In this mixed methods study, adolescents from ages 12-18 were given interventions with cognitive behavior therapy and Interpersonal therapy—349 Adolescent participants who had symptoms of anxiety and depression. After different interventions, symptom reductions occurred for a short period. All adolescents had individualized interventions, but everyone received psychoeducation, self-monitoring, symptom tracking, cognitive restructuring, behavioral action, and exposure.

References

Karukivi, J., Herrala, O., Säteri, E., Tornivuori, A., Salanterä, S., Aromaa, M., Kronström, K., & Karukivi, M. (2021). The Effectiveness of Individual Mental Health Interventions for Depressive, Anxiety, and Conduct Disorder Symptoms in School Environment for Adolescents Aged 12-18-A Systematic Review. Frontiers in psychiatry, 12, 779933. https://doi.org/10.3389/fpsyt.2021.779933

In this meta-analysis study, treatments such as cognitive behavior therapy, counseling, psychodynamic therapy, dialectic behavioral therapy, and many other treatments were used to measure the outcome. This study was conducted in three levels and it showed a strong association between the therapist credibility and the therapeutic bond of the client in the effectiveness in treatment. The findings are stated being consistent with the common factors theory.

References

Kumpasoğlu, G. B., Campbell, C., Saunders, R., & Fonagy, P. (2024). Therapist and treatment credibility in treatment outcomes: A systematic review and meta-analysis of clients’ perceptions in individual and face-to-face psychotherapies. Psychotherapy Research, 1–16. https://doi.org/10.1080/10503307.2023.2298000

In this quantitative study, a total of 120 participants were given posters about health topics to provide data on the effectiveness of printed health materials. The distribution method was a leaflet and a poster for school-aged kids. Although the distribution of the information had no significant effect, having the kids see the information did have an influence on living healthier lifestyles. This can be important for reaching large numbers of people without having to talk with them individually.

References:

Hasanica, N., Ramic-Catak, A., Mujezinovic, A., Begagic, S., Galijasevic, K., & Oruc, M. (2020). The Effectiveness of Leaflets and Posters as a Health Education Method. Materia socio-medica, 32(2), 135–139. https://doi.org/10.5455/msm.2020.32.135-139

In this metal-analysis study, 10-20% of students experience a mental health problem that affects their scholastic development. With preventative measures such as school entrance examinations, and the working collaboration of school social workers/counselors and psychologist is proven to help children who experience hyperkinetic disorders, and depressive disorders, as well as other things such as stress to get the help they need while seeing positive changes in their academic life as well as their personal life.

References

Schulte-Körne G. (2016). Mental Health Problems in a School Setting in Children and Adolescents. Deutsches Arzteblatt international, 113(11), 183–190. https://doi.org/10.3238/arztebl.2016.0183

In this quasi-experimental study, 420 girls in the 10th grade were given a 28-question health questionnaire asking about mental health and self-esteem. All of the participants were given interventions based on their responses in a 45-minute counseling session. After the interventions, the participants were given the same questionnaire, and it showed a decrease in physical problems, anxiety and sleep disorders, impaired social functioning, and a reduction in depression.

References:

Shahraki-Sanavi, F., Ansari-Moghaddam, A., Mohammadi, M., Bakhshani, N. M., & Salehiniya, H. (2020). Effectiveness of school-based mental health programs on mental health among adolescents. Journal of education and health promotion, 9, 142. https://doi.org/10.4103/jehp.jehp_421_19

In this meta-analysis study, a three-model method was used to determine the outcome of treatment and therapist credibility. The findings indicate a strong positive association between therapist credibility and therapeutic change. Findings also include a client's perception and evaluation of the therapist's trustworthiness and expertise, an essential factor in therapeutic change.

References:

Kumpasoğlu, G. B., Campbell, C., Saunders, R., & Fonagy, P. (2024). Therapist and treatment credibility in treatment outcomes: A systematic review and meta-analysis of clients’ perceptions in individual and face-to-face psychotherapies. Psychotherapy Research, 1–16. https://doi.org/10.1080/10503307.2023.2298000

In this qualitative study, 27 staff members and seven parents were interviewed in depth at three schools, and 28 students participated in four focus groups. The results concluded that there is strong evidence of the correlation of organizational, academic, community, safety, and support. In the school setting, the staff that actively promotes mental health by putting up posters or having classroom discussions about it has proven to improve the school culture and the students.

References:

Jessiman, P., Kidger, J., Spencer, L. et al. School culture and student mental health: a qualitative study in UK secondary schools. BMC Public Health 22, 619 (2022). https://doi.org/10.1186/s12889-022-13034-x

In this quantitative study, 147 students took an Abnormal Psychology course. After completing the course, students were given the Beliefs Toward Mental Illness Scale (BTMI) and the Stig-9 questionnaire. The findings conclude that there is a direct impact on educational experience and student attitudes toward mental health. Mental health education in schools, no matter what type of school it is, is proven to help students learn and understand issues with mental health and how to seek help.

References:

Shim, Y., Eaker, R., & Park, J. (2022). Mental Health Education, Awareness and Stigma Regarding Mental Illness Among College Students. Journal of Mental Health & Clinical Psychology. 6. 6-15. 10.29245/2578-2959/2022/2.1258.

In this qualitative study, monitoring patients and providing therapist feedback has been proven to be beneficial for treatment outcomes. When providing feedback to therapist, they are able to see if their method of treatment/counseling is effective for that particular clients. When given feedback therapist are able to see what can be improved upon or a need for a different approach when a certain intervention is not working as expected.

References:

Herzog, P., Kube, T., & Rubel, J. (2023). Why some psychotherapists benefit from feedback on treatment progress more than others: A belief updating perspective.Clinical Psychology: Science and Practice, 30(4), 468–479. https://doi.org/10.1037/cps0000174