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    Digital mental health literacy -program for the first-year medical students' wellbeing: a one group quasi-experimental study. BMC medical education BACKGROUND:Medical students are prone to mental disorders, such as depression and anxiety, and their psychological burden is mainly related to their highly demanding studies. Interventions are needed to improve medical students' mental health literacy (MHL) and wellbeing. This study assessed the digital Transitions, a MHL program for medical students that covered blended life skills and mindfulness activities. METHODOLOGY:This was a one group, quasi-experimental pretest-posttest study. The study population was 374 first-year students who started attending the medical faculty at the University of Turku, Finland, in 2018-2019. Transitions was provided as an elective course and 220 students chose to attend and 182 agreed to participate in our research. Transitions included two 60-minute lectures, four weeks apart, with online self-learning material in between. The content focused on life and academic skills, stress management, positive mental health, mental health problems and disorders. It included mindfulness audiotapes. Mental health knowledge, stigma and help-seeking questionnaires were used to measure MHL. The Perceived Stress Scale and General Health Questionnaire measured the students' stress and health, respectively. A single group design, with repeated measurements of analysis of variance, was used to analyze the differences in the mean outcome scores for the 158 students who completed all three stages: the pre-test (before the first lecture), the post-test (after the second lecture) and the two-month follow-up evaluation. RESULTS:The students' mean scores for mental health knowledge improved (-1.6, 95% Cl -1.9 to -1.3, P<.001) and their emotional symptoms were alleviated immediately after the program (0.5, 95% Cl 0.0 to 1.1, P=.040). The changes were maintained at the two-month follow up (-1.7, 95% Cl -2.0 to -1.4, P<.001 and 1.0, 95% Cl 0.2 to 1.8, P=.019, respectively). The students' stress levels reduced (P=.022) and their attitudes towards help-seeking improved after the program (P<.001), but these changes were not maintained at the two-month follow up. The stigma of mental illness did not change during the study (P=.13). CONCLUSIONS:The digital Transitions program was easily integrated into the university curriculum and it improved the students' mental health literacy and wellbeing. The program may respond to the increasing global need for universal digital services, especially during the lockdowns due to the COVID-19 pandemic. TRIAL REGISTRATION:The trial was registered at the ISRCTN registry (26 May 2021), registration number 10.1186/ ISRCTN10565335 ). 10.1186/s12909-021-02990-4
    The moderation of culturally normative coping strategies on Taiwanese adolescent peer victimization and psychological distress. Ma Ting-Lan,Chow Chong Man,Chen Wei-Ting Journal of school psychology The current study aimed to investigate the moderation effects of coping strategies on the association between perceived peer victimization and psychological distress including loneliness and depression. Applying the person-context fit developmental model, this research hypothesized that adaptive coping strategies, which are normative in Taiwan's culture (i.e., social support seeking), would buffer the link between peer victimization and psychological distress (i.e., depression and loneliness) in comparison with the culturally non-normative coping (i.e., problem-solving strategies). We also expected maladaptive coping strategies (i.e., internalizing strategies) would exacerbate the link between peer victimization and psychological distress. A latent interaction model was conducted with a sample of 730 Taiwanese adolescents attending one middle school. The results indicated that both support seeking strategies and problem-solving strategies buffered Taiwanese adolescents from loneliness and depression. Internalizing coping strategies placed Taiwanese adolescents at great risk of depression and loneliness. Support seeking strategies that are aligned with interdependent cultural contexts appeared to have greater protective effects than the culturally non-normative problem-solving strategies for adolescents who perceived high levels of victimization. The implications for prevention and intervention were discussed. 10.1016/j.jsp.2018.08.002
    The promotive effects of peer support and active coping on the relationship between bullying victimization and depression among chinese boarding students. Yin Xue-Qin,Wang Li-Hui,Zhang Guo-Dong,Liang Xiao-Bing,Li Jason,Zimmerman Marc A,Wang Jin-Liang Psychiatry research We examined the relationship between bully victimization experience and depression in rural adolescents and analyzed the moderating roles of peer support and active coping in male and female students. The sample comprised N=755 adolescents (376 females) with a mean age of 13.52 years. Through structural model and multi-group analysis, the results indicated: (1) a significant gender difference on the positive association between bullying victimization and depression; (2) peer support had a directly negative effect on depression among all boarding adolescents; and (3) significant moderating effect of active coping on the association between victimization and depression, without significant gender difference. We discuss enhancing active coping and peer support as a prevention strategy to reduce adverse mental health outcomes in adolescents due to bullying victimization. 10.1016/j.psychres.2017.06.037