Assignment Prompt & Instructions
Please see the attached, You have already completed Part 1
– 2 years ago
**files (8)**
– ## AdvocacyProjectAssignmentInstructions.docx
– ## Motivationalinterviewsinhealtheducationmanagementonadolescentdepressionreduction.pdf
– ## TheRoleofMentalHealthEducationinReducingAdolescentDepression.edited1.docx
– AudioTranscript.docx
– ulukoylu-et-al-2023-changing-or-acknowledging-cognitions-a-meta-analysis-of-reducing-depression-in-adolescence.pdf
– Theroleofreligioninadolescentmentalhealthfaithasamoderatoroftherelationshipbetweendistrustanddepression.pdf
– Predictorsofoutcomeafteratime-limitedpsychosocialinterventionforadolescentdepression.pdf
– EffectivenessofLifeSkillsInterventiononDepressionAnxietyandStressamongChildrenandAdolescents.pdf
**## AdvocacyProjectAssignmentInstructions.docx**
DBFA 605
**Advocacy Project Assignment Instructions**
**Overview**
For this assignment, you will draw on your studies to produce an advocacy plan for the issue featured in the
**Persuasive Essay** and using the communicative mode of your choice. The issue in the
**Persuasive Essay** will be used to create a local advocacy project. After giving some thought to any specific action plan(s) to be encouraged, the other key part of this assignment is to choose an appropriate
_mode_ for how this advocacy might work (e.g., oral, written, visual, digital, live, online, recorded, etc.).
You will be given an opportunity to justify your choice of mode, so the choice itself needs to be a rhetorically sound, deliberate, and based on the conditions under which the desired audience will encounter the advocacy piece. Examples include a short video, a speech/public talk of some sort, a podcast, a brief written appeal to be placed in an appropriate venue, a visual flyer or poster, some sort of flash performance, etc.
**Instructions**
The aims of this assignment are twofold: 1) to demonstrate an awareness of what constitutes effective advocacy (e.g., its differences from persuasion), and 2) to show a strong awareness of the rhetorical benefits of different modes of communication, as well as their weaknesses.
**Part 1**
**Topic and Mode Rationale:** You will submit a topic with a 200-word rationale for the mode of choice (with at least 3 cited sources) detailing why the issue is relevant to public policy and the mode of choice is being chosen.
**Part 2**
**Outline:** You will submit an outline for the project and include at least 5 sources:
a. Setting your goals
b. Strategies for developing your message
c. Strategies to get the message out
d. Team building
e. Putting it all together
f. Conclusion
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 2 of 2
**## Motivationalinterviewsinhealtheducationmanagementonadolescentdepressionreduction.pdf**
many interventions for autism have been developed, effective
approaches to improving social adaptation and quality of life
remain challenging. The integration of Chinese cultural elements,
especially clothing design, may provide new ideas for the reha-
bilitation of autistic youth.
Subjects and Methods. The study included 30 autistic young
people aged 18-25, who were randomly divided into the experi-
mental group and the control group with 15 people each. The
experimental group received 12 weeks of Chinese element cos-
tume design adjuvant therapy, including traditional costume
making and cultural learning. The control group received social
skills training. Stress response and cognitive status were evaluated
with SASRQ and 3D-CAM. SPSS23.0 statistical analysis and
independent sample T-test were used to compare the differences
between the two groups.
Results. After treatment, the scores of the Stanford acute stress
response questionnaire in the experimental group were signifi-
cantly lower than those in the control group (P<0.05), indicating
that their stress response had been alleviated to some extent. On
the 3-minute disorder assessment scale, the cognitive status score
of the experimental groupwas also significantly better than that of
the control group (P < 0.05), indicating that the cognitive function
had improved.
Conclusions. Chinese element clothing design assisted therapy
actively reduces stress response and enhances cognitive state.
Traditional costume design and cultural learning improve emo-
tional management and cognition. Innovative psychological
intervention supports the comprehensive treatment of autism,
and cultural integration therapy is supported by empirical evi-
dence.
Cognitive impairment analysis of
public health emergencies from
cognitive psychology perspective
Jing Yan
Qujing Medical College, Qujing 655011, China
Background. Public health emergencies (such as epidemics, nat-
ural disasters and chemical accidents) have aroused widespread
concern in society, threatening physical health and affecting
mental health and cognitive function. Despite concerns about
these effects, the cognitive impairment of the masses during such
events remains unclear. Cognitive psychology studies individual
thinking, perception, learning, etc., and provides a useful frame-
work for analyzing the impact of emergencies on mass cognitive
function.
Subjects and Methods. The Stanford Acute Stress Response
Questionnaire (SASRQ) and 3-minute Disorder Assessment
Scale (3D-CAM) were used to study the effects of emergency
events on cognitive function. 500 participants were randomly
selected and divided into an exposed group and a non-exposed
group. The exposed group received cognitive tests after the event,
while the non-exposed group was tested at the same time as the
control group.
Results. The SASRQ scores of the emergency exposure group
showed a significant increase in cognitive stress (P<0.05). The
cognitive confusion in the exposed group was significantly higher
than that in the non-exposed group (P<0.01). SPSS23.0 statistical
analysis confirmed the significance of these differences.
Conclusions. Studies have shown that public health emergencies
can negatively impact cognitive function in the population,
including increased cognitive stress and confusion. This high-
lights the importance of cognitive psychology in understanding
and responding to the impact of unexpected events on individual
cognition. In the future, more attention should be paid to the
psychological cognitive state of the masses to better meet the
challenges of public health emergencies.
Motivational interviews in health
education management on
adolescent depression reduction
Zhengzhou Zhu1, Youchun Shen2 and Erkang Zhu3*
1Central China Normal University, Wuhan 430079, China, 2Wuhan Xinhe Street
School, Wuhan 430061, China and 3Ningbo University, Ningbo 315210, China
*Corresponding author.
Background. Adolescent depression presents a problem that
cannot be ignored in modern society. Motivational interviews
for planned health education management are considered a
potential intervention method to address this issue.
