OBJECTIVES Truancy is a serious public health problem that affects adolescents from all countries around the world. Research indicates that truant adolescents often have behavioural problems and show signs of impulsivity (Mc Care, 2004), failure in schoolwork, low reading level and poor grades (Watkins and Watkins, 1994), frequently related to a negative self-imagine and low self-esteem (Lotz and Lee, 1999). Some authors report a high correlation with somatic disorders, anxiety, depression, delinquent behaviour and substance abuse (Steinhausen et al.,2008). Also, parental skills, such as supervision and monitoring, as well as and educative styles (Kilpatrick 1996, Stickney and Miltenberger 1996), can contribute to truancy development. METHODS: WE- STAY (Working in Europe to Stop Truancy Among Youth) is a prevention program designed to reduce truancy and to promote mental health among European adolescents, financed by VII European Framework and developed by a consortium of 10 partner countrie: Sweden, Estonia, France, Germany, Hungary, Israel, Italy, Romania, Slovenia and Spain, with the intervention carried out in 5 countries (Estonia, Germany, Israel, Italy, Romania and Spain). In each country, a sample of 1600 pupils ages 14-18 will be randomized into one of four different intervention arms (400 subjects for arm). Baseline evaluation of students’ lifestyle, coping styles, at-risk truancy, self-harm behaviours and mental health issues will be collected using a structured questionnaire. Moreover, a questionnaire designed to assess opinions about the school, psychological distress and lifestyles of adolescents will be administered to teachers and parents. Follow-up at 1 and 12 months will be performed to acquire data on the benefits obtained after the interventions. CONCLUSIONS: WE-STAY will acquire more data on truancy prevalence and its correlated psychosocial and psychiatric aspects, than has previously been collected and analyzed, as well as information on school and parental attitudes regarding this phenomenon. Through the implementation of these different interventions, we anticipate a differential reduction of truancy; based on a control group comparison, we will identify which of these interventions are more effective from a multidisciplinary perspective, including cultural acceptability and will make recommendations accordingly.
WE-STAY – A TRUANCY PREVENTION PROGRAM AND MENTAL HEALTH PROMOTION AMONG ADOLESCENTS
Recchia L;SARCHIAPONE, Marco;
2011-01-01
Abstract
OBJECTIVES Truancy is a serious public health problem that affects adolescents from all countries around the world. Research indicates that truant adolescents often have behavioural problems and show signs of impulsivity (Mc Care, 2004), failure in schoolwork, low reading level and poor grades (Watkins and Watkins, 1994), frequently related to a negative self-imagine and low self-esteem (Lotz and Lee, 1999). Some authors report a high correlation with somatic disorders, anxiety, depression, delinquent behaviour and substance abuse (Steinhausen et al.,2008). Also, parental skills, such as supervision and monitoring, as well as and educative styles (Kilpatrick 1996, Stickney and Miltenberger 1996), can contribute to truancy development. METHODS: WE- STAY (Working in Europe to Stop Truancy Among Youth) is a prevention program designed to reduce truancy and to promote mental health among European adolescents, financed by VII European Framework and developed by a consortium of 10 partner countrie: Sweden, Estonia, France, Germany, Hungary, Israel, Italy, Romania, Slovenia and Spain, with the intervention carried out in 5 countries (Estonia, Germany, Israel, Italy, Romania and Spain). In each country, a sample of 1600 pupils ages 14-18 will be randomized into one of four different intervention arms (400 subjects for arm). Baseline evaluation of students’ lifestyle, coping styles, at-risk truancy, self-harm behaviours and mental health issues will be collected using a structured questionnaire. Moreover, a questionnaire designed to assess opinions about the school, psychological distress and lifestyles of adolescents will be administered to teachers and parents. Follow-up at 1 and 12 months will be performed to acquire data on the benefits obtained after the interventions. CONCLUSIONS: WE-STAY will acquire more data on truancy prevalence and its correlated psychosocial and psychiatric aspects, than has previously been collected and analyzed, as well as information on school and parental attitudes regarding this phenomenon. Through the implementation of these different interventions, we anticipate a differential reduction of truancy; based on a control group comparison, we will identify which of these interventions are more effective from a multidisciplinary perspective, including cultural acceptability and will make recommendations accordingly.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
