• Journal of the Korean Society of School Health
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• v.22 no.1
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• pp.33-48
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• 2009

Purpose: The purpose of the study was to find the strategies of mental health screening in school. Based on the literature review, we discuss the importance of screening students in schools for mental health problems. Methods: Data from the 2008 Korean Mental Health Screening in Schools(2008-KMHSS) are used to estimate the outline of this screening. We administered the questionnaire for satisfaction of 2008-KMHSS for students(N=1,280), parents(N=2,672), school nurses(N=75), teachers(N=685), district personnels(N=6), and mental health center staffs(N=37). Also we interviewed a part of them by telephone and e-mail. And we reviewed the tools and methods for screening students for emotional/behavioral problems. Results: Mental health screening in schools is a very important, yet worrisome, agenda that is in its very early stages. From the 2008 Korean Mental Health Screening in Schools, 9,588 students(12.9%) needed more evaluation in the first stage. Of these, 6,910(72.1%) completed the second stage screening. In this sample, 1,975(28.6%) utilized the mental health services in school or community. 38.3% of students and 43.7% of their parents notified the 2008-KMHSS. But only 12.1% of students and 10.9% of their parents dissatisfied with the screening. 9.9% of teachers and 22.7% of school nurses dissatisfied with the screening. Among them the school nurses were mostly dissatisfied, and they complained work burden from KMHSS. Mental health center staffs complained similar issues. The Children's Problem-behavior Screening Questionnaire(CPSQ) and Adolescents' Mental-health & Problem-behavior Screening Questionnaire(AMPQ) were compatible to screen students in schools for mental health problems in first stage. Conclusion: Mental health screening in schools needs careful planning and implementation. For successful mental health screening in schools, several elements need to be considered: careful planning, collaboration, staff training, and integrative mental health programs and services in community or schools.

• Journal of the Korean Society of School Health
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• v.29 no.2
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• pp.98-106
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• 2016

Purpose: The purpose of this study was to examine the relationship between sleep quality and mental health among adolescents and identify the factors relating to mental health. Methods: The subjects consisted of 285 middle school students. The data were collected from May $2^{nd}$ to $27^{th}$, 2016. The data were analyzed using t-test, ANOVA, Pearson's correlation coefficient and multiple linear regression with SPSS ver. 21. Results: The mean score for quality of sleep in adolescents was $4.20{\pm}2.64$, and the mean score for mental health was $13.67{\pm}12.93$. Poor sleepers showed higher scores for mental health than good sleepers. Mental health was found to have a positive correlation with both stress and quality of sleep. Stress and sleep quality were found to be significant factors influencing mental health and explained 59% of the variance in mental health. Conclusion: These findings indicate that effective intervention programs enhancing sleep quality should be provided for adolescents in order to prevent poor mental health.

• Journal of the Korean Society of School Health
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• v.26 no.1
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• pp.26-33
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• 2013

Purpose: The mental health during the elementary school years is important to develop overall healthy behaviors and well adapt to society. So as to provide basic data for comprehensive health education programs, we investigated the state of mental health problems and health promotion behaviors among rural elementary school students, along with the relationship between the two factors. Methods: In total, 421 5th and 6th grade students were recruited to answer a self-administered questionnaire. The questionnaire was composed of questions about general demographic characteristics, 4 items over mental health-interpersonal vulnerability, depression, anxiety, hostility-, and 5 items over health behaviors-general health habits, computer addiction, accident prevention, infection prevention, and mental health-. The participation rate was 96%(407/421). Results: 1) The mean and the standard deviation of mental health problems were as follows; interpersonal sensitivity $2.06{\pm}0.70$, hostility $1.88{\pm}0.73$, depression $1.74{\pm}0.69$, anxiety $1.72{\pm}0.66$. 2) The mean and the standard deviation of health-promoting behaviors were as follows; prevention of infectious diseases $3.37{\pm}0.47$, hygiene and daily-life habit $3.09{\pm}0.41$, mental health $2.81{\pm}0.51$, accident prevention $2.79{\pm}0.57$, computer usage and health $2.61{\pm}0.56$. 3) Students with high academic performance, good relationships with friends and teachers, high household economic status, and good family relation, showed higher scores in health-promoting behaviors. 4) Higher scores in mental health problems were significantly correlated with lower scores in health-promoting behaviors. Conclusion: In developing comprehensive school health programs, it is necessary to find ways to improve both health promoting behaviors and mental health problems.

• Journal of the Korean Society of School Health
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• v.28 no.3
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• pp.139-149
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• 2015

Purpose: This study aims to analyze the factors affecting the agenda-setting process and the formation process of school-based mental health policies by applying a policy stream model. Methods: For this purpose, Kingdon's policy stream model was used as the analytical framework. Results: First, when establishing a school-based mental health policy, the agenda was set going through unpredictable and nonlinear changes. Second, for the school-based mental health policy to be selected onto the agenda and to be developed and implemented as an actual policy, the role of policy makers was considered most important in the process. Third, the policy window for school-based mental health policy was closed around the year 2013. Finally, an analysis of the school-based mental health policy stream identified two key features. One is that the school-based mental health policy first emerged when school violence prevention policy expanded its scope into relevant neighboring policies. The other is that the school-based mental health policy has taken shape through a linear decision-making process (being put on the government's agenda, searching for an alternative, selection, and implementation) during the policy implementation period after it has been selected as an alternative policy. Conclusion: Conclusions can be summed up as follows. The school-based mental health policy needs continuous development and improvement in case the window for the policy may open in the coming future. The government's support is needed to draw policy makers' interest and participation who play the biggest role in establishing policies.