Subjects and Methods. The study selected adolescent students
from several schools as the research subjects and divided them
into an experimental group and a control group. The experimen-
tal group received motivational interviews on planned health
education management, including individual interviews and
group discussions; The control group continued to receive rou-
tine health education. To clarify the grouping, we used a random
samplingmethod to randomly assign students to two groups. The
study collected depression scores and mental health question-
naire survey data from adolescents as research indicators and
used Stata statistical software for data processing and analysis.
Results. In the experimental results, the depression scores of the
experimental group students were significantly reduced. The
depression score of the experimental group students decreased
from the initial 25.6 to 18.9, while the depression score of the
control group students decreased from the initial 26.3 to 24.5. The
results of Stata statistical software showed that the difference
between the experimental group and the control group was
statistically significant.
Conclusions. The research results indicate that motivational
interviews in planned health education management have a pos-
itive effect on adolescent depression. Motivational interviews
such as individual interviews and group discussions can signifi-
cantly reduce adolescent depression scores and help alleviate their
depressive symptoms.
S140 Abstracts
Reproduced with permission of copyright owner. Further reproduction
prohibited without permission.
– Motivational interviews in health education management on adolescent depression reduction
– Landscape design and the therapeutic effect of haloperidol on BD
**## TheRoleofMentalHealthEducationinReducingAdolescentDepression.edited1.docx**
2
**The Role of Mental Health Education in Reducing Adolescent Depression**
Student’s name
Institutional affiliation
Course name
Professor’s name
Due date
**The Role of Mental Health Education in Reducing Adolescent Depression**
Adolescent depression has emerged as a significant public health concern, affecting millions globally. Statistics show that 1.4% of people between 10 and 14 and 3.5% in the 15 to 19 age range develop depression (World Health Organization, 2024). Adolescent depression impacts emotional, academic, as well as potential long-term outcomes on mental health. Adolescent depression is a significant risk factor for suicide, a leading cause of mortality in this demographic. (Mangione et al., 2022). Mental health education in schools has emerged as a promising solution to address this crisis. School-based instruction about mental health helps students understand and manage their emotions by learning where to get help before problems become severe (Wierman et al., 2023). Addressing adolescent depression through education not only supports the individual but also contributes to reducing healthcare costs and enhancing community productivity. Mental health education reduces adolescent depression by promoting awareness, fostering resilience, addressing stigma, and equipping young individuals with resources for emotional well-being.
**Promoting Awareness and Early Detection**
Mental health education is designed to increase awareness about mental health problems. Many adolescents struggle to recognize their emotional distress and often poorly understood and completely overlooked them. School-based mental health programs teach students to recognize the early signs of depression among their classmates as well as themselves. Early detection and intervention can improve outcomes among people contending with mental health difficulties (Wiedermann et al., 2023). Mental health education informs students about the risks associated with depression and helps in scaring them to seek help or let their friends seek help as well.
Mental health education also eliminates the stigma surrounding depression by normalizing conversations about mental health. Educating adolescents on the signs and symptoms of depression enables them to notice and mention when they are depressed or when their peers are (Sherif et al., 2023). Young people are less likely to feel helpless or a failure with depression if they know it's a medical condition and that help is available without the fear of judgment. Through the efforts of proactive awareness and early detection, depression is much less likely to progress to suicidal ideation and more serious mental health crises.
**Fostering Resilience and Coping Mechanisms**
Mental health education provides a great opportunity to build adolescents' resilience. Stress, trauma and life challenges related to family concerns, bullying, or academic pressures often cause or aggravate depression. Schools can equip adolescents with skills to cope, intervene, and rebound from problems, and they can help them develop emotional resilience by teaching them about mental health. Mental health education gives young people the means to battle stress, anxiety, and other undesirable emotions. The curriculum can teach students techniques, such as mindfulness, positive self-talk, time and emotional regulation that are practical for handling the challenges of the life of adolescence (Uluköylü et al., 2023).
Resilience is also protective and can help people withstand adversity and bounce back from related depression by providing people with help to resist being overwhelmed by negative emotions and getting back to normal. Research shows that schools that learn about mental health prepare kids to be resilient children ready to respond to challenges in healthy ways (Lee et al., 2021). At the same time, these programs also show the importance of an adolescent having a support system that consists of friends, family, and trusted adults to help them navigate through the murky water of mental health struggles.
**Addressing the Stigma Around Mental Health**
Stigma in adolescence is one of the biggest barriers to receiving help for a mental health issue. Many young people suffer silently because they are afraid of being called weak, crazy, for using that label for depression. This mental health education breaks down these stereotypes, and seeks to understand and accept. By normalizing conversations around mental health, it educates people to help de fear and shame that comes with knowing you need help. Radez et al. (2020) found that adolescents who have attended mental health education will see mental health problems as treatable and seek help when needed. Young people are educated like this, and they then can speak about their emotional health, or seek the help they deserve.
**Providing Resources for Emotional Well-being**
In addition, mental health education gives students practical resources to manage their emotional health. The programs can provide information about counseling services, helplines, and online resources that adolescents can access when feeling overwhelmed (Wiedermann et al., 2023). Such resources are what many young people may not know where to turn for help. Mental health education can ensure that all adolescents know which resources exist and how to reach them if they want. It can be information on school counselors, services offered by the community mental health, and online platforms that offer emotional support. If adolescents are taught where to turn to if they need help, they are more likely to talk to someone out of depression before it reaches a stage of severity.
**Counterarguments**
A frequently cited reason why schools should not implement mental health education is that it will be another burden on already overstretched educational systems. Critics argue that schools carry a heftier workload in academics, and there is a danger that mental health education would take away time and draw resources from core subjects (Baghian et al., 2023). Many mental health programs usually need trained professionals, and schools with limited budgets or staff will struggle to offer quality instruction. Some critics also argue that while they may raise awareness, they do not deal with the causes, such as poverty or family dysfunction, and cannot be relied on to make a cultural shift in attitudes toward mental health.
