[Mental health literacy in spanish adolescents and its relationship with sociodemographic characteristics]. / Alfabetización en salud mental en adolescentes españoles y su relación con las características sociodemográficas.

OBJECTIVE: Different studies identify mental health literacy as a protective factor for developing a mental health problem. The aim of this paper was to determine the degree of mental health literacy of the adolescent population of Barcelona, and its relationship with socio-demographic and educational variables. METHODS: A cross-sectional study was carried out in Barcelona during the 2017-2018 academic year. A total of 1,032 young people between thirteen and seventeen years of age participated. The following variables were collected: sex, age, nationality, socioeconomic status (RDHpc) and average school grade. The aim was to determine the degree of mental health literacy (knowledge, stigma and help-seeking) of the adolescent population of Barcelona, and its relationship with socio-demographic and educational variables. Multiple linear regression analysis was performed adjusting for the effect of sociodemographic variables on the score of each scale. RESULTS: The mean score (standard deviation) of the EMHL test was 7.28 (1.27) and 4.24 (1.14) respectively, with higher scores obtained by girls, high RDHpc, excellent score and Spanish nationality. The greatest difference in EMHL scores, adjusting for the rest of the variables, corresponded to adolescents with an excellent mean score and a high RDHpc index (with respect to the baseline category, beta=0.72 and 0.52 respectively). The mean stigma score was 27.6 (4.47) for CAMI and 8.83 (3.36) for RIBS. The variables related to a greater difference in score with respect to the baseline category and adjusted for the rest of the variables were: gender (boy=1.54) and academic grade (excellent=-2.38) for CAMI, and nationality (foreign=0.82) and academic grade (excellent=-1.30) for RIBS. The mean RIBS score was 8.83 (3.36) with the largest difference in score from baseline being foreign nationality (beta=0.82) and having a grade of excellent (1.30). Help-seeking was higher in parents and friends, with differences according to gender and nationality. CONCLUSIONS: The level of mental health literacy is medium-low. While gender, nationality and educational attainment are the factors that are related to knowledge and stigma, socio-economic status is only related to mental health literacy.

OBJECTIVE: Diferentes estudios identifican la alfabetización en salud y/o salud mental (ASM) como factores protectores contra el desarrollo de un problema de salud mental. El objetivo de este trabajo fue determinar el grado de alfabetización en salud mental de la población adolescente de Barcelona, así como su relación con variables sociodemográficas y educativas. METHODS: Se realizó un estudio transversal en Barcelona durante el curso 2017-2018. Participaron 1.032 jóvenes entre trece y diecisiete años. Se recogieron las siguientes variables: sexo; edad; nacionalidad; nivel socioeconómico (RDHpc); y nota media escolar. La ASM se midió mediante los test de conocimientos EMHL (reconocimiento de problemas mentales y conocimientos en salud mental; rango 0-10 cada parte), estigma (CAMI: rango 10-50, y RIBS: rango 4-20) y búsqueda de ayuda (GHSQ: rango de 1 a 7). Se realizó análisis de regresión lineal múltiple ajustando el efecto de variables sociodemográficas sobre la puntuación de cada escala. RESULTS: La puntuación media (desviación típica) del EMHL test fue de 7,28 (1,27) y 4,24 (1,14), respectivamente, obteniendo mayor puntuación las chicas, RDHpc altas, nota excelente y con nacionalidad española. La mayor diferencia de puntuación en EMHL, ajustando por el resto de variables, correspondió a los adolescentes con nota media excelente y con índice RDHpc elevado (respecto a la categoría basal, beta=0,72 y 0,52, respectivamente). La puntuación media del estigma fue 27,6 (4,47) para CAMI y 8,83 (3,36) para RIBS. Las variables relacionadas con una mayor diferencia de puntuación respecto a la categoría basal y ajustado por el resto de variables fueron: sexo (chico=1,54) y nota académica (excelente=-2,38) para CAMI, y nacionalidad (extranjera=0,82) y nota académica (excelente=-1,30) para RIBS. La puntuación media de RIBS fue 8,83 (3,36), siendo la mayor diferencia de puntuación respecto a la categoría basal la nacionalidad extranjera (beta=0,82) y tener una nota de excelente (1,30). La búsqueda de ayuda fue mayor en padres/madres y amigos, con diferencias según sexo y nacionalidad. CONCLUSIONS: El nivel de alfabetización de salud mental es medio-bajo. Mientras que género, nacionalidad y resultados académicos son los factores que se relacionan con conocimientos y estigma, el nivel socioeconómico se relaciona únicamente con conocimientos en salud mental.

