere. |
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Childhood and adolescence are key developmental periods in the life course for addressing mental health, and there is ample evidence to support significant, increased investment in mental health promotion for this group. However, there are gaps in evidence to inform how best to implement mental health promotion interventions at scale. In this review, we examined psychosocial interventions implemented with children (aged 5–10 years) and adolescents (aged 10–19 years), drawing on evidence from WHO guidelines. Most psychosocial interventions promoting mental health have been implemented in school settings, with some in family and community settings, by a range of delivery personnel. Mental health promotion interventions for younger ages have prioritised key social and emotional skills development, including self-regulation and coping; for older ages, additional skills include problem-solving and interpersonal skills. Overall, fewer interventions have been implemented in low- and middle-income countries. We identify cross-cutting areas affecting child and adolescent mental health promotion: understanding the problem scope; understanding which components work; understanding how and for whom interventions work in practice; and ensuring supportive infrastructure and political will. Additional evidence, including from participatory approaches, is required to tailor mental health promotive interventions to diverse groups’ needs and support healthy life course trajectories for children and adolescents everywhere. |
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