While education about mental health has risks, these programs' benefits outweigh them. The argument that mental health education is an additional burden on schools fails to recognize the long-term advantages of reducing depression and suicide rates. Adolescents who understand mental health treatment are less likely to engage in dangerous conduct, skip school, and suffer the repercussions for years. As these adolescents grow into adulthood over decades, it contributes to higher human capital that, in turn, becomes valuable to all societies. Furthermore, the cost of trying to deal with depression, its consequences, diagnostic and therapeutic medical treatment, and loss of productivity exceeds the investment in mental health education. In addition, more comprehensive proof of the fact that mental health education works is also rejected. Mental health education raises awareness, reduces stigma, and helps teens seek help. They are not the solution to adolescent depression, but the programs build a sound basis for early intervention, resistance, and access to resources. Furthermore, long-term stigma reduction and mental wellness promotion improve emotional health in teenagers.
**Conclusion**
Mental health education is vital in reducing adolescent depression. Such programs promote awareness, create resilience, counter stigma, and inform of resources for emotional well-being. Many will argue that mental health education is an unnecessary load in schools or ineffective, but the benefits far outweigh those concerns. A proactive approach to the integration of mental health in the school curricula enables adolescents to better understand emotions and seek help when needed, thereby reducing the prevalence and impact of depression amongst adolescents. Mental health among those teens who consistently risk suicide over those who do not is still an area of concern, and schools and communities should place their effort into understanding and helping this group.
**References**
Baghian, N., Shati, M., Sari, A. A., Eftekhari, A., Rasolnezhad, A., Nanaei, F., & Ahmadi, B. (2023). Barriers to mental and social health programs in schools: a qualitative study in Iran.
_Iranian Journal of Psychiatry_,
_18_(2), 97–107. https://doi.org/10.18502/ijps.v18i2.12360
Lee, J. A., Heberlein, E., Pyle, E., Caughlan, T., Rahaman, D., Sabin, M., & Kaar, J. L. (2021). Study protocol for a school-based single group pragmatic trial to promote resilience in youth: Building Resilience for Healthy Kids.
_Contemporary Clinical Trials Communications_,
_21_, 100721. https://doi.org/10.1016/j.conctc.2021.100721
Mangione, C. M., Barry, M. J., Nicholson, W. K., Cabana, M., Chelmow, D., Coker, T. R., Davidson, K. W., Davis, E. M., Donahue, K. E., Jaén, C. R., Kubik, M., Li, L., Ogedegbe, G., Pbert, L., Ruiz, J. M., Silverstein, M., Stevermer, J., & Wong, J. B. (2022). Screening for Depression and Suicide Risk in Children and Adolescents.
_JAMA_,
_328_(15), 1534. https://doi.org/10.1001/jama.2022.16946
Radez, J., Reardon, T., Creswell, C., Lawrence, P. J., Evdoka-Burton, G., & Waite, P. (2020). Why do children and adolescents (not) seek and access professional help for their mental health problems? A systematic review of quantitative and qualitative studies.
_European Child & Adolescent Psychiatry_,
_30_(2), 183–211. https://doi.org/10.1007/s00787-019-01469-4
Sherif, Y., Zaid, A., Awang, H., Mokhtar, S. A., Mohammadzadeh, M., & Alimuddin, A. S. (2023). Effectiveness of life skills intervention on depression, anxiety and stress among children and adolescents: a systematic review.
_The Malaysian Journal of Medical Science_,
_30_(3), 42–59. https://doi.org/10.21315/mjms2023.30.3.4
Uluköylü, Ş., Leijten, P., & Assink, M. (2023). Changing or acknowledging cognitions: a meta-analysis of reducing depression in adolescence.
_Journal of Emotional and Behavioral Disorders_, 106342662311542. https://doi.org/10.1177/10634266231154209
Wiedermann, C. J., Barbieri, V., Plagg, B., Marino, P., Piccoliori, G., & Engl, A. (2023). Fortifying the foundations: A comprehensive approach to enhancing mental health support in educational policies amidst crises.
_Healthcare_,
_11_(10), 1–11.
[https://doi.org/10.3390/healthcare11101423](https://doi.org/10.3390/healthcare11101423)
World Health Organization. (2024).
_Mental Health of Adolescents_. World Health Organization.
[https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health](https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health)
**AudioTranscript.docx**
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**ulukoylu-et-al-2023-changing-or-acknowledging-cognitions-a-meta-analysis-of-reducing-depression-in-adolescence.pdf**
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**Theroleofreligioninadolescentmentalhealthfaithasamoderatoroftherelationshipbetweendistrustanddepression.pdf**
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**Predictorsofoutcomeafteratime-limitedpsychosocialinterventionforadolescentdepression.pdf**
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**EffectivenessofLifeSkillsInterventiononDepressionAnxietyandStressamongChildrenandAdolescents.pdf**
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**## AdvocacyProjectAssignmentInstructions.docx**
DBFA 605
**Advocacy Project Assignment Instructions**
**Overview**
For this assignment, you will draw on your studies to produce an advocacy plan for the issue featured in the
**Persuasive Essay** and using the communicative mode of your choice. The issue in the
**Persuasive Essay** will be used to create a local advocacy project. After giving some thought to any specific action plan(s) to be encouraged, the other key part of this assignment is to choose an appropriate
_mode_ for how this advocacy might work (e.g., oral, written, visual, digital, live, online, recorded, etc.).
You will be given an opportunity to justify your choice of mode, so the choice itself needs to be a rhetorically sound, deliberate, and based on the conditions under which the desired audience will encounter the advocacy piece. Examples include a short video, a speech/public talk of some sort, a podcast, a brief written appeal to be placed in an appropriate venue, a visual flyer or poster, some sort of flash performance, etc.
**Instructions**
The aims of this assignment are twofold: 1) to demonstrate an awareness of what constitutes effective advocacy (e.g., its differences from persuasion), and 2) to show a strong awareness of the rhetorical benefits of different modes of communication, as well as their weaknesses.
**Part 1**
**Topic and Mode Rationale:** You will submit a topic with a 200-word rationale for the mode of choice (with at least 3 cited sources) detailing why the issue is relevant to public policy and the mode of choice is being chosen.