Alfabetización en salud mental en adolescentes españoles y su relación con las características sociodemográficas / Mental health literacy in spanish adolescents and its relationship with sociodemographic characteristics

Fundamentos: diferentes estudios identifican la alfabetización en salud y/o salud mental (asm) como factores protectores contra el desarrollo de un problema de salud mental. El objetivo de este trabajo fue determinar el grado de alfabetización en salud mental de la población adolescente de barcelona, así como su relación con variables sociodemográficas y educativas.métodos: se realizó un estudio transversal en barcelona durante el curso 2017-2018. Participaron 1.032 jóvenes entre trece y diecisiete años. Se recogieron las siguientes variables: sexo; edad; nacionalidad; nivel socioeconómico (rdhpc); y nota media escolar. La asm se midió mediante los test de conocimientos emhl (reconocimiento de problemas mentales y conocimientos en salud mental; rango 0-10 cada parte), estigma (cami: rango 10-50, y ribs: rango 4-20) y búsqueda de ayuda (ghsq: rango de 1 a 7). Se realizó análisis de regresión lineal múltiple ajustando el efecto de variables sociodemográficas sobre la puntuación de cada escala.resultados: la puntuación media (desviación típica) del emhl test fue de 7,28 (1,27) y 4,24 (1,14), respectivamente, obteniendo mayor pun-tuación las chicas, rdhpc altas, nota excelente y con nacionalidad española. La mayor diferencia de puntuación en emhl, ajustando por el resto de variables, correspondió a los adolescentes con nota media excelente y con índice rdhpc elevado (respecto a la categoría basal, beta=0,72 y 0,52, respectivamente). La puntuación media del estigma fue 27,6 (4,47) para cami y 8,83 (3,36) para ribs. Las variables relacionadas con una mayor diferencia de puntuación respecto a la categoría basal y ajustado por el resto de variables fueron: sexo (chico=1,54) y nota académica (excelente=-2,38) para cami, y nacionalidad (extranjera=0,82) y nota académica (excelente=-1,30) para ribs. La puntuación media de ribs fue 8,83 (3,36), siendo la mayor diferencia de puntuación respecto a la categoría basal la nacionalidad extranjera (beta=0,82) y tener una nota de excelente (1,30). La búsqueda de ayuda fue mayor en padres/madres y amigos, con diferencias según sexo y nacionalidad.conclusiones: el nivel de alfabetización de salud mental es medio-bajo. Mientras que género, nacionalidad y resultados académicos son los factores que se relacionan con conocimientos y estigma, el nivel socioeconómico se relaciona únicamente con conocimientos en salud mental.(AU)

Background: different studies identify mental health literacy as a protective factor for developing a mental health problem. The aim of this paper was to determine the degree of mental health literacy of the adolescent population of barcelona, and its relationship with socio-de-mographic and educational variables.methods: a cross-sectional study was carried out in barcelona during the 2017-2018 academic year. A total of 1,032 young people between thirteen and seventeen years of age participated. The following variables were collected: sex, age, nationality, socioeconomic status (rdhpc) and average school grade. The aim was to determine the degree of mental health literacy (knowledge, stigma and help-seeking) of the adolescent population of barcelona, and its relationship with socio-demographic and educational variables. Multiple linear regression analysis was performed adjusting for the effect of sociodemographic variables on the score of each scale.results: the mean score (standard deviation) of the emhl test was 7.28 (1.27) and 4.24 (1.14) respectively, with higher scores obtained by girls, high rdhpc, excellent score and spanish nationality. The greatest difference in emhl scores, adjusting for the rest of the variables, corresponded to adolescents with an excellent mean score and a high rdhpc index (with respect to the baseline category, beta=0.72 and 0.52 respectively). The mean stigma score was 27.6 (4.47) for cami and 8.83 (3.36) for ribs. The variables related to a greater difference in score with respect to the baseline category and adjusted for the rest of the variables were: gender (boy=1.54) and academic grade (excellent=-2.38) for cami, and nationality (foreign=0.82) and academic grade (excellent=-1.30) for ribs. The mean ribs score was 8.83 (3.36) with the largest difference in score from baseline being foreign nationality (beta=0.82) and having a grade of excellent (1.30). Help-seeking was higher in parents and friends, with differences according to gender and nationality.conclusions: the level of mental health literacy is medium-low. While gender, nationality and educational attainment are the factors that are related to knowledge and stigma, socio-economic status is only related to mental health literacy.(AU)

