Mental Health and Interpersonal Relationships Impact in Psychological and Physical Symptoms During Adolescence

  • Tânia Gaspar Universidad de Huelva
  • Gina Tomé Universidad de Lisboa
  • Ana Cerqueira Universidad de Lisboa
  • Fábio Botelho Guedes Universidad de Lisboa
  • Marta Raimundo Universidad de Lisboa
  • Margarida Gaspar de Matos Universidad de Lisboa

Palabras clave:

salud mental, relaciones interpersonales, apoyo social, síntomas físicos y psicológicos, adolescentes.

Resumen

Este artículo tuvo como objetivo examinar el impacto de los factores de salud mental y de las relaciones interpersonales sobre los síntomas físicos y psicológicos en adolescentes. La muestra estuvo formada por 8215 estudiantes, de los cuales 4327 fueron niñas (52,7%), con una edad media de 14,36 años (DT = 2,28), que participaron en el estudio Health Behavior in School aged Children/HBSC. Se realizaron estadísticos descriptivos, ANOVA y regresiones logísticas para dos variables dependientes en este estudio: los síntomas psicológicos y los síntomas físicos. En general, las niñas mostraron valores de síntomas físicos y psicológicos, ansiedad / estrés y depresión que fueron menos positivos en comparación con los niños. Los adolescentes mayores mostraron asimismo valores menos positivos en dichas variables, excepto en la variable ansiedad / estrés, que presenta valores más altos en adolescentes más jóvenes. Las niñas y los adolescentes mayores tuvieron valores positivos más bajos con respecto a las relaciones con la familia, los maestros y los compañeros que los niños y los adolescentes más jóvenes. El género femenino, mayores valores de depresión y un menor apoyo de la familia contribuyeron fuertemente a la explicación de los síntomas psicológicos y físicos. La varianza explicada por género y por depresión fue mayor en el caso de síntomas psicológicos en comparación con los síntomas físicos, mientras que la varianza explicada por las relaciones familiares fue mayor en el caso de los síntomas físicos que en los síntomas psicológicos. Este estudio identifica una relación positiva entre la salud mental (menos síntomas físicos y psicológicos, y menor depresión y ansiedad) y relaciones más positivas con la familia, los compañeros y profesores, además de algunas diferencias por género y edad. Estos resultados tienen importantes implicaciones en términos de políticas públicas para el contexto familiar y escolar.

Descargas

La descarga de datos todavía no está disponible.

Altmetrics

Biografía del autor/a

Tânia Gaspar, Universidad de Huelva
Assistant Professor Department of Social, Developmental and Educational Psychology

Citas

Allen, K. A., & McKenzie, V. L. (2015). Adolescent mental health in an Australian context and future interventions. International Journal of Mental Health, 44(1-2), 80-93. https://doi.org/10.1080/00207411.2015.1009780

Angley, M., Divney, A., Magriples, U., & Kershaw, T. (2015). Social support, family functioning and parenting competence in adolescent parents. Maternal and child health journal, 19(1), 67–73. https://doi.org/10.1007/s10995-014-1496-x

Armstrong, D., Price, D., & Crowley, T. (2015). Thinking it through: a study of how pre-service teachers respond to children who present with possible mental health difficulties. Emotional and Behavioural Difficulties, 20(4), 381-397. https://doi.org/10.1080/13632752.2015.1019248

Armstrong, M.I., Birnie-Lefcovitch, S., & Ungar, M.T. (2005). Pathways Between Social Support, Family Well Being, Quality of Parenting, and Child Resilience: What We Know. Journal of Child and Family Studies 14, 269–281. https://doi.org/10.1007/s10826-005-5054-4

Berger, C., Alcalay, L., Torretti, A., & Milicic, N. (2011). Socio-emotional well-being and academic achievement: Evidence from a multilevel approach. Psicologia: reflexão e crítica, 24(2), 344-351.

Bronfenbrenner, U. (2005). The bioecological theory of human development. In U. Bronfenbrenner (Ed.), Making human beings human: Bioecological perspectives on human development (pp. 3-15). Sage Publications.

Camacho, I., Matos, M. G., Tomé, G., Reis, M., Jiménez-Iglesias, A., Moreno, M.C., & Galvão, D. (2017). Brothers and Sisters - “More” is Better? Effects on School, Violence and Health. World Journal of Educational Research, 4(2), 313-326. https://doi.org/10.22158/wjer.v4n2p313

Caprara, G., & Steca, P. (2005). Affective and social self-regulatory efficacy beliefs as determinants of positive thinking and happiness. European Psychologist, 10(4), 275-286.

