Digital video interventions and mental health literacy among young people: a scoping review.

BACKGROUND: Mental health literacy is important as it relates to understanding mental illness, increasing help-seeking efficacy, and reducing mental illness-related stigma. One method to improve the mental health literacy of young people is a digital video intervention. AIMS: A scoping review was conducted to map existing research in the area of digital video interventions for mental health literacy among young people. METHODS: The scoping review was conducted following the PRISMA-ScR checklist. All results were screened based on our inclusion criteria. RESULTS: Seventeen studies were selected for analysis. In most studies (n = 14), a digital video was the only intervention whereas three studies took a multi-intervention approach. Only two of the digital video interventions were co-created with people with mental illness or university students. All studies showed positive results in favor of digital video interventions in at least one component of mental health literacy or compared to one of the comparison conditions. CONCLUSIONS: Digital video interventions represent effective tools for enhancing mental health literacy. However, there is a need for active involvement of end-users in co-creation and to attend to the production quality so that the digital video intervention is as relevant, informed, and effective as possible.

Affective temperament traits measured by TEMPS-I and emotional-behavioral problems in clinically-well children, adolescents, and young adults.

OBJECTIVE: The identification of specific temperament dimensions as correlates or risk factors for psychopathology in infancy, childhood and adolescence might provide key information to elucidate causal mechanisms that underlie these relationships. METHODS: A non-clinical sample of 1010 students (518 males and 492 females) without major psychiatric disorders was given psychometric assessment using TEMPS-I (the Italian Semi-structured Interview version of the Temperament Evaluation of Memphis, Pisa, and San Diego) and EBC (Emotional and Behavioral Checklist in Infancy, Childhood and Adolescence). Grouping the subjects on the basis of the highest z-score obtained on each of the four temperament scales of TEMPS-I, it was possible to identify the dominant affective temperamental (AT) inclination of each individual: 283 (28.0%) subjects were classified as dominant depressive temperament, 446 (44.2%) as dominant hyperthymic, 221 (21.9%) as dominant cyclothymic, and 60 (5.9%) as dominant irritable. The effects of AT dominant groups on EBC scores were tested by one-way analysis of variance. To control for age and sex effects, we tested the differences within dominant AT groups by a multiple classification analysis (MCA). RESULTS: As expected, subjects with depressive temperament traits were characterized by social inhibition and lack of antisocial and hyperactive behavior. Cyclothymic subjects reported the highest number of emotional and behavioral problems, compared with the other dominant ATs (depressive, hyperthymic and irritable). In particular, a cyclothymic disposition was most frequently associated with anxiety-sleep disturbances, sensitivity to separation, eating disturbances in females and antisocial-aggressive behavior in males. The relationship between cyclothymic temperament and anxiety-sleep disturbances and antisocial-aggressive behavior increased with age. LIMITATIONS: Cross-sectional study based on retrospective evaluation. CONCLUSIONS: Within a juvenile population, depressive temperament is a construct partially overlapping with behavioral inhibition, while extremes of emotionality and behaviors occur preponderantly in those with cyclothymic traits. The cyclothymic disposition turned out to be the most 'morbid', and associated with both internalizing and externalizing disturbances.