• Journal of the Korean Society of School Health
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• v.15 no.1
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• pp.63-72
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• 2002

The purpose of this study was to find out the relationship between self-esteem and mental health in Middle school students, and provided basic data to develop a nursing program for the prevention of mental disease and the promotion of mental health in adolescence. Subjects were 153 students in the third year of three middle schools located in K city. Instruments used in this study were the self-esteem questionnaire developed by Choi, B. K. & Jun, G. Y.(1993) and the simplified SCL-90 developed by Lee, H. K.(1986) for measuring mental health. Data were analyzed by Cronbach's alpha, descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient by using SPSS/PC+ program. It was found that the mean score of the self-esteem was 3.20. The score of self-esteem in family was high and the score of self-esteem in school was low. The mean score of mental health was 1.94. The scores of depression, obsessive-compulsive and interpersonal sensitivity were high, the scores of phobic anxiety and somatization were low. There were significant differences among religions (F=2.709, p= .032), and between personalities (t=-2.285, p= .024) with respect to self esteem. There were no significant differences between general characteristics variables and mental health. However there was significant negative correlation between the mean self-esteem score and the mean mental health score (r=-.431, p= .000). In conclusion, mental health is strongly related to self-esteem. If and adolescent who suffers from mental health is not received proper treatment, his or her mental health prohibits him from managing sound social life even after grown-up. Thus, nursing intervention in adolescence should be developed to enhance the self-esteem of adolescence and to help him raise sound mind.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.30 no.3
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• pp.88-99
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• 2019

Objectives: With increasing concerns for the rapidly growing minority population in South Korea, this literature review addressed a range of mental health risks among multiethnic youths (MY) in South Korea by 1) comparing mental health outcomes with those of native-born youths and 2) identifying multiple layers of relevant environmental factors, from family and school relationships to culture. Methods: We reviewed 54 studies that fulfilled specific inclusion criteria. Results: Multiple common risk/protective factors, including family separation, family relationship quality, parental socioeconomic and mental health status, social relationships at school, and cultural acceptance, were noted. Conclusion: In general, empirical evidence indicates that minority youths have relatively heightened risks for emotional and behavioral problems. Future studies must elucidate the complex interplay between multiple risk and protective factors and the long-term adaptation and mental health service utilization of MY.

• Journal of the Korean Society of School Health
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• v.25 no.1
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• pp.31-38
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• 2012

Purpose: This study was conducted to understand the relationships between mental health, level of depression, and internet addiction among elementary school students in a rural area. Methods: The survey was carried out on a convenience sample of 212 elementary school students during May of 2008. Results: In results, There were 17.5% of risk group of mental health level, 12.6% of depression level, and 2.8% of internet addiction among subjects. It represents statistically significant positive correlation between depression level and internet addiction. Conclusion: In conclusion, there were considerable numbers of risk group in mental health and depression level among elementary school students. Therefore, the development of mental health program for preventing depression and internet addiction should be needed.

• Korean Journal of Health Education and Promotion
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• v.17 no.2
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• pp.35-56
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• 2000

This study is research on physical health and mental health(physical and mental symptom at school) in perceived school environment among adolescents. The study subjects ere selected by senior high school students in seoul and random sampling. The 3,060 subjects were selected 18 schools. The duration for survey was for Nov. 25-Dec. 13, 1998. The reliability of Questionnaire was Cronbach's $\alpha=0.95$. This study used multiple regression through Factor Analysis in SPSS programs. The major findings of this study are as follows: (1) All of Multiple Regression Models were significant. (p<0.001). (2) Physical Mental health is related to gender, personal environment, and economic status. (3) Physical Health is related to perceived school environmental variable (therapeutic teacher-student relationships, classrom climate, and school life satisfaction) among adolescents. (4) Mental Health is related to perceived school environment variables(therapeutic teacher-student relationships, classroom climate, school life satisfaction, teachers' climate, and classmates' attitudes) among adolescents. This study could be used as the basis for the development of educational program, counseling, teacher in-service training, student teacher training and the establishment of educational and health policy.

• The Journal of Korean Society for School & Community Health Education
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• v.22 no.2
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• pp.93-104
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• 2021

Objectives: This study aims to understand the mediating effects of self-efficacy on the effects of social support on mental health and career preparation behavior of academic high school students. Methods: A survey was conducted targeting total 297 respondents from May 27 to May 30th 2019. The collected data was analyzed by using the PASW Statistics Ver. 18.0. Results: When the school life satisfaction was lower, and when the personality was more introverted, the students with lower school grade showed significantly low scores of mental health and career preparation behavior. In the effects of social support on mental health, the self-efficacy showed mediating roles. In the effects of social support on career preparation behavior, the self-efficacy showed mediating roles. Conclusion: If the education for strengthening social support is preferentially performed, the self-efficacy could be increased, which would have more positive effects on mental health and career preparation behavior. Regarding the subjects of education, t would be more effective to provide selective and concentrative education to the group with significantly low scores of mental health and career preparation behavior.

• Child Health Nursing Research
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• v.26 no.2
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• pp.154-163
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• 2020

Purpose: The purpose of this study was to investigate the effects of a positive psychology-based mental health promotion program for high school students. Methods: This study used a randomized control group pretest-posttest design. A total of 47 high school students participated from two high schools in Gyeonggi Province. They were randomly assigned to an experimental group (n=24), which participated in the 8-session program, or to a control group (n=23). Psychological well-being, depression, and self-esteem were measured. Results: A significant difference in psychological well-being was observed between the two groups after the program. However, there were no significant between-group differences in depression or self-esteem. Conclusion: The positive psychology-based mental program was effective at increasing psychological well-being in adolescents, especially high school students. This study suggests that a school curriculum could incorporate positive psychology-based mental programs for high school students to promote their mental health.