Chan, M. (2010). Mental health and development: targeting people with mental health conditions as a vulnerable group. World Health Organization. https://www.who.int/mental_health/policy/mhtargeting/development_targeting_mh_summary.pdf

Eom, C. S., Shin, D. W., Kim, S. Y., Yang, H. K., Jo, H. S., Kweon, S. S., Kang, Y. S., Kim, J. H., Cho, B. L., & Park, J. H. (2012). Impact of perceived social support on the mental health and health?related quality of life in cancer patients: results from a nationwide, multicenter survey in South Korea. Psycho?Oncology, 22(6), 1283-1290. http://doi.org/10.1002/pon.3133

Feeney, B. C., & Collins, N. L. (2014). A theoretical perspective on the importance of social connections for thriving. In M. Mikulincer & P. R. Shaver (Eds.), The Herzliya series on personality and social psychology. Mechanisms of social connection: From brain to group (p. 291–314). American Psychological Association. https://doi.org/10.1037/14250-017

Fontes, M., Rivera, H., Peñaloza, J., Cedeno, M., & Rodríguez-Orozco, A. (2012). Family functioning and their relationship with social support networks in a sample of families in the city of Morelia, Mexico. Salud Mental, 35(2), 147-154.

Fuller-Iglesias, H. R., Webster, N. J., & Antonucci, T. C. (2015). The complex nature of family support across the life span: Implications for psychological well-being. Developmental psychology, 51(3), 277. http://doi.org/10.1037/a0038665

Gaspar, T., Tomé, G., Ramiro, L., Almeida, A. & Matos, M. (2020). Ecossistemas de aprendizagem e bem-estar: fatores que influenciam o sucesso escolar. Psicologia, Saúde & Doenças, 21(2), 462-481 http://dx.doi.org/10.15309/ 20psd210221

Gaspar, T., Tomé, G., Gómez-Baya, D., Guedes, F. B., Cerqueira, A., Borges, A., & Matos, M. G. (2019). O bem-estar e a saúde mental dos adolescentes portugueses. Revista de Psicologia da Criança e do adolescente, 10(1), 17-28.

Gaspar, T., & Matos, M. G. (2017). Parenting practices: parent’s perception of the impact in children psychological wellbeing. SM Journal of Family Medicine, 1(1), 1-6.

Gaspar, T., Matos, M. G., Foguet, J., Ribeiro, J. L., & Leal, I. (2010). Parent-child perceptions of quality of life: Implications for health intervention. Journal of Family Studies, 16(2), 143-154. https://doi.org/10.5172/jfs.16.2.143

Gaspar, T., Matos, M. G., Ribeiro, J. L., Leal, I., Erhart, M., & Ravens-Sieberer, U. (2012). Health-related quality of life in children and adolescents: subjective wellbeing. Spanish Journal of Psychology, 15(1), 177-186. https://doi.org/10.5209/rev_SJOP.2012.v15.n1.37306

Gaspar, T., Matos, M. G., Ribeiro, L. J., Leal, I. & Ferreira, A. (2009). Health-related quality of life in children and adolescents and associated factors. Journal of Cognitive and Behavioral Psychotherapies, 9(1), 33-48.

Gaspar, T., Matos, M., Ribeiro, J. L., Leal, I., Erhart, M., & Ravens-Sieberer, U. (2010). Kidscreen: Quality of life in children and adolescents. Journal of Child and Adolescent Psychology, 1, 49-64.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Hobfoll, S. E. (2002). Social and psychological resources and adaptation. Review General Psychology, 6(4), 307-324. http://doi.org/10.1037/1089-2680.6.4.307

Holt-Lunstad, J., & Uchino, B. M. (2015). Social support and health. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health Behavior – Theory, research and practice (5th ed.). John Wiley & Sons

Inchley, J. C., Currie, D. B., Young, T., Samdal, O., Torsheim, T., Augustson, L., Mathison, F., Aleman-Diaz, A., Molcho, M., Weber, M. & Barnekow, V. (Eds.) (2016). Growing up unequal: gender and socioeconomic differences in young people’s health and well-being: Health Behaviour in School-aged Children (HBSC) study: international report from the 2013/2014 survey. World Health Organization (WHO) Regional Office for Europe.

Kong, F., Ding, K., & Zhao, J. (2015). The relationships among gratitude, self-esteem, social support and life satisfaction among undergraduate students. Journal of Happiness Studies, 16(2), 477-489. http://doi.org/10.1007/s10902-014-9519-2

Lee, C. Y. S., & Goldstein, S. E. (2016). Loneliness, stress, and social support in young adulthood: Does the source of support matter? Journal of youth and adolescence, 45(3), 568-580. http://doi.org/10.1007/s10964-015-0395-9

Lewis, A. D., Huebner, E., Malone, P. S., & Valois, R. F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence, 40, 249–262. https://doi.org/10.1007/s10964-010-9517-6.

