Högskolan i Skövde

Background: Adolescents are growing up in a digital age, and it is common for them to have access to the internet. Social media use among adolescents has surged over the past twenty years. At the same time, there has been a rise in mental health issues among this age group. This qualitative systematic review aims to explore how digital media use influences adolescent mental health in a digitalized era.

Methods: A literature search was undertaken to locate articles published between January 2013 and November 2023 which examine the relationship between adolescents’ mental health and digitalization. A total of 384 full text articles were scanned for eligibility, of which 48 had a qualitative research design. 19 articles with a qualitative design were reviewed using thematic analysis.

Results: The findings of this study highlight the ways in which digital media use influences adolescent mental health. Four specific themes become visible through thematic analysis. Digital media use influences life circumstances by shaping daily activities and acting as a source of information and knowledge; it influences relationships with other individuals where mental health behaviors are simultaneously promoted and challenged in the digital interaction between adolescents; it influences individuals by supporting and challenging individuality and uniqueness while at the same time making individuals susceptible to anonymous and negative online scrutiny, harassment, and bullying; and finally, digital media use influences adolescents to construct strategies for good mental health in both online and offline settings.

Conclusion: Adolescents use digital media to manage their mood, create identities, and raise awareness on social issues, which can empower them and improve mental health. Digital media also has a negative impact on adolescents; it disrupts sleep and family time and contributes to a fear of missing out, body image issues, social comparison and cyberbullying. This qualitative systematic review highlights a need for future research into adolescent online strategies, how adults mediate digital media use and the role of digital industries in shaping behaviors. Teachers, parents, and health professionals can play an important role in supporting adolescents’ use of digital media in ways that promote their mental health.

BACKGROUND: Young people who are not in education or employment represent a population at increased risk of poor mental health due to psychosocial and structural factors. In Sweden, municipalities have a statutory responsibility to identify and support these young people through targeted interventions. Interactive program On the Inside (1) has been implemented within the municipality’s activity responsibility as a preventive, reflective intervention aimed at enhancing mental wellbeing, self-understanding, and personal agency. However, little is known about how the intervention functions for young people outside education and employment from a public health perspective. This study aimed to explore what worked, and why it worked, during the implementation of On the Inside within the municipality’s activity responsibility.

METHODS: The study employed a qualitative case study design. Data were collected through semi-structured interviews with young participants enrolled in the municipality’s activity responsibility and with staff delivering the intervention. Supplementary data included intervention materials and implementation documentation. Data were analysed using thematic analysis, focusing on perceived mechanisms of change and contextual factors influencing engagement.

RESULTS: Analysis indicated that relational trust, flexibility, and meaningful self-reflection were central to the intervention’s perceived effectiveness. The individual, non-judgmental approach facilitated engagement and reduced resistance to support. The emphasis on internal processes of change, rather than immediate educational or labour market outcomes, was perceived as strengthening mental wellbeing and readiness for change.

CONCLUSIONS: On the Inside appears to function as a health-promoting intervention by addressing psychosocial determinants of mental well-being and enhancing young people’s personal agency. These findings may inform the development of more equitable and context-sensitive public health strategies for young people at risk of long-term social exclusion.

Introduction: The pandemic caused by SARS-CoV-2 is having, and will continue to have, devastating indirect consequences, particularly in developing countries. Understanding vaccine acceptance, knowledge, and attitudes among healthcare workers is crucial, as they influence public opinion, community uptake, and vaccination decision-making. This study aimed to identify variables associated with SARS-CoV-2 vaccine uptake, knowledge, and attitude among health workers in level 2 and 3 facilities in Nairobi, Kenya.

Methods: A quantitative questionnaire was distributed to healthcare workers, and chi-square tests, Fisher's exact tests, t-tests, and one-way ANOVA were conducted to determine associations between variables.

Results: Vaccine uptake was significantly associated with knowledge index (p = 0.04), and nurses, assistant nurses, and physicians were more likely to be vaccinated than other health professions (p = 0.03). Knowledge index was significantly associated with age (p = 0.03), being female (p = 0.03), years of experience (p = 0.02), being vaccinated (p = 0.01), and attitude index (p < 0.01). A significant association was found between knowledge index and subcounty (p = 0.03). Dagoretti South, Embakasi East and Westlands had the lowest knowledge indexes among the subcounties. Attitude index was significantly associated with years of experience (p = 0.02), being vaccinated (p < 0.01), knowledge index (p < 0.01), and profession (p = 0.03).