The effectiveness of a "EspaiJove.net"- a school-based intervention programme in increasing mental health knowledge, help seeking and reducing stigma attitudes in the adolescent population: a cluster randomised controlled trial.

BACKGROUND: The aim of this study is to evaluate the short- and long-term effects of the universal mental health literacy intervention "EspaiJove.net" in increasing mental health knowledge, help seeking and reducing stigma attitudes in the adolescent population. We also examine whether these effects depend on the intervention intensity.  METHODS: A clustered school-based randomised controlled trial (cRCT) design. SUBJECTS: 1,298 secondary pupils aged 13 and 14 were recruited from 18 schools in Barcelona (Spain) between September 2016 and January 2018. INTERVENTION: Three programmes were assessed: 1) Sensitivity Programme (SP; 1 h); 2) Mental Health Literacy (MHL; 6 h); 3) MHL plus a first-person Stigma Reduction Programme (MHL + SR; 7 h); 4) Control group (CG): waiting list. OUTCOME MEASURES: 1) MHL: EspaiJove.net EMHL Test (First part and Second Part); 2) Stigma: RIBS and CAMI; 3) Help-seeking and use of treatment: GHSQ. ANALYSIS: The data was collected at baseline, post-intervention and 6 and 12 months later. An intention-to-treat analysis and imputation method was used to analyse the missing data. Intervention effects were analysed using multilevel modelling. RESULTS: One thousand thirty-two students were included (SP = 225; MHL = 261; MHL + SR = 295 and CG = 251). The MHL and MHL + SR interventions showed short- and long-term an increase in knowledge compared to SP and CG, but no significant change post-intervention or over time (First part p = 0.52 and Second part p = 0.62) between intervention groups and CG. No significant changes were found in stigma scores post-intervention or over time (CAMI p = 0.61 and RIBS p = 0.98) or in help-seeking scores (parent p = 0.69; teacher p = 0.23 and healthcare professional p = 0.75). The MHL + SR intervention was the best valued and recommended (p < 0.005). CONCLUSIONS: The three interventions of the EspaiJove.net programme (SP, MHL and MHL + SR) seem not to be effective in terms MHL, Stigma and help-seeking behaviours. The contact with a person who has experimented mental illness first-hand did not reduce stigma attitudes. Further research should deal with the heterogeneity of MHL interventions (concept, duration and measures) and identify which components of stigma interventions are effective. TRIAL REGISTRATION: ClinicalTrials.gov identifier: NCT03215654 (registration date 12 July 2017).

Effectiveness of Mental Health Literacy Programs in Primary and Secondary Schools: A Systematic Review with Meta-Analysis.

In recent years, there has been an increase in studies evaluating the effectiveness of mental health literacy programs within the context of education as a universal, preventive intervention. A systematic review and meta-analysis regarding the effectiveness of mental health literacy interventions in schools, from 2013 to the present, on mental health knowledge, stigma, and help-seeking is conducted. Of the 795 identified references, 15 studies met the inclusion criteria. Mental health knowledge increased after the interventions (standardized mean difference: SMD = 0.61; 95% CI (0.05, 0.74)), at two months (SMD = 0.60; 95% CI (0.4, 1.07)) and six months (SMD = 0.39; 95% CI (0.27, 0.51)). No significant differences were observed between stigma and improving help-seeking. Mental health literacy interventions are effective in augmenting mental health knowledge, but not in reducing stigma or improving help-seeking behavior.

