Mental health of transitional aged youth in Nicaragua
Perceptions and experiences of educators
Bibliographic Data
| ID | 15541968 |
|---|---|
| Authors | Amy Gajaria (0000-0003-1824-5615, University of Toronto, corresponding author), Arun Ravindran (0000-0002-1655-2753, Centre for Addiction and Mental Health), Magda Castrillo, Andrés Herrera Rodríguez (Universidad Nacional Autónoma de Nicaragua-León), Juveria Zaheer (0000-0001-5071-8078, University of Toronto) |
| Year | 2019 |
| Volume | 15 |
| Issue | 1 |
| Pages | 151-160 |
| Publication date | 2019-08-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Global Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1744-1692 • E-ISSN: 1744-1706 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17441692.2019.1648535 |
| PMID | 31392925 |
| OpenAlex | W2969012751 |
| Language | EN |
| Citations received | 2 |
| References cited | 29 |
Mental illnesses contribute to a large proportion of the disease burden in children and adolescents in low and middle-income countries (LMICs). There is limited research completed in LMICs about paediatric mental health, particularly related to youth. School is a place where many adolescents first seek mental health support. This study examined how educators in Nicaragua view youth mental health and how mental health can be supported in LMIC schools. Focus groups were completed with teachers serving youth from a variety of socioeconomic settings within León, Nicaragua. The study was completed from an Interpretivist theoretical paradigm and coding of qualitative data was completed consistent with Constructivist Grounded Theory. Educators described their roles in as detecting mental health problems and liasing with other supports; they noted barriers as cross-sector integration and social challenges. Educators felt that youth would be better served by improving integration of care, addressing structural factors, and providing more teacher supports. A model for addressing youth mental health in LMICs could include a stepped-care approach with schools providing preventative programming as well as developing within school referral strategies for youth with higher needs. There may be a role for the use of community health promoters
Constructivist grounded theory · Environmental health · Focus group · Grounded theory · Health care · Medical education · Mental health · Political science · Population · Psychiatry · Qualitative research · Referral · Socioeconomic status · Sociology · Child and Adolescent Health · Child and Adolescent Psychosocial and Emotional Development · Community Health and Development · Medicine · Nursing · Psychology
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| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |