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ObjectiveTo systematically analyze the typical mental health conditions and psychological disorders of children with intellectual and developmental disabilities (IDD), to construct a mental health service system and psychological interventions to these mental health conditions of children with IDD . MethodsBased on the framework of the World Health Organization Family International Classifications (WHO-FICs), the mental health conditions and related functioning were analyzed, and the mental health service framework and proposed mental health interventions were constructed.There were six main categories of mental health conditions for children with IDDConclusionThis study systematically analyzed the typical mental health status and related psychological functional impairments of children with IDD. Based on the World Health Organization health service system, a mental health service framework for children with IDD was constructed. Referring to the WHO's continuum of health services, a system of psychological intervention methods for children with IDD was established. Furthermore, the WHO-FICs were used to describe and code the functions of children with IDD, and the ICHI-β3 was applied to code and analyze the related psychological interventions. Resultsmood disorders (anxiety and depression), behavioral disorders (disruptive disorders and challenging behaviors, aggressive behaviors), traumatic disorders (post-traumatic stress disorder), mental disorders (schizophrenia), suicide and self-harm, and learning disabilities (developmental learning disabilities, attention deficit hyperactivity disorder). Mental health services for children with IDD involved in six dimensions: leadership and governance, fundraising, human resources, service delivery, mental health technologies, and information and research. Mental health services went through the continuum of health services from prevention, treatment, rehabilitation to health promotion. We delivered mental health services for children with IDD in three aspects: identifying and diagnosing mental health problems or conditions, analyzing the main factors caused mental health problems, and analyzing the environmental factors. Mental health service interventions mainly covered five categories: antidepressants, psychotherapy, stress management training, physical exercise training, healthy lifestyle education, consultation and support. Children with IDD may obtain the mental health services in hospitals, rehabilitation institutions, community and school settings.
ABSTRACT
Objective@#To assess the application effect of peer education in mental health education for adolescent primary and middle school students and to provide evidence for promoting the mental health of adolescent primary and middle school students in application.@*Methods@#The non-randomized controlled trial was performed, 4-5 th grade students of two primary and 7-8 th grade students of two middle schools in a district of Chongqing were chosen as peer-education experimental group, and students in the same grade of another two school were chosen as the blank control group. The Mental Health Inventory of Middle School Students scale and self-made questionnaire were used to exam in mental health status of the subjects before and after intervention.@*Results@#The detection rates after intervention of the mental health, compulsion, paranoia, hostility, interpersonal relationship, depression, anxiety, academic stress, emotional imbalance and psychological imbalance (36.8%, 46.1%, 36.6%, 33.3%, 37.2%, 38.8%, 40.9%, 45.7%, 49.2%, 30.3%) in experimental group were lower than those before intervention (39.9%, 55.3%, 38.8%, 37.9%, 43.9%, 40.5%, 42.7%, 48.0%, 52.5%, 32.1%). The detection rate after intervention of maladjustment(39.8%)was higher than that before intervention(37.7%)(P<0.05). Logistic regression analysis showed that the detection rate after intervention of the mental health, compulsion, paranoia, hostility, interpersonal relationship, depression, anxiety and academic stress status of adolescent primary and middle school students in experimental group was 0.63 times more than the rate of the control group(95%CI=0.49-0.81),0.73(95%CI=0.58-0.91),0.68(95%CI=0.54-0.86),0.71(95%CI=0.56-0.91)(P<0.05).@*Conclusion@#Peer education is an effective measure and method to improve compulsion,paranoia,hostility,interpersonal relationship,depression,anxiety and intervention effect of adolescent primary and middle school students.
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In recent years, mental health of naval officers and soldiers has attracted wide attention. The present research reviewed literatures on the mental health of naval officers and soldiers from 2009 to 2019, and summarized the characteristics, influencing factors and mental health intervention. The common psychological problems of naval officers and soldiers were depression, anxiety and sleeping problems; the comparative research of mental health level between naval personnel and other military services was still controversial; the branch of the navy, long-term and long-distance navigation as well as personal factors (personality, coping style and life events) influenced their mental health; and only few researches focused on mental health intervention of naval officers and soldiers. The present problems in mental health researches of naval personnel included small scale, inconsistent results, single research method and lack of experimental research. Future studies are needed to expand the sample size and diversity of naval branches, explore the promotion effect of psychological intervention on the mental health, and emphasize to the impact of various military stress factors on the mental health of naval officers and soldiers.
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OBJECTIVE: The aim of this study was to examine the experience of volunteer psychiatrists who provided mental health interventions to adolescents and teachers of Danwon High School from April 16, 2014, to November 30, 2014. METHODS: Data for this study were collected from 72 volunteer psychiatrists about their intervention experiences for 212 adolescents and 32 teachers during the eight months following the disaster. Developmental survey themes were identified, and coding was used to analyze the data. In addition, qualitative data analysis was performed using ATLAS.ti (version 8.2, 2018, ATLAS.ti GmbH). RESULTS: A volunteer prepared with appropriate mental health interventions may facilitate the emergency response to a disaster. Intervention services included psychological first aid, psychoeducation, screening, anxiety reduction techniques, and group therapy. CONCLUSION: In the acute aftermath of the Sewol Ferry disaster of April 16, 2014, volunteer psychiatrists were able to provide mental health interventions in a disaster response setting. The outcomes from this study have important policy and mental health system implications for volunteer psychiatrists. The results of this study constitute the basis of a better understanding of the essential mechanisms of crisis interventions after a disaster.