**Part 2**
**Outline:** You will submit an outline for the project and include at least 5 sources:
a. Setting your goals
b. Strategies for developing your message
c. Strategies to get the message out
d. Team building
e. Putting it all together
f. Conclusion
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 2 of 2
**## Motivationalinterviewsinhealtheducationmanagementonadolescentdepressionreduction.pdf**
many interventions for autism have been developed, effective
approaches to improving social adaptation and quality of life
remain challenging. The integration of Chinese cultural elements,
especially clothing design, may provide new ideas for the reha-
bilitation of autistic youth.
Subjects and Methods. The study included 30 autistic young
people aged 18-25, who were randomly divided into the experi-
mental group and the control group with 15 people each. The
experimental group received 12 weeks of Chinese element cos-
tume design adjuvant therapy, including traditional costume
making and cultural learning. The control group received social
skills training. Stress response and cognitive status were evaluated
with SASRQ and 3D-CAM. SPSS23.0 statistical analysis and
independent sample T-test were used to compare the differences
between the two groups.
Results. After treatment, the scores of the Stanford acute stress
response questionnaire in the experimental group were signifi-
cantly lower than those in the control group (P<0.05), indicating
that their stress response had been alleviated to some extent. On
the 3-minute disorder assessment scale, the cognitive status score
of the experimental groupwas also significantly better than that of
the control group (P < 0.05), indicating that the cognitive function
had improved.
Conclusions. Chinese element clothing design assisted therapy
actively reduces stress response and enhances cognitive state.
Traditional costume design and cultural learning improve emo-
tional management and cognition. Innovative psychological
intervention supports the comprehensive treatment of autism,
and cultural integration therapy is supported by empirical evi-
dence.
Cognitive impairment analysis of
public health emergencies from
cognitive psychology perspective
Jing Yan
Qujing Medical College, Qujing 655011, China
Background. Public health emergencies (such as epidemics, nat-
ural disasters and chemical accidents) have aroused widespread
concern in society, threatening physical health and affecting
mental health and cognitive function. Despite concerns about
these effects, the cognitive impairment of the masses during such
events remains unclear. Cognitive psychology studies individual
thinking, perception, learning, etc., and provides a useful frame-
work for analyzing the impact of emergencies on mass cognitive
function.
Subjects and Methods. The Stanford Acute Stress Response
Questionnaire (SASRQ) and 3-minute Disorder Assessment
Scale (3D-CAM) were used to study the effects of emergency
events on cognitive function. 500 participants were randomly
selected and divided into an exposed group and a non-exposed
group. The exposed group received cognitive tests after the event,
while the non-exposed group was tested at the same time as the
control group.
Results. The SASRQ scores of the emergency exposure group
showed a significant increase in cognitive stress (P<0.05). The
cognitive confusion in the exposed group was significantly higher
than that in the non-exposed group (P<0.01). SPSS23.0 statistical
analysis confirmed the significance of these differences.
Conclusions. Studies have shown that public health emergencies
can negatively impact cognitive function in the population,
including increased cognitive stress and confusion. This high-
lights the importance of cognitive psychology in understanding
and responding to the impact of unexpected events on individual
cognition. In the future, more attention should be paid to the
psychological cognitive state of the masses to better meet the
challenges of public health emergencies.
Motivational interviews in health
education management on
adolescent depression reduction
Zhengzhou Zhu1, Youchun Shen2 and Erkang Zhu3*
1Central China Normal University, Wuhan 430079, China, 2Wuhan Xinhe Street
School, Wuhan 430061, China and 3Ningbo University, Ningbo 315210, China
*Corresponding author.
Background. Adolescent depression presents a problem that
cannot be ignored in modern society. Motivational interviews
for planned health education management are considered a
potential intervention method to address this issue.
Subjects and Methods. The study selected adolescent students
from several schools as the research subjects and divided them
into an experimental group and a control group. The experimen-
tal group received motivational interviews on planned health
education management, including individual interviews and
group discussions; The control group continued to receive rou-
tine health education. To clarify the grouping, we used a random
samplingmethod to randomly assign students to two groups. The
study collected depression scores and mental health question-
naire survey data from adolescents as research indicators and
used Stata statistical software for data processing and analysis.
Results. In the experimental results, the depression scores of the
experimental group students were significantly reduced. The
depression score of the experimental group students decreased
from the initial 25.6 to 18.9, while the depression score of the
control group students decreased from the initial 26.3 to 24.5. The
results of Stata statistical software showed that the difference
between the experimental group and the control group was
statistically significant.
Conclusions. The research results indicate that motivational
interviews in planned health education management have a pos-
itive effect on adolescent depression. Motivational interviews
such as individual interviews and group discussions can signifi-
cantly reduce adolescent depression scores and help alleviate their
depressive symptoms.
S140 Abstracts
Reproduced with permission of copyright owner. Further reproduction
prohibited without permission.
– Motivational interviews in health education management on adolescent depression reduction
– Landscape design and the therapeutic effect of haloperidol on BD
**## TheRoleofMentalHealthEducationinReducingAdolescentDepression.edited1.docx**
2
**The Role of Mental Health Education in Reducing Adolescent Depression**
Student’s name
Institutional affiliation
Course name
Professor’s name
Due date
**The Role of Mental Health Education in Reducing Adolescent Depression**
Adolescent depression has emerged as a significant public health concern, affecting millions globally. Statistics show that 1.4% of people between 10 and 14 and 3.5% in the 15 to 19 age range develop depression (World Health Organization, 2024). Adolescent depression impacts emotional, academic, as well as potential long-term outcomes on mental health. Adolescent depression is a significant risk factor for suicide, a leading cause of mortality in this demographic. (Mangione et al., 2022). Mental health education in schools has emerged as a promising solution to address this crisis. School-based instruction about mental health helps students understand and manage their emotions by learning where to get help before problems become severe (Wierman et al., 2023). Addressing adolescent depression through education not only supports the individual but also contributes to reducing healthcare costs and enhancing community productivity. Mental health education reduces adolescent depression by promoting awareness, fostering resilience, addressing stigma, and equipping young individuals with resources for emotional well-being.