Programa de educación emocional y alfabetización en salud mental en adolescentes de centros residenciales de acción educativa / Programa d’educació emocional i alfabetització en salut mental en adolescents de centres residencials d’acció educativa / Evaluation of the satisfaction of a programme for adolescents assisted in Residential Centres for Educational Action

El objetivo del estudio es evaluar la satisfacción de un programa de educación social,emocional y alfabetización (PESEA) en salud mental para adolescentes que viven en centros residenciales deatención educativa (CRAE) de Barcelona, así como describir su salud emocional y mental. Participan 14 jóvenescon una edad media de 13,57 años (DE 1,55) de tres CRAE. El programa PESEA es considerado interesante, útil ypráctico; muestra una adherencia alta y, por tanto, estaría indicado para promover el bienestar mental y la alfa-betización en salud mental en estos jóvenes.(AU)

The study aims to evaluate the satisfaction of a social, emotional, and literacy education programme (PE-SEA) in mental health for adolescents living in residential educational care centres (CRAE) in Barcelona, as wellas to describe their emotional and mental health. Fourteen young people with an average age of 13,57 (SD 1,55)from three CRAE participated. PESEA programmes are considered interesting, useful, and practical; it shows highadherence and would therefore be suitable for promoting mental wellbeing and mental health literacy in theseyoung people.(AU)

L'objectiu de l'estudi és avaluar la satisfacció d'un programa d'educació social, emocional i alfabetitza-ció (PESEA) en salut mental per a adolescents que viuen en centres residencials d'atenció educativa (CRAE) deBarcelona, així com descriure’n la salut emocional i mental. Hi participen 14 joves amb una edat mitjana de 13,57anys (DE 1,55) de tres CRAE. El programa PESEA és considerat interessant, útil i pràctic; mostra una adherènciaalta i, per tant, estaria indicat per promoure el benestar mental i l'alfabetització en salut mental en aquests joves.(AU)

El Servicio de Atención y Apoyo Emocional en los centros educativos: experiencias de una nueva cultura escolar / El Servei d'Atenció i Suport Emocional en els centres educatius: experiències d'una nova cultura escolar / The Emotional Care and Support Service in educational centres: experiences of new school culture

El Servicio de Atención y Apoyo Emocional (SAAE) de los centros educativos del Plan de Barrios de Barcelona sirve para promover un clima escolar positivo y habilidades socioemocionales. Se explora la experiencia de sus profesionales en relación con cambios, facilitadores y barreras, a los dos años de funcionamiento con un estudio cualitativo. Los profesionales aprecian mejoras en los docentes en el manejo positivo de las relaciones y las habilidades socioemocionales; en el alumando aprecian mejoras en las relaciones. Los facilitadores y barreras percibidos incluyen: la conceptualización integral del servicio y la importancia de la dirección y el claustro.(AU)

The Emotional Care and Support Service (SAAE) of the educational centres of the Barcelona Neighbourhood Plan serve to promote a positive school climate and socio-emotional skills. The experience of its professionals is explored in relation to changes, facilitators, and barriers, after two years of operation with a qualitative study. Practitioners report improvements in teachers' positive relationship management and social-emotional skills; students report improvements in relationships. Perceived facilitators and barriers include the holistic conceptualisation of the service and the importance of management and faculty.(AU)

El Servei d'Atenció i Suport Emocional (SAAE) dels centres educatius del Pla de Barris de Barcelona serveix per promoure un clima escolar positiu i habilitats socioemocionals. S'explora l'experiència dels seus professionals en relació amb canvis, facilitadors i barreres, als dos anys de funcionament, amb un estudi qualitatiu. Els professionals aprecien millores en els docents en el maneig positiu de les relacions i en les habilitats socioemocionals; respecte els alumnes, aprecien millores en les relacions. Els facilitadors i barreres percebuts inclouen la conceptualització integral del servei i la importància de la direcció i del claustre.(AU)

Validation of the semi-structured interview, the FACE Risk Profile, in people with Serious Mental Illness.

People with Serious Mental Illness (SMI) could present risk behaviour that may lead to relapses. There are few instruments validated in our context to assess risk factors, but none takes into account several factors at the same time, and is specific for the risk of relapse. The objective of this work is to validate the Functional Analysis of Care Environments (FACE) Risk Profile into Spanish for people with SMI.

[Literacy programs for the promotion of mental health in the school setting. SESPAS Report 2020]. / Programas de alfabetización para la promoción de la salud mental en el ámbito escolar. Informe SESPAS 2020.