Discussion: Despite high vaccination uptake and generally positive attitudes, essential knowledge gaps regarding COVID-19 vaccines persist. The knowledge gaps include COVID-19 vaccine myths such as believing that, or being unsure whether, the vaccine can alter genes, increase autoimmune diseases, or cause COVID-19 disease to the receiver. These findings highlight the importance of addressing vaccine misconceptions and improving health literacy to strengthen vaccination strategies and pandemic preparedness among primary health workers.

Bakgrund

I takt med att det digitala spåret blir alltmer centralt inom högre utbildning, har Canvas etablerats som ett kraftfullt pedagogiskt verktyg för undervisning, examination och bedömning i stora delar av Sverige. Alltmer krävs en pedagogisk digital kompetens, vilket Lund et al. (2014) beskriver som personlig och professionell innefattande både generiska och ämnesspecifika kunskaper. När en kurs är etablerad med godkänd kursplan innehållande lärandemål, undervisningsformer och kurslitteratur fortsätter lärarens arbete med att skapa innehåll i kursen. Examinator finns också med i arbetet som en kvalitetskontrollant av innehåll, examination och bedömning (HS, 2024). På kurssajten i Canvas paketeras innehåll i kursen utifrån en pedagogisk tanke med organisation och struktur som ska tydliggöra den röda tråden genom kursen (Edstrand & Sjöberg, 2023). Kurssajter i Canvas förekommer på kurser som ges både på campus och på distans. När kursen har givits ett antal gånger behövs justeringar i kursplanen och om det är stora justeringar inom examination eller antal poäng krävs en helt ny kursplan; den gamla kursplanen avvecklas. Frågan är hur lärare hanterar avveckling på ett sätt som är tillgängligt, effektivt, rättssäkert och meningsfullt där nuvarande och tidigare studenter ska få tillgång till en gemensam kommunikationsyta. Syftet var därför att skapa en kurssajt för avveckling och undersöka om och på vilket sätt den underlättade för hantering av examinationer i samband med avveckling.

Metod

En avvecklingssajt i Canvas skapades som stöd både för lärare och studenter för en effektiv och rättssäker examination. Involverade studenter och lärare tillfrågades om erfarenheter av att få arbeta i avvecklingssajten och vad det inneburit för dem. Erfarenheter har grupperats utifrån teman.

Resultat

Studenternas erfarenheter redovisas i tre teman; enkelt att hitta, överskådlig bild, samt visshet om var uppgifter ska ligga.\ Lärares erfarenheter redovisas i tre teman; enkel hantering, organisering av gruppuppgift, samt kommunikation på en plattform.

Konklusion

En separat kurssajt för avveckling medför enklare överblick, lättare kommunikation, transparens och tillgänglighet för studenter. Det medför också ett effektivt, rättssäkert och meningsfullt arbetssätt för lärare.

Referenser

Edstrand, E. & Sjöberg, J. (2023). Professional digital competence (PDC) in teacher education -- teacher candidates reasoning about programming when involved in problem-solving activities with digital tools. Journal of Digital Learning in Teacher Education, 39(3), 132--144. https://doi.org/10.1080/21532974.2023.2210317

Högskolan i Skövde. (2024). Riktlinjer för examination inom utbildning på grundnivå och avancerad nivå. Dnr HS 2024/688. https://www.his.se/globalassets/styrdokument/utbildning-grundniva-och-avancerad-niva/riktlinjer-examination-grundniva-avancerad-niva.pdf

Lund, A., Furberg, A. Bakken, J. & Lyngvær Engelien, K. (2014). What Does Professional Digital Competence Mean in Teacher Education? Nordic Journal of Digital Literacy, 9(4), 281--299. https://doi.org/10.18261/ISSN1891-943X-2014-04-04

Bakgrund: Avdelningen för folkhälsovetenskap vid Högskolan i Skövde förvaltar tre distansprogram inom folkhälsovetenskap - ett kandidat- och två magisterprogram. Pedagogisk utveckling utgör en central del av arbetet och studenternas åsikter har stort inflytande genom kontinuerliga kursutvärderingar och studentrådsmöten.