**Promoting Awareness and Early Detection**
Mental health education is designed to increase awareness about mental health problems. Many adolescents struggle to recognize their emotional distress and often poorly understood and completely overlooked them. School-based mental health programs teach students to recognize the early signs of depression among their classmates as well as themselves. Early detection and intervention can improve outcomes among people contending with mental health difficulties (Wiedermann et al., 2023). Mental health education informs students about the risks associated with depression and helps in scaring them to seek help or let their friends seek help as well.
Mental health education also eliminates the stigma surrounding depression by normalizing conversations about mental health. Educating adolescents on the signs and symptoms of depression enables them to notice and mention when they are depressed or when their peers are (Sherif et al., 2023). Young people are less likely to feel helpless or a failure with depression if they know it's a medical condition and that help is available without the fear of judgment. Through the efforts of proactive awareness and early detection, depression is much less likely to progress to suicidal ideation and more serious mental health crises.
**Fostering Resilience and Coping Mechanisms**
Mental health education provides a great opportunity to build adolescents' resilience. Stress, trauma and life challenges related to family concerns, bullying, or academic pressures often cause or aggravate depression. Schools can equip adolescents with skills to cope, intervene, and rebound from problems, and they can help them develop emotional resilience by teaching them about mental health. Mental health education gives young people the means to battle stress, anxiety, and other undesirable emotions. The curriculum can teach students techniques, such as mindfulness, positive self-talk, time and emotional regulation that are practical for handling the challenges of the life of adolescence (Uluköylü et al., 2023).
Resilience is also protective and can help people withstand adversity and bounce back from related depression by providing people with help to resist being overwhelmed by negative emotions and getting back to normal. Research shows that schools that learn about mental health prepare kids to be resilient children ready to respond to challenges in healthy ways (Lee et al., 2021). At the same time, these programs also show the importance of an adolescent having a support system that consists of friends, family, and trusted adults to help them navigate through the murky water of mental health struggles.
**Addressing the Stigma Around Mental Health**
Stigma in adolescence is one of the biggest barriers to receiving help for a mental health issue. Many young people suffer silently because they are afraid of being called weak, crazy, for using that label for depression. This mental health education breaks down these stereotypes, and seeks to understand and accept. By normalizing conversations around mental health, it educates people to help de fear and shame that comes with knowing you need help. Radez et al. (2020) found that adolescents who have attended mental health education will see mental health problems as treatable and seek help when needed. Young people are educated like this, and they then can speak about their emotional health, or seek the help they deserve.
**Providing Resources for Emotional Well-being**
In addition, mental health education gives students practical resources to manage their emotional health. The programs can provide information about counseling services, helplines, and online resources that adolescents can access when feeling overwhelmed (Wiedermann et al., 2023). Such resources are what many young people may not know where to turn for help. Mental health education can ensure that all adolescents know which resources exist and how to reach them if they want. It can be information on school counselors, services offered by the community mental health, and online platforms that offer emotional support. If adolescents are taught where to turn to if they need help, they are more likely to talk to someone out of depression before it reaches a stage of severity.
**Counterarguments**
A frequently cited reason why schools should not implement mental health education is that it will be another burden on already overstretched educational systems. Critics argue that schools carry a heftier workload in academics, and there is a danger that mental health education would take away time and draw resources from core subjects (Baghian et al., 2023). Many mental health programs usually need trained professionals, and schools with limited budgets or staff will struggle to offer quality instruction. Some critics also argue that while they may raise awareness, they do not deal with the causes, such as poverty or family dysfunction, and cannot be relied on to make a cultural shift in attitudes toward mental health.
While education about mental health has risks, these programs' benefits outweigh them. The argument that mental health education is an additional burden on schools fails to recognize the long-term advantages of reducing depression and suicide rates. Adolescents who understand mental health treatment are less likely to engage in dangerous conduct, skip school, and suffer the repercussions for years. As these adolescents grow into adulthood over decades, it contributes to higher human capital that, in turn, becomes valuable to all societies. Furthermore, the cost of trying to deal with depression, its consequences, diagnostic and therapeutic medical treatment, and loss of productivity exceeds the investment in mental health education. In addition, more comprehensive proof of the fact that mental health education works is also rejected. Mental health education raises awareness, reduces stigma, and helps teens seek help. They are not the solution to adolescent depression, but the programs build a sound basis for early intervention, resistance, and access to resources. Furthermore, long-term stigma reduction and mental wellness promotion improve emotional health in teenagers.
**Conclusion**
Mental health education is vital in reducing adolescent depression. Such programs promote awareness, create resilience, counter stigma, and inform of resources for emotional well-being. Many will argue that mental health education is an unnecessary load in schools or ineffective, but the benefits far outweigh those concerns. A proactive approach to the integration of mental health in the school curricula enables adolescents to better understand emotions and seek help when needed, thereby reducing the prevalence and impact of depression amongst adolescents. Mental health among those teens who consistently risk suicide over those who do not is still an area of concern, and schools and communities should place their effort into understanding and helping this group.
**References**
Baghian, N., Shati, M., Sari, A. A., Eftekhari, A., Rasolnezhad, A., Nanaei, F., & Ahmadi, B. (2023). Barriers to mental and social health programs in schools: a qualitative study in Iran.
_Iranian Journal of Psychiatry_,
_18_(2), 97–107. https://doi.org/10.18502/ijps.v18i2.12360
Lee, J. A., Heberlein, E., Pyle, E., Caughlan, T., Rahaman, D., Sabin, M., & Kaar, J. L. (2021). Study protocol for a school-based single group pragmatic trial to promote resilience in youth: Building Resilience for Healthy Kids.
_Contemporary Clinical Trials Communications_,
_21_, 100721. https://doi.org/10.1016/j.conctc.2021.100721
Mangione, C. M., Barry, M. J., Nicholson, W. K., Cabana, M., Chelmow, D., Coker, T. R., Davidson, K. W., Davis, E. M., Donahue, K. E., Jaén, C. R., Kubik, M., Li, L., Ogedegbe, G., Pbert, L., Ruiz, J. M., Silverstein, M., Stevermer, J., & Wong, J. B. (2022). Screening for Depression and Suicide Risk in Children and Adolescents.