The World Health Organization emphasizes the importance of developing programs of mental health promotion and prevention to ensure the wellbeing of young people. Mental health literacy in schools is an example of universal prevention intervention. The objective of this article is to conduct a systematic review of the mental health literacy interventions in the educational setting that are being carried out at the international level and to describe and evaluate, as well, an experience at the local level. A search has been carried out in PubMed to identify experimental studies on mental health literacy interventions in the educational setting including primary and/or secondary. Out of 245 references identified, 13 experimental studies were included in the review and its quality was assessed. Results show that these programs increase mental health knowledge, improve help-seeking and reduce stigma behavior. In Barcelona, the Espaijove.net mental health literacy program has been running since 2008. In the last seven school courses (2012-2019) workshops have been provided to 24,118 secondary school students, of whom 11,678 completed a post-workshop satisfaction questionnaire. The results show that the program has been interesting, useful, has resolved students' doubts and that they would recommend it to other students, and a better reception by the girls.

Programas de alfabetización para la promoción de la salud mental en el ámbito escolar. Informe SESPAS 2020 / Literacy programs for the promotion of mental health in the school setting. SESPAS Report 2020

La Organización Mundial de la Salud señala la importancia del desarrollo de programas de promoción y prevención de la salud mental como aspecto clave para ayudar al bienestar de los/las jóvenes. La alfabetización en salud mental en centros educativos es un ejemplo de intervención de prevención universal. El objetivo de este artículo es realizar una revisión sistemática sobre las intervenciones de alfabetización en salud mental en el ámbito educativo que se están llevando cabo en diferentes países, y describir y evaluar un programa local de alfabetización en salud mental. Se ha llevado a cabo una búsqueda en PubMed para identificar estudios experimentales sobre intervenciones de alfabetización en salud mental en el ámbito educativo en primaria y secundaria. De las 245 referencias identificadas, se han incluido en la revisión 13 estudios experimentales y se ha evaluado su calidad. Los resultados muestran que estos programas incrementan los conocimientos en salud mental, mejoran las conductas de búsqueda de ayuda y reducen las conductas de estigma. En Barcelona, desde 2008 se está desarrollando el programa de alfabetización en salud mental Espaijove.net. Durante los últimos siete cursos escolares (2012-2019) se ha proporcionado formación a 24.118 estudiantes de secundaria, de los cuales 11.678 cumplimentaron un cuestionario de satisfacción tras la realización del taller. Los resultados muestran que el programa ha sido interesante y útil, ha resuelto las dudas de los/las estudiantes y lo recomendarían a otros/las estudiantes. Se observa una mejor acogida por parte de las chicas

The World Health Organization emphasizes the importance of developing programs of mental health promotion and prevention to ensure the wellbeing of young people. Mental health literacy in schools is an example of universal prevention intervention. The objective of this article is to conduct a systematic review of the mental health literacy interventions in the educational setting that are being carried out at the international level and to describe and evaluate, as well, an experience at the local level. A search has been carried out in PubMed to identify experimental studies on mental health literacy interventions in the educational setting including primary and/or secondary. Out of 245 references identified, 13 experimental studies were included in the review and its quality was assessed. Results show that these programs increase mental health knowledge, improve help-seeking and reduce stigma behavior. In Barcelona, the Espaijove.net mental health literacy program has been running since 2008. In the last seven school courses (2012-2019) workshops have been provided to 24,118 secondary school students, of whom 11,678 completed a post-workshop satisfaction questionnaire. The results show that the program has been interesting, useful, has resolved students' doubts and that they would recommend it to other students, and a better reception by the girls

Development and Validation of the EspaiJove.net Mental Health Literacy (EMHL) Test for Spanish Adolescents.

