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      Förderung der mentalen Gesundheitskompetenz im Jugendalter : Schule als Setting für Aufklärung und Vermittlung von Handlungskompetenzen Translated title: Promotion of mental health literacy in adolescence : School as a setting for health education and imparting skills

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          Abstract

          Hintergrund

          International und national wird der Ruf laut, Gesundheitsförderung in Schulen zu verankern, nicht erst, aber insbesondere im Zusammenhang mit dem Anstieg der Rate psychischer Auffälligkeiten seit dem Beginn der „coronavirus disease 2019“(COVID-19)-Pandemie. Die Förderung mentaler Gesundheitskompetenz (mGeKo) erfährt in den vergangenen Jahren als möglicher Ansatzpunkt zunehmende Aufmerksamkeit.

          Fragestellung

          Welche Evidenzen gibt es für die Förderung der mGeKo im Jugendalter im schulischen Setting, und wie gestaltet sich die praktische Umsetzung in Deutschland?

          Methode

          Literaturübersicht, Recherche in Datenbanken zu Programmen zur Förderung der mGeKo im schulischen Kontext (Sekundarstufe I).

          Ergebnisse

          Die Förderung der mGeKo erscheint, gerade bei einer Implementierung im Schulkontext, als ein vielversprechender Ansatz: Erste Programme existieren, Metaanalysen weisen auf signifikante Effektstärken im unteren bis mittleren Bereich hin. Es bestehen jedoch ein weiterer Forschungsbedarf (z. B. hinsichtlich distaler Endpunkte) und Schwierigkeiten bei der Umsetzung in die Praxis.

          Schlussfolgerungen

          Durch eine theorie- und evidenzbasierte Umsetzung kann Schule als Lern- und Lebensort für das wichtige Thema psychische Gesundheit sensibilisiert und für unterstützende Maßnahmen motiviert werden; eine Berücksichtigung der Hürden im deutschen Schulsystem erscheint für eine erfolgreiche Umsetzung maßgeblich.

          Zusatzmaterial online

          Die Online-Version dieses Beitrags (10.1007/s00278-022-00622-w) enthält eine Liste mit universellen Programmen zur Förderung der mentalen Gesundheitskompetenz (mGeKo) im Schulkontext.

          Translated abstract

          Background

          Internationally as well as nationally there is a strong call to anchor health promotion in schools, not only but especially in connection with the growing rate of psychological problems during the coronavirus disease 2019 (COVID-19) pandemic. In recent years the promotion of mental health literacy has received increasing attention as a possible approach.

          Objective

          What evidence is there for promoting mental health literacy in adolescents in the school setting and how is it practically implemented in Germany?

          Method

          Literature review, search in databases on programs to promote mental health literacy in a school setting (lower secondary level).

          Results

          The promotion of mental health literacy appears to be a promising approach, especially when implemented in the school context. Initial programs exist and meta-analyses point to significant effect sizes in the lower and middle range; however, there is a need for further research (e.g. with respect to distal endpoints) and there are difficulties in the practical implementation.

          Conclusion

          A theory-based and evidence-based implementation has the potential to sensitize schools to this important topic and motivate them to take further steps in health promotion. Consideration of barriers specific to the German school system appears to be decisive for a successful implementation.

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          Most cited references30

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          This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
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            Age of onset of mental disorders: a review of recent literature

            The aim of this article is to review recent epidemiological research on age-of-onset of mental disorders, focusing on the WHO World Mental Health surveys. Median and inter-quartile range (IQR; 25th-75th percentiles) of age-of-onset is much earlier for phobias (7-14, IQR 4-20) and impulse-control disorders (7-15; IQR 4-35) than other anxiety disorders (25-53, IQR 15-75), mood disorders (25-45, IQR 17-65), and substance disorders (18-29, IQR 16-43). Although less data exist for nonaffective psychosis, available evidence suggests that median age-of-onset is in the range late teens through early 20s. Roughly half of all lifetime mental disorders in most studies start by the mid-teens and three quarters by the mid-20s. Later onsets are mostly secondary conditions. Severe disorders are typically preceded by less severe disorders that are seldom brought to clinical attention. First onset of mental disorders usually occur in childhood or adolescence, although treatment typically does not occur until a number of years later. Although interventions with early incipient disorders might help reduce severity-persistence of primary disorders and prevent secondary disorders, additional research is needed on appropriate treatments for early incipient cases and on long-term evaluation of the effects of early intervention on secondary prevention.
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              Adolescence is a life phase in which the opportunities for health are great and future patterns of adult health are established. Health in adolescence is the result of interactions between prenatal and early childhood development and the specific biological and social-role changes that accompany puberty, shaped by social determinants and risk and protective factors that affect the uptake of health-related behaviours. The shape of adolescence is rapidly changing-the age of onset of puberty is decreasing and the age at which mature social roles are achieved is rising. New understandings of the diverse and dynamic effects on adolescent health include insights into the effects of puberty and brain development, together with social media. A focus on adolescence is central to the success of many public health agendas, including the Millennium Development Goals aiming to reduce child and maternal mortality and HIV/AIDS, and the more recent emphases on mental health, injuries, and non-communicable diseases. Greater attention to adolescence is needed within each of these public health domains if global health targets are to be met. Strategies that place the adolescent years centre stage-rather than focusing only on specific health agendas-provide important opportunities to improve health, both in adolescence and later in life. Copyright © 2012 Elsevier Ltd. All rights reserved.
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                Author and article information

                Contributors
                michele.wessa@lir-mainz.de
                Journal
                Psychotherapie
                Die Psychotherapie
                Springer Medizin (Heidelberg )
                2731-7161
                2731-717X
                2 September 2022
                : 1-8
                Affiliations
                [1 ]GRID grid.509458.5, ISNI 0000 0004 8087 0005, Leibniz-Institut für Resilienzforschung (LIR) gGmbH, ; Wallstr. 7, 55122 Mainz, Deutschland
                [2 ]GRID grid.5802.f, ISNI 0000 0001 1941 7111, Abteilung für Klinische Psychologie und Neuropsychologie, , Johannes Gutenberg-Universität, ; Mainz, Deutschland Wallstr. 3, 55122
                Article
                622
                10.1007/s00278-022-00622-w
                9438872
                daee5e42-2c15-4dc2-8038-d5efad4822be
                © The Author(s), under exclusive licence to Springer Medizin Verlag GmbH, ein Teil von Springer Nature 2022

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                History
                : 11 June 2022
                Categories
                Schwerpunkt: Kinder und Jugendliche: Psychotherapeutische Versorgung, Resilienz und Erhebung – Übersichten

                psychologische resilienz,gesundheitsförderung,prävention,schulen,empowerment,psychological resilience,health promotion,prevention,schools

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