_JAMA_,
_328_(15), 1534. https://doi.org/10.1001/jama.2022.16946
Radez, J., Reardon, T., Creswell, C., Lawrence, P. J., Evdoka-Burton, G., & Waite, P. (2020). Why do children and adolescents (not) seek and access professional help for their mental health problems? A systematic review of quantitative and qualitative studies.
_European Child & Adolescent Psychiatry_,
_30_(2), 183–211. https://doi.org/10.1007/s00787-019-01469-4
Sherif, Y., Zaid, A., Awang, H., Mokhtar, S. A., Mohammadzadeh, M., & Alimuddin, A. S. (2023). Effectiveness of life skills intervention on depression, anxiety and stress among children and adolescents: a systematic review.
_The Malaysian Journal of Medical Science_,
_30_(3), 42–59. https://doi.org/10.21315/mjms2023.30.3.4
Uluköylü, Ş., Leijten, P., & Assink, M. (2023). Changing or acknowledging cognitions: a meta-analysis of reducing depression in adolescence.
_Journal of Emotional and Behavioral Disorders_, 106342662311542. https://doi.org/10.1177/10634266231154209
Wiedermann, C. J., Barbieri, V., Plagg, B., Marino, P., Piccoliori, G., & Engl, A. (2023). Fortifying the foundations: A comprehensive approach to enhancing mental health support in educational policies amidst crises.
_Healthcare_,
_11_(10), 1–11.
[https://doi.org/10.3390/healthcare11101423](https://doi.org/10.3390/healthcare11101423)
World Health Organization. (2024).
_Mental Health of Adolescents_. World Health Organization.
[https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health](https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health)
**AudioTranscript.docx**
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**ulukoylu-et-al-2023-changing-or-acknowledging-cognitions-a-meta-analysis-of-reducing-depression-in-adolescence.pdf**
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**Theroleofreligioninadolescentmentalhealthfaithasamoderatoroftherelationshipbetweendistrustanddepression.pdf**
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**## AdvocacyProjectAssignmentInstructions.docx**
DBFA 605
**Advocacy Project Assignment Instructions**
**Overview**
For this assignment, you will draw on your studies to produce an advocacy plan for the issue featured in the
**Persuasive Essay** and using the communicative mode of your choice. The issue in the
**Persuasive Essay** will be used to create a local advocacy project. After giving some thought to any specific action plan(s) to be encouraged, the other key part of this assignment is to choose an appropriate
_mode_ for how this advocacy might work (e.g., oral, written, visual, digital, live, online, recorded, etc.).
You will be given an opportunity to justify your choice of mode, so the choice itself needs to be a rhetorically sound, deliberate, and based on the conditions under which the desired audience will encounter the advocacy piece. Examples include a short video, a speech/public talk of some sort, a podcast, a brief written appeal to be placed in an appropriate venue, a visual flyer or poster, some sort of flash performance, etc.
**Instructions**
The aims of this assignment are twofold: 1) to demonstrate an awareness of what constitutes effective advocacy (e.g., its differences from persuasion), and 2) to show a strong awareness of the rhetorical benefits of different modes of communication, as well as their weaknesses.
**Part 1**
**Topic and Mode Rationale:** You will submit a topic with a 200-word rationale for the mode of choice (with at least 3 cited sources) detailing why the issue is relevant to public policy and the mode of choice is being chosen.
**Part 2**
**Outline:** You will submit an outline for the project and include at least 5 sources:
a. Setting your goals
b. Strategies for developing your message
c. Strategies to get the message out
d. Team building
e. Putting it all together
f. Conclusion
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 2 of 2
**## Motivationalinterviewsinhealtheducationmanagementonadolescentdepressionreduction.pdf**
many interventions for autism have been developed, effective
approaches to improving social adaptation and quality of life
remain challenging. The integration of Chinese cultural elements,
especially clothing design, may provide new ideas for the reha-
bilitation of autistic youth.
Subjects and Methods. The study included 30 autistic young
people aged 18-25, who were randomly divided into the experi-
mental group and the control group with 15 people each. The
experimental group received 12 weeks of Chinese element cos-
tume design adjuvant therapy, including traditional costume
making and cultural learning. The control group received social
skills training. Stress response and cognitive status were evaluated
with SASRQ and 3D-CAM. SPSS23.0 statistical analysis and
independent sample T-test were used to compare the differences
between the two groups.
Results. After treatment, the scores of the Stanford acute stress
response questionnaire in the experimental group were signifi-
cantly lower than those in the control group (P<0.05), indicating
that their stress response had been alleviated to some extent. On
the 3-minute disorder assessment scale, the cognitive status score
of the experimental groupwas also significantly better than that of
the control group (P < 0.05), indicating that the cognitive function
had improved.
Conclusions. Chinese element clothing design assisted therapy
actively reduces stress response and enhances cognitive state.
Traditional costume design and cultural learning improve emo-
tional management and cognition. Innovative psychological
intervention supports the comprehensive treatment of autism,
and cultural integration therapy is supported by empirical evi-
dence.
Cognitive impairment analysis of
public health emergencies from
cognitive psychology perspective
Jing Yan
Qujing Medical College, Qujing 655011, China
Background. Public health emergencies (such as epidemics, nat-
ural disasters and chemical accidents) have aroused widespread
concern in society, threatening physical health and affecting
mental health and cognitive function. Despite concerns about
these effects, the cognitive impairment of the masses during such
events remains unclear. Cognitive psychology studies individual
thinking, perception, learning, etc., and provides a useful frame-
work for analyzing the impact of emergencies on mass cognitive
function.