There is evidence of the effectiveness of implementing mental health literacy (MHL) programs. However, there are substantial limitations in the instruments available for measuring MHL. This study aimed to develop and validate the EspaiJove.net MHL test (EMHL) for Spanish adolescents by assessing its psychometric properties. The development of the EMHL test was conducted using item pool generation and a pilot study. A convenience sample of students aged 13-15 years (n = 355) participated in the validity study. Reliability was assessed for internal consistency and via test-retest. Convergent validity was evaluated by comparing the effect sizes among known groups with different levels of mental health knowledge, the correlation with mental health-related instruments, and the item discrimination index. A final version of a 35-item EMHL test was obtained with two parts: (i) a binary choice format (yes/no) for the identification of mental disorders; (ii) a multiple choice question with four possible answer options. Internal consistency was acceptable in the first part (Cronbach's alpha = 0.744; Guttman's lambda 2 = 0.773) and almost acceptable in the second part (Cronbach's alpha = 0.615; Guttman's lambda 2 = 0.643). The test-retest evaluation supported the stability of the test (first part, ICC = 0.578; second part, ICC = 0.422). No ceiling and floor effects were found. The EMHL test scores discriminated between known groups with different levels of mental health knowledge and it is associated with several-related constructs of MHL. Conclusions: The EMHL test is a relevant measure for assessing MHL in adolescents into Spanish context with acceptable validity and stability.

Evaluación del Plan de Servicios Individualizado tras diez años de funcionamiento en dos distritos de Barcelona / Evaluation of the Individualized Services Plan after ten years of functioning in two districts of Barcelona

El objetivo de este trabajo es valorar la efectividad del Plan de Servicios individualizado (PSI) tras sus primeros 10 años de funcionamiento. Se trata de un estudio retrospectivo sobre la efectividad del programa teniendo en cuenta variables clínicas, psicosociales y de utilización de servicios. Se realizan comparaciones de estas variables en el momento en que las personas entran y salen del programa. El PSI se muestra efectivo en las medidas de funcionamiento clínico y psicosocial, y se observa una disminución significativa de ingresos hospitalarios. La mayoría de personas atendidas mantuvo continuidad de su atención al alta. Además, se realiza una comparativa entre los primeros 5 años de funcionamiento del programa frente a los 5 siguientes en la que se observa únicamente una disminución de la intensidad de la intervención. Finalmente, se realiza un estudio de la relación entre variables consideradas importantes. En general, el PSI se muestra efectivo en la atención a las personas con trastorno mental grave de larga evolución y con dificultades de vinculación a los servicios

The objective of this work is to assess the effectiveness of the Individualized Service Plan (PSI) after 10 years of functioning. It is a retrospective study that takes into account clinical, psychosocial and variables related to use of services. Comparisons of these variables between the time people enter and leave the program are made. PSI is effective in measures of clinical and psychosocial functioning, and a significant decrease in hospitalization is observed. The majority of people received continuity of care after discharge. In addition, the comparison between the first 5 years of operation of the program and the following 5 years yielded only a decrease in the intensity of the intervention. Finally, a study of the relationship between variables considered important is carried out. Overall, the PSI is effective in the care of patients with long-term severe mental illness and with difficulties in maintaining contact with services

"EspaiJove.net"- a school-based intervention programme to promote mental health and eradicate stigma in the adolescent population: study protocol for a cluster randomised controlled trial.

BACKGROUND: One half of adults who develop any mental disorder do so during adolescence. Previous literature showed that Mental Health Literacy (MHL) interventions impact mental health knowledge, reduce the associated stigma, and promote help-seeking among the adolescent population. However, evidence for the effectiveness and cost-effectiveness of these programmes remains inconclusive. The aim of this paper is to present a study protocol that evaluates the effectiveness of the " EspaiJove.net " programme. " EspaiJove.net " consists of a universal MHL intervention designed to promote mental health knowledge, increase help-seeking, reduce the stigma associated with mental illness, and prevent mental disorders in Spanish school settings. METHODS: A school-based clustered randomised controlled trial (cRCT) design with 12 months of follow-up. SUBJECTS: At least 408 secondary school students who attend the 3rd year of E.S.O (Compulsory secondary education for 13- to 14-year- olds) will be recruited from 8 schools within Barcelona city, Catalonia (Spain). INTERVENTION: A dose-response intervention will be delivered with 4 arms: 1) Sensitivity Programme (SP) in Mental Health (1 h); 2) Mental Health Literacy (MHL) Programme (6 h); 3) MHL plus first-person Stigma Reduction (MHL + SR) (7 h); 4) Control group: waiting list. Primary outcomes: 1) MHL: EspaiJove.net MHL Test (EMHLT); 2) Stigma: Reported and Intended Behaviour Scale (RIBS) and Community Attitudes toward the Mentally Ill (CAMI). Others outcomes: 1) Acceptability of intervention; 2) Mental health symptoms and emotional well-being (SDQ); 3) States of Change Scale (SCS); 4) Bullying and Cyberbullying; 5) Quality of life (EQ-5D); 6) Help seeking and use of treatment; 7) Health benefits. DISCUSSION: Results would be informative for efforts to prevent mental disorders and promote mental wellbeing in secondary school students. TRIAL REGISTRATION: NCT03215654 (date registration July 12, 2017).