Från och med 2019 har Canvas använts som den gemensamma lärplattformen vid Högskolan Skövde. Det har framkommit från studenternas perspektiv att det saknas en tydlig kursstruktur på Canvas. För studenterna blir det en utmaning att upprepat försöka orientera sig i det digitala klassrummet istället för att direkt kunna fokusera på kursinnehållet och lärandemålen.

Syfte: Utveckla en gemensam kursmall för ämnets kurser för att adressera studenternas behov av en enhetlig struktur i det digitala klassrummet och för att stödja lärarna i det pedagogiska arbetet.

Metod: Under 2023 har programansvariga på avdelningen för folkhälsovetenskap vid Högskolan i Skövde utvecklat en gemensam kursstruktur för ämnets kurser. Arbetet är förankrat i The European Framework for the Digital Competence of Educators (DigCompEdu)[1] som är ett vägledande ramverk som beskriver pedagogiska färdigheter och kunskaper för effektiv integration av digital teknik i undervisningen. Ramverket inkluderar olika aspekter av digital kompetens såsom informations- och datorkunskap, och skapande av digitalt innehåll. Den kursmall som utvecklats knyter an till DigCompEdu gneom att tillhandahålla digitala verktyg och resurser som stöd till ämnets lärare i användningen av digital teknik för att möta de krav som modern digital distansundervisning innebär.

Resultat: Den utvecklade kursmallen erbjuder handledning till lärarna för att utveckla den grundläggande digitala strukturen för kurserna genom att använda relevanta digitala verktyg och tekniker inom ämnesområdet och undervisningsmetoden. Genom att tillhandahålla sådana resurser och stöd kan pedagogerna förbättra sina digitala färdigheter, vilket i sin tur leder till mer effektiv undervisning för studenterna.

[1] Punie, Y., editor(s), Redecker, C., European Framework for the Digital Competence of Educators: DigCompEdu, EUR 28775 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73718-3 (print),978-92-79-73494-6 (pdf), doi:10.2760/178382 (print),10.2760/159770 (online), JRC107466.

Background: Adolescence represents a critical developmental stage with significant implications for long-term health and wellbeing. As this period increasingly takes place within digital environments, concerns regarding adolescent mental health have intensified. Students enrolled in the Introductory Programs (IM) in upper secondary school constitute a particularly vulnerable population, exhibiting heightened risks for mental health challenges and potential future social exclusion. These factors make IM students a key population for targeted mental health promotion efforts, yet little is known about how they perceive such initiatives or what they hope to gain from participation. Accordingly, this study aimed to describe the expectations of IM students regarding the implementation of On the Inside in relation to their mental health.

Methods: This study employed a qualitative design guided by reflexive thematic analysis. Data were collected through semi-structured individual and focus group interviews with 17 students enrolled in IM programs. The interviews were conducted at the outset of the mental health interactive program On the Inside.

Results: Analysis yielded four themes: Establishing a balanced lifestyle as a foundation for growth; Finding focus and connection beyond the screen; Seeing yourself and others more clearly; and Building self-esteem through awareness and agency. These themes illustrate participants' perceptions of On the Inside as a valuable opportunity for personal reflection, emotional development, and intentional behavioral change aimed at enhancing mental wellbeing.

Conclusion: The findings highlight students' aspirations for increased self-awareness and alignment between their inner experiences and external lives, including their emotional needs, personal values, and life goals. Moreover, the study underscores the relevance of fostering healthier digital habits among adolescents to support mental wellbeing and positive development. These insights may inform the development and implementation of future mental health interventions targeting vulnerable youth populations.

Background and Objectives: Adolescents’ mental health is a public health concern. The prevalence of mental disorders is increasing, and there seems to be a gender difference, with girls reporting more mental health problems than boys, especially regarding internalizing problems. Most mental disorders debut early but often remain untreated into adulthood. Therefore, early detection of mental disorders is essential. The study aimed to estimate to what extent teenagers’ self-reports of mental health problems predict probable mental diagnoses as they enter adulthood, particularly regarding gender differences. Methods: Self-reported mental health problems, Youth Self-Report (YSR) at 15 years (n = 504) from the ongoing Finnish family competence study (FFC) using modified multivariable Poisson regression analysis for prediction of DAWBA (Development and Wellbeing Assessment) interview outcomes 3 years later. Results: Recently published Results (Carlén et al., 2022) showed that one unit’s increase in YSR was estimated to correspond to an increase in the relative risk of a probable DAWBA-based diagnosis by 3.3% [RR (95% CI) 1.03 (1.03–1.04), p < 0.001]. In gender-specific analysis, the Findings applied, particularly to girls. Conclusions: Youth Self-Report (YSR) scores at pubertal age predicted the risk of a probable mental diagnosis at the onset of adulthood, particularly for girls. Further research is needed to explain the lower sensitivity of YSR among boys. 