Subjects and Methods. The Stanford Acute Stress Response
Questionnaire (SASRQ) and 3-minute Disorder Assessment
Scale (3D-CAM) were used to study the effects of emergency
events on cognitive function. 500 participants were randomly
selected and divided into an exposed group and a non-exposed
group. The exposed group received cognitive tests after the event,
while the non-exposed group was tested at the same time as the
control group.
Results. The SASRQ scores of the emergency exposure group
showed a significant increase in cognitive stress (P<0.05). The
cognitive confusion in the exposed group was significantly higher
than that in the non-exposed group (P<0.01). SPSS23.0 statistical
analysis confirmed the significance of these differences.
Conclusions. Studies have shown that public health emergencies
can negatively impact cognitive function in the population,
including increased cognitive stress and confusion. This high-
lights the importance of cognitive psychology in understanding
and responding to the impact of unexpected events on individual
cognition. In the future, more attention should be paid to the
psychological cognitive state of the masses to better meet the
challenges of public health emergencies.
Motivational interviews in health
education management on
adolescent depression reduction
Zhengzhou Zhu1, Youchun Shen2 and Erkang Zhu3*
1Central China Normal University, Wuhan 430079, China, 2Wuhan Xinhe Street
School, Wuhan 430061, China and 3Ningbo University, Ningbo 315210, China
*Corresponding author.
Background. Adolescent depression presents a problem that
cannot be ignored in modern society. Motivational interviews
for planned health education management are considered a
potential intervention method to address this issue.
Subjects and Methods. The study selected adolescent students
from several schools as the research subjects and divided them
into an experimental group and a control group. The experimen-
tal group received motivational interviews on planned health
education management, including individual interviews and
group discussions; The control group continued to receive rou-
tine health education. To clarify the grouping, we used a random
samplingmethod to randomly assign students to two groups. The
study collected depression scores and mental health question-
naire survey data from adolescents as research indicators and
used Stata statistical software for data processing and analysis.
Results. In the experimental results, the depression scores of the
experimental group students were significantly reduced. The
depression score of the experimental group students decreased
from the initial 25.6 to 18.9, while the depression score of the
control group students decreased from the initial 26.3 to 24.5. The
results of Stata statistical software showed that the difference
between the experimental group and the control group was
statistically significant.
Conclusions. The research results indicate that motivational
interviews in planned health education management have a pos-
itive effect on adolescent depression. Motivational interviews
such as individual interviews and group discussions can signifi-
cantly reduce adolescent depression scores and help alleviate their
depressive symptoms.
S140 Abstracts
Reproduced with permission of copyright owner. Further reproduction
prohibited without permission.
– Motivational interviews in health education management on adolescent depression reduction
– Landscape design and the therapeutic effect of haloperidol on BD
**## TheRoleofMentalHealthEducationinReducingAdolescentDepression.edited1.docx**
2
**The Role of Mental Health Education in Reducing Adolescent Depression**
Student’s name
Institutional affiliation
Course name
Professor’s name
Due date
**The Role of Mental Health Education in Reducing Adolescent Depression**
Adolescent depression has emerged as a significant public health concern, affecting millions globally. Statistics show that 1.4% of people between 10 and 14 and 3.5% in the 15 to 19 age range develop depression (World Health Organization, 2024). Adolescent depression impacts emotional, academic, as well as potential long-term outcomes on mental health. Adolescent depression is a significant risk factor for suicide, a leading cause of mortality in this demographic. (Mangione et al., 2022). Mental health education in schools has emerged as a promising solution to address this crisis. School-based instruction about mental health helps students understand and manage their emotions by learning where to get help before problems become severe (Wierman et al., 2023). Addressing adolescent depression through education not only supports the individual but also contributes to reducing healthcare costs and enhancing community productivity. Mental health education reduces adolescent depression by promoting awareness, fostering resilience, addressing stigma, and equipping young individuals with resources for emotional well-being.
**Promoting Awareness and Early Detection**
Mental health education is designed to increase awareness about mental health problems. Many adolescents struggle to recognize their emotional distress and often poorly understood and completely overlooked them. School-based mental health programs teach students to recognize the early signs of depression among their classmates as well as themselves. Early detection and intervention can improve outcomes among people contending with mental health difficulties (Wiedermann et al., 2023). Mental health education informs students about the risks associated with depression and helps in scaring them to seek help or let their friends seek help as well.
Mental health education also eliminates the stigma surrounding depression by normalizing conversations about mental health. Educating adolescents on the signs and symptoms of depression enables them to notice and mention when they are depressed or when their peers are (Sherif et al., 2023). Young people are less likely to feel helpless or a failure with depression if they know it's a medical condition and that help is available without the fear of judgment. Through the efforts of proactive awareness and early detection, depression is much less likely to progress to suicidal ideation and more serious mental health crises.
**Fostering Resilience and Coping Mechanisms**
Mental health education provides a great opportunity to build adolescents' resilience. Stress, trauma and life challenges related to family concerns, bullying, or academic pressures often cause or aggravate depression. Schools can equip adolescents with skills to cope, intervene, and rebound from problems, and they can help them develop emotional resilience by teaching them about mental health. Mental health education gives young people the means to battle stress, anxiety, and other undesirable emotions. The curriculum can teach students techniques, such as mindfulness, positive self-talk, time and emotional regulation that are practical for handling the challenges of the life of adolescence (Uluköylü et al., 2023).
Resilience is also protective and can help people withstand adversity and bounce back from related depression by providing people with help to resist being overwhelmed by negative emotions and getting back to normal. Research shows that schools that learn about mental health prepare kids to be resilient children ready to respond to challenges in healthy ways (Lee et al., 2021). At the same time, these programs also show the importance of an adolescent having a support system that consists of friends, family, and trusted adults to help them navigate through the murky water of mental health struggles.
**Addressing the Stigma Around Mental Health**
Stigma in adolescence is one of the biggest barriers to receiving help for a mental health issue. Many young people suffer silently because they are afraid of being called weak, crazy, for using that label for depression. This mental health education breaks down these stereotypes, and seeks to understand and accept. By normalizing conversations around mental health, it educates people to help de fear and shame that comes with knowing you need help. Radez et al. (2020) found that adolescents who have attended mental health education will see mental health problems as treatable and seek help when needed. Young people are educated like this, and they then can speak about their emotional health, or seek the help they deserve.