Evaluación de un programa de alfabetización en salud mental para adolescentes / Evaluation of a mental Health literacy programme for adolescents / Avaluació d'un programa d’alfabetització en salut mental per a adolescents

El proyecto Espaijove.net es un programa de alfabetización en salud mental que tiene como finalidad la promoción de la salud mental, la prevención de los trastornos mentales y la erradicación del estigma en los jóvenes escolarizados. Durante los tres cursos escolares 2012 a 2015 se ha realizado formación a 5.231 jóvenes, de los cuales 2.813 cumplimentaron un cuestionario de satisfacción post-formación, con los siguientes resultados: 91 % le ha parecido interesante y útil, 85,4 % satisfecho de haber participado, 73,7 % han resuelto sus dudas y el 78 % recomendaría realizar la actividad

The Espaijove.net (Young space) project is a mental health literacy program aimed at promoting mental health, preventing mental disorders and eradicating stigma in young people in school. During three school courses from 2012 to 2015, 5,231 young people were trained, 2,813 of whom completed a post training satisfaction questionnaire, with the following results: 91% found it interesting and useful, 85.4 % satisfied to have participated, 73.7 % have solved their doubts and 78 % would recommend doing the activity

El projecte Espaijove.net és un programa d'alfabetització en salut mental que té com a finalitat la promoció de la salut mental, la prevenció dels trastorns mentals i l'eradicació de l'estigma en els joves escolaritzats. Durant els tres cursos escolars 2012 a 2015, s'ha realitzat formació a 5.231 joves, 2.813 dels quals van omplir un qüestionari de satisfacció post-formació, amb els següents resultats: al 91 % li ha semblat interessant i útil, el 85,4 % se sent satisfet d'haver-hi participat, el 73,7 % ha resolt els seus dubtes i el 78 % recomanaria realitzar l'activita

Social cognition interventions for persons with schizophrenia: evidence and clinical practice guidelines.

Although most of the research conducted up to now has shown that interventions in social cognition are effective in the rehabilitation of persons with schizophrenia, there are still no clinical practice recommendations on the topic. Their development could facilitate the clinical work, resource management and the care provided to persons with such a disorder. This article addresses this need and performs a systematic review of the identified high-quality scientific evidence and develops clinical practice recommendations. A total of 40 clinical trials and 1 meta-analysis evaluating the effects of social cognition interventions for persons with schizophrenia were selected for the present study. Taking into account the evidence available and its quality, the authors developed three clinical practice recommendations on the positive effects of these interventions. The analysis of the evidence of the quality of the studies shows that more randomized controlled trials with larger sample sizes and longer follow-ups are needed in order to establish more accurately the efficacy and effectiveness of social cognition interventions and therefore to favor the generalization of the results.

Intervenciones en cognición social para personas con esquizofrenia: evidencias y recomendaciones para la práctica clínica / Social cognition interventions for persons with schizophrenia: evidence and clinical practice guidelines

Aunque la mayoría de la investigación llevada a cabo hasta el momento ha mostrado que las intervenciones en cognición social son eficaces para la rehabilitación de las personas con esquizofrenia, todavía no se han establecido recomendaciones de práctica clínica. Su desarrollo podría facilitar el trabajo clínico, la gestión de recursos y la atención que reciben las personas con este trastorno. El presente trabajo aborda esta necesidad; se hace una revisión sistemática de las evidencias científicas de alta calidad identificadas y se formulan recomendaciones de práctica clínica a partir de estas evidencias. Se han seleccionado para el presente estudio un total de 40 ensayos clínicos y 1 metanálisis que tratan sobre los efectos de las intervenciones en cognición social en personas con esquizofrenia. Teniendo en cuenta la evidencia disponible, y su calidad, se desarrollan tres recomendaciones de práctica clínica relacionadas con los efectos positivos de este tipo de intervenciones. El análisis de las evidencias de calidad de los estudios ha puesto de manifiesto que son necesarios más ensayos controlados y aleatorizados, con mayores muestras y seguimientos más largos, para establecer, de manera más precisa, la eficacia y efectividad de las intervenciones en cognición social y, por tanto, favorecer la generalización de resultados

