Depressive disorders stand as prominent contributors to the global burden of disease, ranking among the primary causes. In adolescents, they emerge as the third most prevalent source of disability-adjusted life-years lost (Caldwell et al., 2019). According to the Centers for Disease Control and Prevention, approximately 2.7 million children aged 3-17 years were diagnosed with depression between 2016 and 2019, accounting for 4.4% of this population (CDC, 2023a). The repercussions of mental health issues and depressive disorders in children are multifaceted, often resulting in compromised academic performance, engagement in risky behaviors, domestic turmoil, and negative impacts on both physical and emotional well-being (CDC, 2023b).
The specific context of San Francisco reveals a significant prevalence of depressive symptoms among high school students. According to the San Francisco Department of Public Health, 31% of students in the San Francisco Unified School District reported prolonged feelings of sadness or hopelessness, and 17% expressed having considered attempting suicide in 2019 (SFDPH, 2021). Furthermore, in the year 2017, there were 509 substantiated instances of child maltreatment, with neglect emerging as the predominant catalyst for child abuse (SFDPH. 2021). Evidently, there is a need to implement tailored interventions that have the potential to generate a positive influence on the mental well-being of these students.
Supercharging Your Strength' intervention aims to equip individuals with the essential coping skills needed to navigate challenges effectively. To achieve our goal, we adopted the CDC social ecological model, which comprehends the diverse layers of influence shaping individual well-being, and aims to tackle each stratum (CDC, 2022). At the individual level, participants learn stress management skills, coping mechanisms, and refine emotional regulation skills, fostering a culture of self-care. At the relationship level, our attention turns to enriching social relationships and support networks (CDC, 2022). This involves prioritizing the reinforcement of student support systems and involving families through therapeutic sessions that address generational traumas, while offering additional guidance. Our community-based intervention aims to enhance environments across various settings (CDC, 2022). This encompasses collaborating with school health clinics to ensure seamless access to mental health resources, facilitating early screenings for timely detection. Lastly, the societal dimension of our intervention takes on aspects like prevailing social and cultural norms affecting health (CDC, 2022). We empower students to lead anti-stigma mental health campaigns, and nurturing secure spaces for candid conversations about mental well-being.
References:
Caldwell, D. M., Davies, S. R., DPsych, S. E. H., Palmer, J. C., Caro, P., Lopez-Lopez, J. A., âĶ Welton, N. J. (2019). School-based interventions to prevent anxiety and depression in children and young people: A systematic review and network meta-analysis. The Lancet Psychiatry, 6(12), 1011-1020. https://doi.org/10.1016/S2215-0366(19)30403-1
Centers for Disease Control and Prevention. (2023a, March 8). Data & Statistics. Centers for Disease Control and Prevention. Retrieved June 4th, 2023, from https://www.cdc.gov/childrensmentalhealth/data.html
CDC. (2023b, June 1st). Mental Health. CDC. Retrieved August 8th, 2023, from https://www.cdc.gov/healthyyou...tal-health/index.htm
Centers for Disease Control and Prevention. (2022, January 18). The social-ecological model: A framework for prevention. Centers for Disease Control and Prevention. Retrieved June 4th, 2023, from https://www.cdc.gov/violencepr...ecologicalmodel.html
San Francisco Department of Public Health. (2021, December 1). Mental Health of MCAH Populations in San Francisco. Maternal, Child & Adolescent Health. Retrieved June 4th, 2023, from https://www.sfdph.org/dph/files/MCHdocs/Epi/2022/8- MCAH_mental_health_2021.pdf
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