Author information Article notes Copyright and License information Disclaimer. E-mail : moc. This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial-Share Alike 3.
This article has been cited by other articles in PMC. Methods: This randomized controlled trial with pre- and post-test design was performed in the diabetes clinic in Shiraz from June to November Results: After the intervention, the mean scores of depression, anxiety and stress in the intervention group were 5. Open in a separate window.
The flow diagram of the adolescents with diabetes through each stage of the study. Table 1 The contents of coping skills training in each session. Session, no session name Content of the interventions Teaching method technique 1.
Introduction In the first session, the interventionist introduced herself to the participants and then, the subjects introduced themselves. After that, they were provided with the content of coping skills training.
Discussion 2. Recognizing the disease In this session, the adolescents were provided with information about diabetes and its etiology, symptom, and treatment. Lecture, discussion, questioning strategies 3. Principles of self-care In this session, the participants were taught about the effect of the disease on adolescents and self-care nutrition, physical activity, prevention of infection, vaccination, drug, etc. Lecture, questioning strategies, and discussion 4.
Stress management In this session, the subjects expressed their feelings anxiety and depression about diabetes and its symptoms and complications. They were also provided with information about psychosomatic symptoms of stress, factors which increase stress, strategies to decrease stress, and techniques for increasing self-esteem. Moreover, the importance of relaxation techniques in decreasing stress and improving coping was discussed in this session. In addition, the interventionist trained the subjects to do breathing techniques twice a day 9 A.
Discussion, questioning strategies, problem solving 5. In assertiveness training, direct, honest, and appropriate communication was allowed. Role play, discussion 6. Problem solving In this session, the interventionist explained the concept of problem, problem solving, problem-solving stages, and significance of problem solving in managing and coping with stress.
In this session, six problem solving steps, including identification of the problem, determination of goals, creation of alternative solutions, assessment of consequences, selection of the solution, and evaluation of the outcomes, were explained Discussion, questioning strategies, problem solving 8.
Final In this session, the coping skills training and the interventionist were evaluated. Discussion, questioning strategies. Table 2 The scores of depression, anxiety, and stress for each participant. Table 3 Comparison of the mean scores of depression, anxiety, stress, and self-efficacy in the intervention and control groups. C ONCLUSION The findings of this study indicated that coping skills training significantly decreased depression, anxiety, and stress and improved self-efficacy among the adolescents with type 1 diabetes.
Conflict of Interest: None declared. Effects of coping skills training in school-age children with type 1 diabetes. Res Nurs Health. The psychosocial impact of diabetes in adolescents: a review. Oman Med J. Investigating the longitudinal association between diabetes and anxiety: a systematic review and meta-analysis. Diabet Med. High-risk alcohol use and anxiety and depression symptoms in adolescents and adults with type 1 diabetes mellitus: a cross-sectional study. Diabetol Metab Syndr.
General and diabetes-specific stress in adolescents with type 1 diabetes. Diabetes Res Clin Pract. Depression and adherence to treatment in diabetic children and adolescents: a systematic review and meta-analysis of observational studies.
Eur J Pediatr. Diabetes in primary care: prospective associations between depression, nonadherence and glycemic control. Psychother Psychosom. Depressive symptoms and glycemic control in adolescents with type 1 diabetes: mediational role of blood glucose monitoring. Diabetes Care. The relationship between diabetes mellitus, depression, and missed appointments in a low-income uninsured population. Diabetes Educ. Self-efficacy, problem solving, and social-environmental support are associated with diabetes self-management behaviors.
Self-efficacy affects blood sugar control among adolescents with type I diabetes mellitus. J Formos Med Assoc. Coping skills training for parents of children with type 1 diabetes: month outcomes.
Nurs Res. In the control group there were 47 subjects in the aggressive group and 49 subjects in the non-aggressive competent group. Research Design: Twenty-five, 1st through 3rd grade classrooms in 6 schools were screened. Subjects that met criteria for either Aggressive or Non-Aggressive Competent classification were randomly assigned a combination treatment of PCS and a minimal classroom condition or no treatment and minimal classroom condition only.
A maximum of 4 aggressive and 4 competent-non-aggressive children were chosen from each classroom. Observations were not conducted as part of the follow-up assessment. Although parents were mentioned in the classroom intervention their involvement in the intervention is minimal.
Abstract Purpose of Review This review aimed to identify and describe evidence published in the past 3 years from trials of psychosocial support programs for children and adolescents affected by natural disasters.
Recent Findings Previous reviews have indicated these programs are beneficial overall. Summary The review found supporting evidence for positive impacts of post-disaster psychosocial programs. Introduction It is well established that there is an increased risk of mental health problems for both adults and children in the aftermath of a mass trauma event such as a natural disaster [ 1 , 2 ], arising from direct exposure to the hazard event as well as the associated losses and disruptions in the following months and years.