Liu, L., Gou, Z., & Zuo, J. (2016). Social support mediates loneliness and depression in elderly people. Journal of health psychology, 21(5), 750-758. http://doi.org/10. 1177/1359105314536941

Marques, S. C., Lopez, S. J., Fontaine, A. M., Coimbra, S., & Mitchell, J. (2015). How much hope is enough? Levels of hope and students’ psychological and school functioning. Psychology in the Schools, 52, 325–334. https://doi.org/10.1002/ pits.21833.

Matos, M. G., & Equipa Aventura Social. (2018). A Saúde dos Adolescentes após a Recessão - Dados nacionais do estudo HBSC de 2018 ebook. www.aventurasocial.com

Matos, M. G., Gaspar., T., & Equipa Aventura Social. (2020). Estudo Health Behaviour in School-aged Children (HBSC/OMS) Internacional - 2018 (ebook). www.aventurasocial.com

Matos, M. G., Camacho, I., Reis, M., Tomé, G., Branquinho, C., & Ramiro, L. (2017). Is truth in the eyes of the beholder? Or are Portuguese schools, as viewed by Portuguese pupils, mismatching with what the educational system offers? Vulnerable Children and Youth Studies, 1-11. https://doi.org/10.1080/ 17450128.2017.1363447

Matos, M. G., Simões, C., Camacho, I., Reis, M., & Equipa Aventura Social. (2015). Relatório do estudo HBSC 2014. A saúde dos adolescentes portugueses em tempos de recessão – Dados nacionais do estudo HBSC de 2014. Centro de Malária e outras Doenças Tropicais/IHMT/UNL e FMH/Universidade de Lisboa.http://aventurasocial.com/arquivo/1437158618_RELATORIO%20HBSC%202014e.pdf

Melrose, K. L., Brown, G. D., & Wood, A. M. (2015). When is received social support related to perceived support and well-being? When it is needed. Personality and Individual Differences, 77, 97-105. http://doi.org/10.1016/j.paid.2014.12.047

Mundia, L. (2013). Relationship between mental health and teaching. International Journal of Mental Health 42(2-3), 73-98. https://doi.org/10.2753/IMH0020-7411420205

Nguyen, A. W., Chatters, L. M., Taylor, R. J., & Mouzon, D. M. (2016). Social support from family and friends and subjective well-being of older African Americans. Journal of happiness studies, 17(3), 959-979. http://doi.org/10.1007/s10902-0159626-8

Rook, K. S. (2015). Social networks in later life: Weighing positive and negative effects on health and well-being. Current Directions in Psychological Science, 24(1), 45-51. http://doi.org/10.1177/0963721414551364

Tahir, W. B. E., Inam, A., & Raana, T. (2015). Relationship between social support and self-esteem of adolescent girls. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 20(2), 42-46. http://doi.org/10.9790/0837-20254246

Taylor, Z. E., Conger, R. D., Robins, R. W., & Widaman, K. F. (2015). Parenting practices and perceived social support: longitudinal relations with the social competence of Mexican-origin children. Journal of Latina/o psychology, 3(4), 193–208. https://doi.org/10.1037/lat0000038

Thoits, P. A. (2011). Mechanisms linking social ties and support to physical and mental health. Journal of health and social behavior, 52(2), 145-161. http://doi.org/10. 1177/0022146510395592

Tomé, G., Almeida, A., Ramiro, L., Gaspar, T., & Matos, M. G. (2020 in press). Intervention in Schools promoting mental health and well-being: a systematic review. Global Journal of Community Psychology Practice.

Tomé, G., Matos, M. G., Camacho I., Gomes, P., Reis, M., & Branquinho, C. (2018). Mental health promotion in school context – validation of the Es’cool scale for teachers. Journal of Psychiatry and Behavioral Sciences, 2, 1-11. http://doi.org/ 10.33582/2637-8027/1009

Turner, R. J., & Brown, R. L. (2010). Social support and mental health. In T. L. Scheid & T. N. Brown, A handbook for the study of mental health (pp. 200-212). Cambridge University Press.

Umberson, D., & Montez, J. K. (2010). Social relationships and health: a flashpoint for health policy. Journal of Health and Social Behavior, 51(S), S54-S66. https://doi.org/10.1177/0022146510383501

Varga, S. M., & Zaff, J. F. (2017). Webs of support: An integrative framework of relationships, social networks, and social support for positive youth development. Adolescent Research Review, 3(1), 1-11. http://doi.org/ 10.1007/s40894-017-0076-x

World Health Organization. (2004). Promoting mental health: concepts, emerging evidence, practice (Summary Report). https://www.who.int/mental_health/ evidence/en/promoting_mhh.pdf

Publicado
2020-12-18
Cómo citar
Gaspar, T., Tomé, G., Cerqueira, A., Botelho Guedes, F., Raimundo, M., & Gaspar de Matos, M. (2020). Mental Health and Interpersonal Relationships Impact in Psychological and Physical Symptoms During Adolescence. Erebea. Revista de Humanidades y Ciencias Sociales, 10. https://doi.org/10.33776/erebea.v10i0.4957