ORCID Profile
0000-0002-4700-7539
Current Organisation
Telethon Kids Institute
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Springer Science and Business Media LLC
Date: 30-06-2023
DOI: 10.1186/S40359-023-01228-W
Abstract: The Mental Health Support Scale for Adolescents (MHSSA) is a criterion-referenced measure of adolescents’ supportive intentions towards peers with mental health problems, which was developed for use in evaluations of adolescent mental health interventions, such as the teen Mental Health First Aid (tMHFA) program. The present study aimed to examine the validity and reliability of the MHSSA. A s le of 3092 school students (Mean ± SD: 15.9 ± 0.4 years old) and 65 tMHFA Instructors (the adult group with known expertise in tMHFA) completed the 12 items of the MHSSA. A sub-s le of 1201 students repeated the scale after a 3-4-week interval. Item concordance rates with the tMHFA Action Plan across helpful and harmful intentions scales were calculated. Scale reliabilities were assessed using agreement coefficients from a single test administration and test-retest reliability measured by intraclass correlation coefficients. The mean differences of MHSSA scores of students and Instructors were compared using independent s les t-tests, while convergent validity was tested via correlations of the scale with validated measures of confidence in providing help, social distance and personal stigma. The average score of Instructors was significantly higher than that of students. The scale was positively associated with confidence in providing help, whilst negatively associated with social distance and dimensions of personal stigma. All scales of MHSSA had high agreement coefficients (all 0.80) and fair to good test-retest reliability over 3–4 weeks. The MHSSA shows evidence of validity and reliability for use among adolescents for evaluating the quality of intentions to help peers with mental health problems.
Publisher: Springer Science and Business Media LLC
Date: 10-02-2023
DOI: 10.1007/S10567-023-00426-7
Abstract: The level of mental health literacy (MHL) in adults who work with or care for children is likely to influence the timeliness and adequacy of support that children receive for mental health problems. The aim of this study was to systematically review the literature on mental health literacy for supporting children ( MHLSC , recognition/knowledge) among parents and teachers of school aged children (5 to 12 years old). A systematic search was conducted for quantitative studies published between 2000 and June 2021 using three databases (MEDLINE, PsycINFO and ERIC) and relevant citations reviewed in Scopus. To be included, studies needed to measure at least either ‘mental health knowledge’ or ‘recognition’. Synthesis proceeded according to study design, adult population, child MHP, then MHL outcome. Study quality was assessed using AXIS. 3322 documents were screened, 39 studies met inclusion criteria. 49% of studies examined teachers’ knowledge or recognition of ADHD only five studies reported on parent s les. Synthesis found a nascent field that was disparate in definitions, methods and measures. Little research focussed on knowledge and recognition for internalizing problems, or on parents. Methods used for measuring knowledge/recognition (vignette vs screening) were associated with different outcomes and the quality of studies was most often low to moderate. Adults appear to have good recognition of childhood ADHD but their knowledge of internalizing disorders is less clear. Further research is required to develop standard definitions and validated measures so gaps in MHLSC can be better identified across populations who have a role in supporting children with their mental health.
Publisher: Wiley
Date: 10-05-2023
DOI: 10.1002/WMH3.569
Abstract: Queensland experienced relatively low case numbers during the first year of the coronavirus disease 2019 (COVID‐19) pandemic. This may be due to timely, stringent policies, yet there is currently no research evaluating this link, despite the state government playing such a primary role in the pandemic response. This ecological study used a cross‐sectional design to examine the stringency and timeliness of Queensland's containment policies and their impact on COVID‐19 cases in 2020. To achieve this, the authors generated a stringency index for Queensland in 2020 in line with the Oxford COVID‐19 Government Response Tracker (OxCGRT) method, since these data were not available at the time. The national context was also provided by examining the relationship between case numbers and policies in Australia. The findings demonstrated a statistically significant relationship between policy stringency and case numbers in both Australia and Queensland. While Australia experienced two waves of COVID‐19 in 2020, Queensland only experienced one. In terms of timeliness, there was a reactive approach to the first wave, with rapid escalation of policy stringency in both Queensland and Australia as a whole. Queensland's ability to prevent a second wave in 2020 may be due to a more systematic, gradual de‐escalation of policies and the maintenance of strategies such as interstate border controls. This study suggests that preventing the reintroduction of new cases after a period of elimination is important. Recommendations are made for the application and interpretation of the stringency index. Further research is needed to understand the relationship between de‐escalation strategies and outcomes.
Publisher: Springer Science and Business Media LLC
Date: 10-06-2022
DOI: 10.1186/S12889-022-13554-6
Abstract: teen Mental Health First Aid (tMHFA) is a universal mental health literacy, stigma reduction, help-seeking, and suicide prevention program designed for adolescents in Years 10–12 of secondary school (16–18 years). tMHFA is delivered by trained instructors, in a regular classroom setting, to increase the knowledge, attitudes and behaviours that adolescents’ require to better support peers with mental health problems or mental health crises. To explore the efficacy of tMHFA, a cluster crossover randomised controlled trial was conducted with Year 10 students in four schools in Victoria, Australia, using physical first aid training as the control intervention. Of the 1942 eligible students, 1,624 completed baseline and 894 completed follow-up surveys. Online surveys, administered one week before training and again 12-months later, included vignettes depicting peers John (depression and suicide risk) and Jeanie (social anxiety hobia), measures of mental health first aid (quality of first aid intentions, confidence, first aid behaviours provided, and first aid behaviours received), mental health literacy (beliefs about adult help, help-seeking intentions), and stigma (social distance, weak-not-sick, dangerous/unpredictable, and would not tell anyone). The primary outcome—quality of first aid intentions towards the John vignette—showed statistically significant group x time interactions, with tMHFA students reporting more helpful and less unhelpful first aid intentions, than PFA students did over time. Confidence in providing first aid also showed significant interactions. First aid behaviours—both those provided to a peer with a mental health problem and those received from a peer—showed null results. Ratings of both beliefs about adult help and help-seeking intentions were found to be significantly improved among tMHFA students at follow-up. A group x time interaction was found on one stigma scale (would not tell anyone). This trial showed that, one year after training, tMHFA improves first aid intentions towards peers with depression and suicide risk, confidence in helping peers with mental health problems, willingness to tell someone and seek help from an adult or health professional if experiencing a mental health problem. This research was registered with Australia New Zealand Clinical Trials Registry: ACTRN12614000061639 .
No related grants have been discovered for Maxine Gross.