Developmentally appropriate mental health literacy content for school-aged children and adolescents

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00023752%3A_____%2F23%3A43921090" target="_blank" >RIV/00023752:_____/23:43921090 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.cambridge.org/core/journals/global-mental-health/article/developmentally-appropriate-mental-health-literacy-content-for-schoolaged-children-and-adolescents/B9E32E1E4F3FAD3A7F4F5B4A841C3FAE" target="_blank" >https://www.cambridge.org/core/journals/global-mental-health/article/developmentally-appropriate-mental-health-literacy-content-for-schoolaged-children-and-adolescents/B9E32E1E4F3FAD3A7F4F5B4A841C3FAE</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1017/gmh.2023.16" target="_blank" >10.1017/gmh.2023.16</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Developmentally appropriate mental health literacy content for school-aged children and adolescents

Popis výsledku v původním jazyce

Although improving the mental health of children and adolescents has become a global priority, resources outlining developmentally appropriate content for improving mental health literacy (MHL) across school-aged children are scarce. A comprehensive, life-course approach to building MHL is needed to address the evolving competencies, needs, capacities, and risk factors for mental health, especially to establish school-based interventions that can be equitably and sustainably implemented. We conducted a theoretical review highlighting the relation of research and practice in building MHL through developmentally appropriate knowledge and competencies for children and adolescents. A two-pronged review of the literature was conducted to provide an overview of (1) research with a focus on neurobiological, psychological, cognitive, and social developmental milestones of school-aged children relevant for building MHL and (2) evidence-based and theory-driven content for the development of universal MHL interventions for children and adolescents considering the four components of MHL. A map of relevant key milestones highlights the range of development that occurs and ample opportunity for increasing universal MHL during these sensitive years primed for learning. We reflect on current understandings and global considerations for MHL interventions with an emphasis on applying developmental science to the future strengthening of intervention development, uptake, adaptation, implementation, evaluation, and scale-up.

Název v anglickém jazyce

Developmentally appropriate mental health literacy content for school-aged children and adolescents

Popis výsledku anglicky

Although improving the mental health of children and adolescents has become a global priority, resources outlining developmentally appropriate content for improving mental health literacy (MHL) across school-aged children are scarce. A comprehensive, life-course approach to building MHL is needed to address the evolving competencies, needs, capacities, and risk factors for mental health, especially to establish school-based interventions that can be equitably and sustainably implemented. We conducted a theoretical review highlighting the relation of research and practice in building MHL through developmentally appropriate knowledge and competencies for children and adolescents. A two-pronged review of the literature was conducted to provide an overview of (1) research with a focus on neurobiological, psychological, cognitive, and social developmental milestones of school-aged children relevant for building MHL and (2) evidence-based and theory-driven content for the development of universal MHL interventions for children and adolescents considering the four components of MHL. A map of relevant key milestones highlights the range of development that occurs and ample opportunity for increasing universal MHL during these sensitive years primed for learning. We reflect on current understandings and global considerations for MHL interventions with an emphasis on applying developmental science to the future strengthening of intervention development, uptake, adaptation, implementation, evaluation, and scale-up.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

30215 - Psychiatry

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Global Mental Health

ISSN

2054-4251

e-ISSN

2054-4251

Svazek periodika

10

Číslo periodika v rámci svazku

e25; PII S205442512300016X

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

11

Strana od-do

1-11

Kód UT WoS článku

000991804600001

EID výsledku v databázi Scopus

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