Effect of School-Based Social Skills Training Program on Peer Relationships: Preliminary Study

OBJECTIVES: The aim of this study was to evaluate the effect of a school-based social skills training program on peer relationships in children and adolescents and to assess the plan for effective school-based mental health services. METHODS: The Child and Adolescent Mental Health Promotion Team of Bugok National Hospital conducted 7-sessioned school-based social skills training for elementary and middle school students (n=90). Changes in peer relationships were evaluated before and after application of the program using a name generator question. RESULTS: The social skills training program increased peer relations, indicating significant changes in social network indices. CONCLUSION: The social skills training program positively influenced peer relationships. The school-based social skills training program can be expected to have positive effects on school-based mental health services. Future investigation is needed to validate the long term effects of this program.

Effects of School-Based Social Skills Training Program on Alexithymic Tendency: Preliminary Study

OBJECTIVES: The purposes of this study are to evaluate the effect of a school-based social skills training program on the emotional regulation of children and adolescents and to assess the plan for effective school-based mental health services. METHODS: The Child and Adolescent Mental health promotion team of Bugok National Hospital conducted school-based social skills training (N=90, 7 sessions) for elementary and middle school students. Evaluations were conducted before and after the application of the program using a prosocial behavior questionnaire, a cohesiveness questionnaire, the Korean version of the 20-item Toronto Alexithymia Scale, a self-esteem scale, and the Novaco anger scale, in order to identify any changes. RESULTS: The social skills training program increased the prosocial behavior and cohesiveness of the children and adolescents and decreased their alexithymic tendency and degree of anger, but did not significantly change their self-esteem. CONCLUSION: The social skills training program positively influences the emotional and behavioral levels of children and adolescents. The emotional regulation program based on a social skills training program is expected to have positive results in school-based mental health services. Future investigations are needed to validate the long term effects of this program.

The Effect of Students' Mental Health School-Community Cooperative Model on the School Mental Health Awareness

OBJECTIVES: The purpose of this study was to examine the effect of the Students' Mental Health School-Community Cooperative Model on the school mental health awareness of the participants (school administrators, teachers, students). METHODS: Data were collected from 140 schools that participated in the project. The questionnaires were composed of items about the school mental health policy, climate and capacity. The data was analyzed through paired t-tests between pre and post, and a comparison was made between the 1st and 2nd phase regions. RESULTS: The total scores of the teacher and student groups increased significantly, whereas those of the school administrators did not. The awareness of the teachers showed more changes in the 1st phase regions, while those of the students changed more at the 2nd phase. CONCLUSION: Based on the results, the expansion of the Students' Mental Health School-Community Cooperative Model was proposed.

The Effectiveness of Mental Health Problems Screening and Treatment Linkage in Children & Adolescents: Community Based Study Focused on ADHD and Depression

OBJECTIVES: This study evaluated the effectiveness of school-based mental health screening and treatment linkage programs, focusing on attention-deficit hyperactivity disorder (ADHD) and adolescent depression. METHODS: All 11,158 children and adolescents aged 8-14 years in Seoul received a school-based mental health screening, consisting of the Korean versions of the ADHD rating scale and the Child Behavior Checklist (CBCL), for ADHD, and the Center for Epidemiological Studies Depression Scale (CES-DS) and the Suicidal Ideation Questionnaire-Junior (SIQ-JR), for depression. The high-risk children's and adolescents' diagnoses were confirmed using the Diagnostic Interview Schedule for Children-IV (DISC-IV). Treatment linkage programs were managed by the Seoul Metropolitan Community Mental Health Center (Program 1), the Seoul Metropolitan Office of Education (Program 2), or the Dongjak District Office of Education (Program 3). We estimated and compared the referral rates of the three programs. RESULTS: Program 1 screened and referred 22.9% of ADHD youths to mental health services, Program 2, 68.8%, and Program 3, 40.0%. Program 1 screened and referred 22.8% of depressed youths to mental health services, Program 2, 53.8%, and Program 3, 88.9%. Key elements for successful screening and referral programs were an effective school/community mental health center/Office of Education network, the parents' financial support and perception of their child's mental health status as being problematic, and the teachers' active engagement. CONCLUSION: This is the first study investigating the effectiveness of school-based mental health screenings' linkage to treatment for primary and middle school students in Korea. An effective network for community mental health and improvements in parents' and teachers' perceptions regarding mental health are needed for more successful treatment linkage.

Prevalence and Correlates of Attention Deficit Hyperactivity Disorder: School-Based Mental Health Services in Seoul / 신경정신의학

OBJECTIVES: To estimate the prevalence and correlates of children who had Attention Deficit Hyperactivity Disorder (ADHD) in Seoul. METHODS: A cross-sectional survey of 2,429 children included in four elementary schools at Seoul. Parents and teachers completed the Korean ADHD Rating Scales (K-ARS) and the Korean version of the Strengths and Difficulties Questionnaire (SDQ-Kr). Child psychiatrists interviewed the children who demonstrated clinically significant scores on K-ARS and SDQ-Kr. Further assessments were conducted with other psychological tests if needed. RESULTS: 1) Of 2,429 children, 158 (6.5%) children had ADHD. 2) Compared to controls, ADHD children showed more frequently male preponderance, more single parent family, lower parental education level, more paternal no employment, poorer sibling relationship, fewer number of friends, and lower ability in language and mathematics. 3) In multivariate analysis, ADHD were associated with boys, single parent family, poor sibling relationship, and low language ability. Our stratified analysis by gender, there were association with single parent family and lower language ability in boys, and poor sibling relationship and lower mathematics ability in girls. CONCLUSION: This study found 6.5% prevalence of ADHD and ADHD were associated with gender, family environment, and academic achievements. Understanding of high-risk children would help in developing an ADHD school mental health program.