Although most of the research conducted up to now has shown that interventions in social cognition are effective in the rehabilitation of persons with schizophrenia, there are still no clinical practice recommendations on the topic. Their development could facilitate the clinical work, resource management and the care provided to persons with such a disorder. This article addresses this need and performs a systematic review of the identified high-quality scientific evidence and develops clinical practice recommendations. A total of 40 clinical trials and 1 meta-analysis evaluating the effects of social cognition interventions for persons with schizophrenia were selected for the present study. Taking into account the evidence available and its quality, the authors developed three clinical practice recommendations on the positive effects of these interventions. The analysis of the evidence of the quality of the studies shows that more randomized controlled trials with larger sample sizes and longer follow-ups are needed in order to establish more accurately the efficacy and effectiveness of social cognition interventions and therefore to favor the generalization of the results

Gender differences in individuals at high-risk of psychosis: a comprehensive literature review.

INTRODUCTION: To date, few studies have focused on the characterization of clinical phenomenology regarding gender in population at high-risk of psychosis. This paper is an attempt to summarize the findings found in the scientific literature regarding gender differences in high-risk populations, taking into account parameters studied in populations with schizophrenia and other psychotic disorders, such as incidence, clinical expression, duration of untreated illness (DUI), social functioning, and cognitive impairment prior to full-blown psychosis development. METHOD: Studies were systematically searched in PubMed. Studies using gender variable as a control variable were excluded. 12 studies met inclusion criteria. RESULTS: Most of the studies found a differential pattern between women and men as regards clinical, social, and cognitive variables in the prodromal phase, with worse performance in men except in cognitive functioning (more severe negative symptoms, worse social functioning, and longer DUI in men). Similar conversion rates over time were found between men and women. CONCLUSIONS: Many of the studies analyzed suggest that differences between men and women in the expression of psychosis extend across a continuum, from the subclinical forms of illness to the debut of psychosis. However, the small number of studies and their significant methodological and clinical limitations do not allow for firm conclusions.

Clinical case management for patients with schizophrenia with high care needs.

The aim of this study is to establish the effectiveness of a clinical case management (CM) programme compared to a standard treatment programme (STP) in patients with schizophrenia. Patients for the CM programme were consecutively selected among patients in the STP with schizophrenia who had poor functioning. Seventy-five patients were admitted to the CM programme and were matched to 75 patients in the STP. Patients were evaluated at baseline and at 1 year follow-up. At baseline, patients in the CM programme showed lower levels of clinical and psychosocial functioning and more care needs than patients in the STP. Both treatment programmes were effective in maintaining contact with services but the CM programme did not show advantages over the STP on outcomes. Differences between groups at baseline may be masking the effects of CM at one year follow-up. A longer follow-up may be required to evaluate the real CM practices effects.

Funcionamiento neuropsicológico de un paciente con trastorno orgánico de la personalidad / Neuropsychological functioning of a patient with organic personality disorder

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Considering variables for the assignment of patients with schizophrenia to a case management programme.

The elements and intensity of case management (CM) practices should be established according to patients' needs. Therefore, greater understanding of patients' needs in such community-based programmes is essential. This paper addresses this issue by characterizing two groups of patients receiving CM or a standard treatment programme (STP) and identifying the characteristics of patients receiving CM services. We recruited 241 patients with schizophrenia from 10 Adult Mental Health Centres in Barcelona (Catalonia, Spain). We analyzed the profile of new patients included in a clinical, non-intensive CM program against that of patients in a STP. CM patients, compared with STP patients, have a lower educational level and quality of life; greater use of health care services, and higher levels of psychiatric symptoms, disability and unmet needs. Community psychiatric visits, social services, education, physical health and needs were significantly associated with CM services. This study may help in identifying patients' needs and strengthening the CM programme.