Background The situation concerning adolescent mental health is a global public health concern, and the concept includes the ability to cope with problems of everyday life. A person’s approach and attitude towards themselves, i.e., their self-esteem, affects mental health. The study aimed to appraise and deepen the scientific understanding of adolescents’ self-reported self-esteem at age 12−13 from a resource perspective and test its ability to predict subsequent perceived mental well-being at age 17.

Methods Data from the Longitudinal Research on Development in Adolescence (LoRDIA) prospective follow-up study of adolescents aged 12−13, and 17 (n=654) were analysed using ANCOVA. The outcome variable, perceived mental well-being (MWB), covers the aspects of mental well-being inspired by the “Mental Health Continuum,” representing positive mental health. Covariates were self-esteem (SE) and reported initially perceived MWB at age 12−13. Other independent explanatory variables were gender, the family’s economy, and the mother’s educational level.

Results Self-esteem appeared relatively stable from 12−13 to 17 years (M=20.7 SD=5.8 vs. M=20.5 SD=1.7). There was a significant but inverted U – shaped association between SE at age 12–13 and perceived MWB at age 17 [F (1, 646)=19.02, β-0.057; CI -0.08−-0.03, Eta=0.03, p=.000]. Intermediate but not strong SE predicted significantly good MWB. When conducting the ANCOVA for boys and girls separately, only the mother’s educational level was significantly positively associated with perceived MWB of girls.

Conclusions Good self-esteem in early adolescence increases the likelihood of an unchanged favourable development of self-esteem and the probability of good perceived mental well-being. SE explained 18 per cent of the variation of MWB, and even more among girls. However, normal SE rather than high SE at 12 and 13 years is predictive of later mental well-being. Girls reported low self-esteem more often. Therefore, supporting self-esteem early in life can promote mental well-being in adolescence.

Background

In today's society, people are experiencing the rapid development of digitalisation. Expecting parents may have difficulties evaluating the information online; they are not always sure which sources of information are trustworthy, and this exacerbates their feelings of anxiety. More research is needed to broaden the knowledge about how their use of digital sources may influence their health.

Question

The focus of this study was to explore expecting parents’ use of digital sources and how this influences their health during pregnancy.

Methods

A systematic review covered the thematic analysis of 39 articles.

Findings

The analysis resulted in the following theme: The digitalised society involves both opportunities and challenges, and expecting parents express a need for a variety of digital sources to improve their health, and sub-themes: Digital sources could promote parents’ health and well-being in a digitalised society; Consuming digital health information facilitates understanding, different feelings and social connections; and A variety of digital sources may facilitate parental identification and adaption to parenthood.

Conclusion

Different digital sources in our digitalised society mean access to information and opportunities to extend social connections for expecting parents. This can promote their ability to understand and adapt to parenthood, as well as to improve their health and well-being and make the parental transition. However, professional support during face-to-face consultations cannot always be exchanged to digital sources. It is important to base digital sources devoted to expecting parents and digitalisation overall on multi-sectorial collaborations and coordination between different organisations and the digital sources they provide.

Background: Mental health in adolescence is an increasing global public health concern. Over half of all mental disorders debut by 14 years of age and remain largely untreated up to adulthood, underlining the significance of early detection. The study aimed to investigate whether parental distress rating at the child's age of 15 predicts a probable mental diagnosis in a three-year follow-up.

Methods: All data was derived from the Finnish Family Competence (FFC) Study. The analysis focused on whether parental CBCL (Child Behavior Checklist) rating (n = 441) at the child's age of 15 years predicted the outcome of the child's standardised DAWBA (Development and Well-Being Assessment) interview at offspring's 18 years.

Results: Multivariable analysis showed that a one-unit increase in the total CBCL scores increased the relative risk of a DAWBA-based diagnosis by 3% (RR [95% CI] 1.03 [1.02-1.04], p < 0.001).

Conclusions: Parental CBCL rating in a community sample at the adolescent's age of 15 contributes to early identification of adolescents potentially at risk and thus benefitting from early interventions.