**Providing Resources for Emotional Well-being**
In addition, mental health education gives students practical resources to manage their emotional health. The programs can provide information about counseling services, helplines, and online resources that adolescents can access when feeling overwhelmed (Wiedermann et al., 2023). Such resources are what many young people may not know where to turn for help. Mental health education can ensure that all adolescents know which resources exist and how to reach them if they want. It can be information on school counselors, services offered by the community mental health, and online platforms that offer emotional support. If adolescents are taught where to turn to if they need help, they are more likely to talk to someone out of depression before it reaches a stage of severity.
**Counterarguments**
A frequently cited reason why schools should not implement mental health education is that it will be another burden on already overstretched educational systems. Critics argue that schools carry a heftier workload in academics, and there is a danger that mental health education would take away time and draw resources from core subjects (Baghian et al., 2023). Many mental health programs usually need trained professionals, and schools with limited budgets or staff will struggle to offer quality instruction. Some critics also argue that while they may raise awareness, they do not deal with the causes, such as poverty or family dysfunction, and cannot be relied on to make a cultural shift in attitudes toward mental health.
While education about mental health has risks, these programs' benefits outweigh them. The argument that mental health education is an additional burden on schools fails to recognize the long-term advantages of reducing depression and suicide rates. Adolescents who understand mental health treatment are less likely to engage in dangerous conduct, skip school, and suffer the repercussions for years. As these adolescents grow into adulthood over decades, it contributes to higher human capital that, in turn, becomes valuable to all societies. Furthermore, the cost of trying to deal with depression, its consequences, diagnostic and therapeutic medical treatment, and loss of productivity exceeds the investment in mental health education. In addition, more comprehensive proof of the fact that mental health education works is also rejected. Mental health education raises awareness, reduces stigma, and helps teens seek help. They are not the solution to adolescent depression, but the programs build a sound basis for early intervention, resistance, and access to resources. Furthermore, long-term stigma reduction and mental wellness promotion improve emotional health in teenagers.
**Conclusion**
Mental health education is vital in reducing adolescent depression. Such programs promote awareness, create resilience, counter stigma, and inform of resources for emotional well-being. Many will argue that mental health education is an unnecessary load in schools or ineffective, but the benefits far outweigh those concerns. A proactive approach to the integration of mental health in the school curricula enables adolescents to better understand emotions and seek help when needed, thereby reducing the prevalence and impact of depression amongst adolescents. Mental health among those teens who consistently risk suicide over those who do not is still an area of concern, and schools and communities should place their effort into understanding and helping this group.
**References**
Baghian, N., Shati, M., Sari, A. A., Eftekhari, A., Rasolnezhad, A., Nanaei, F., & Ahmadi, B. (2023). Barriers to mental and social health programs in schools: a qualitative study in Iran.
_Iranian Journal of Psychiatry_,
_18_(2), 97–107. https://doi.org/10.18502/ijps.v18i2.12360
Lee, J. A., Heberlein, E., Pyle, E., Caughlan, T., Rahaman, D., Sabin, M., & Kaar, J. L. (2021). Study protocol for a school-based single group pragmatic trial to promote resilience in youth: Building Resilience for Healthy Kids.
_Contemporary Clinical Trials Communications_,
_21_, 100721. https://doi.org/10.1016/j.conctc.2021.100721
Mangione, C. M., Barry, M. J., Nicholson, W. K., Cabana, M., Chelmow, D., Coker, T. R., Davidson, K. W., Davis, E. M., Donahue, K. E., Jaén, C. R., Kubik, M., Li, L., Ogedegbe, G., Pbert, L., Ruiz, J. M., Silverstein, M., Stevermer, J., & Wong, J. B. (2022). Screening for Depression and Suicide Risk in Children and Adolescents.
_JAMA_,
_328_(15), 1534. https://doi.org/10.1001/jama.2022.16946
Radez, J., Reardon, T., Creswell, C., Lawrence, P. J., Evdoka-Burton, G., & Waite, P. (2020). Why do children and adolescents (not) seek and access professional help for their mental health problems? A systematic review of quantitative and qualitative studies.
_European Child & Adolescent Psychiatry_,
_30_(2), 183–211. https://doi.org/10.1007/s00787-019-01469-4
Sherif, Y., Zaid, A., Awang, H., Mokhtar, S. A., Mohammadzadeh, M., & Alimuddin, A. S. (2023). Effectiveness of life skills intervention on depression, anxiety and stress among children and adolescents: a systematic review.
_The Malaysian Journal of Medical Science_,
_30_(3), 42–59. https://doi.org/10.21315/mjms2023.30.3.4
Uluköylü, Ş., Leijten, P., & Assink, M. (2023). Changing or acknowledging cognitions: a meta-analysis of reducing depression in adolescence.
_Journal of Emotional and Behavioral Disorders_, 106342662311542. https://doi.org/10.1177/10634266231154209
Wiedermann, C. J., Barbieri, V., Plagg, B., Marino, P., Piccoliori, G., & Engl, A. (2023). Fortifying the foundations: A comprehensive approach to enhancing mental health support in educational policies amidst crises.
_Healthcare_,
_11_(10), 1–11.
[https://doi.org/10.3390/healthcare11101423](https://doi.org/10.3390/healthcare11101423)
World Health Organization. (2024).
_Mental Health of Adolescents_. World Health Organization.
[https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health](https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health)
**AudioTranscript.docx**
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**ulukoylu-et-al-2023-changing-or-acknowledging-cognitions-a-meta-analysis-of-reducing-depression-in-adolescence.pdf**
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**Theroleofreligioninadolescentmentalhealthfaithasamoderatoroftherelationshipbetweendistrustanddepression.pdf**
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**Predictorsofoutcomeafteratime-limitedpsychosocialinterventionforadolescentdepression.pdf**
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**EffectivenessofLifeSkillsInterventiononDepressionAnxietyandStressamongChildrenandAdolescents.pdf**
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