The final step was to collate, summarize and synthesize the extracted information, based on the following guiding questions: When and where were the interventions implemented?
What type of interventions were delivered? How were the interventions delivered? Who received the interventions? What intervention evaluation study designs were used? What were the outcomes and impact of the interventions? Results A total of 18 studies were identified, including 13 primary research articles and 5 literature reviews see Fig. Open in a separate window. When and Where Were the Interventions Implemented?
Table 1 Summary of interventions and their main characteristics. Psychoeducation for parents 12 weeks 3 weekly sessions, 60—90 min each Trentini et al. What Type of Interventions Were Implemented? Intervention alignment with the five essential elements of disaster recovery. How Were the Interventions Delivered? Who Received the Interventions? Table 2 Summary of evaluation design and methods.
What Were the Outcomes and Impact of the Interventions? Discussion This scoping review aimed to identify recent intervention and evaluation trials of post-disaster psychosocial programs for children and adolescents after disasters. Conclusions This scoping review contributes to the growing understanding of the contribution of psychosocial programs to child and adolescent recovery following exposure to natural disasters.
Appendix 1 Interventions according to whether developers and deliverers belonged to the disaster-affected community, scale of the intervention, framework and fixed vs tailored contents Level of intervention Reference Where was the intervention designed?
Who delivered the intervention? Were program deliverers local or external to the community? Scale of the intervention Framework Fixed vs tailored contents Level 1 Akiyama et al.
Appendix 2 Recipients of the interventions identified in this review Level of intervention Reference Age of children who received the intervention Was the intervention delivered individually or in groups?
Did children receive the intervention directly, or indirectly through training of teachers or caregivers? Did the intervention include a component to support adults? Level 1 Akiyama et al. Human and Animal Rights and Informed Consent This article does not contain any studies with human or animal subjects performed by any of the authors.
This article is part of the Topical Collection on Child and Family Disaster Psychiatry Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
References Philosophy for children and mindfulness during COVID results from a randomized cluster trial and impact on mental health in elementary school students. Prog Neuropsychopharmacol Biol Psychiatry [Internet] ; Online art therapy in elementary schools during COVID results from a randomized cluster pilot and feasibility study and impact on mental health. Dealing with the aftermath of mass disasters: a field study on the application of EMDR integrative group treatment protocol with child survivors of the Italy earthquakes.
Front Psychol [Internet] ; 4 9 Playing to live: outcome evaluation of a community-based psychosocial expressive arts program for children during the Liberian Ebola epidemic. Glob Ment Heal [Internet] ; 6 :e3.
Delivering solid treatments on shaky ground: feasibility study of an online therapy for child anxiety in the aftermath of a natural disaster.
Psychother Res [Internet] ; 28 4 — Where do we start? A proposed post disaster intervention framework for children and young people. Pastor Care Educ. Global Warming of 1. An IPCC special report on the impacts of global warming of 1. In press; United Nations. Sendai framework for disaster risk reduction — [Internet]. Sendai, Japan; Weighing the costs of disaster: consequences, risks, and resilience in individuals, families, and communities.
Psychol Sci Public Interes. Psychological distress and psychiatric disorder after natural disasters: systematic review and meta-analysis. Br J Psychiatry. Peek L. Children and disasters: understanding vulnerability, developing capacities, and promoting resilience - an introduction.
Child Youth Environ. Summary and implications of the disaster mental health research. Ramos G, Scarpetta S. Fore HH. Phoenix Australia - centre for postraumatic mental health.
Australian guidelines for the prevention and treatment of acute stress disorder, posttraumatic stress disorder and complex posttraumatic stress disorder. Comparison of simulated treatment and cost-effectiveness of a stepped care case-finding intervention vs usual care for posttraumatic stress disorder after a natural disaster. JAMA Psychiat. Five essential elements of immediate and mid-term mass trauma intervention: empirical evidence. Psychological first aid: field operations guide 2nd edition [Internet].
Los Angeles, CA; Trauma- and stressor-related disorders. An open label pilot study of a brief psychosocial intervention for disaster and trauma survivors [Internet]. Meta-analytic review of psychological interventions for children survivors of natural and man-made disasters. Psychosocial interventions for children and adolescents after man-made and natural disasters: a meta-analysis and systematic review. Psychological Medicine Psychol Med [Internet]. Fu C, Underwood C. Meta-review of school-based disaster interventions for child and adolescent survivors.
J Child Adolesc Ment Heal. Sign in. Skip auxiliary navigation Press Enter. Contact Us. Skip main navigation Press Enter. Toggle navigation. Search Options.
0コメント