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The purpose of this paper is to explore the mental health literacy of schizophrenia in a South African community sample. This study is part of the growing interest in community mental health literacy.

A sample of 192 Black African participants from municipalities (Ditsobotla and Mahikeng) between 18 and 65 years participated in this study. Participants viewed fictional (male and female) sufferers of schizophrenia vignettes and responded to the same questions regarding each vignette. They completed a questionnaire examining the capacity to recognise schizophrenia as well as the capacity to source appropriate help.

For both vignettes, a substantial majority of participants indicated that older people believe that when a male is diagnosed with schizophrenia, the cause is traditional (spiritual). In contrast, more participants with lower education believed that medical reasons cause a female person’s diagnosis of schizophrenia.

Overall, the study highlights the complexity of beliefs about the causes of schizophrenia. It underscores the importance of considering cultural and educational factors in mental health research, practice and policy development.

By uncovering the differences in perceptions between older individuals and those with lower education levels, the study sheds light on previously unexplored aspects of mental health literacy and cultural understanding of schizophrenia.

While previous research has examined cultural beliefs about mental illness, this study specifically focuses on how age and education intersect with these beliefs, particularly regarding gender differences in diagnosis.

This unique approach contributes to the broader literature on mental health disparities. It has implications for tailored interventions and public health strategies aimed at addressing stigma and improving mental health outcomes in diverse populations.

This paper on the prevalence of attention deficit hyperactive disorder (ADHD) in schools holds immense significance due to its unique contribution to the existing body of knowledge. This study stands out as one of the few conducted in Uganda and the entire African continent. The purpose of this study is to establish the prevalence of ADHD symptoms in government primary schools in Wakiso District, Uganda. And also inform educational policies and interventions tailored to address the needs of children with ADHD in Uganda and globally.

The research paradigm adopted was pragmatism, an explanatory sequential mixed methods approach was used, with a quantitative sample of 1,067 participants (learners), 64 teachers who underwent a series of training to equip them with the necessary knowledge about ADHD filled questionnaires for the 1,067 learners, four teachers selected in each school, one teacher per class and a qualitative sample of 32 teachers and one key informant from 16 primary schools. Random and purposive sampling was used. The strengths and weaknesses of ADHD symptoms and normal behavior scale questionnaire was used for quantitative data collection, while qualitative data was gathered through interviews, observations and focus group discussion.

The results revealed an overall prevalence of ADHD symptoms of 11.60%, with inattention symptoms being more dominant than hyperactive/impulsivity symptoms (8.82%). There was no significant difference in prevalence between boys and girls, with primary one pupils having the highest prevalence of symptoms and primary four pupils having the lowest. Pupils aged 10–13 may be less susceptible to ADHD symptoms. The most prevalent symptoms were linked to interrupting or intruding behavior, failure to give attention to detail and inability to play quietly. Qualitative data from the key informant’s observations and teacher focus groups supported these findings.

Limited geographic scope: The study was conducted in only one district, Wakiso, in Uganda. However, this district is very densely populated with people from different cultural and economic background, making it representative of the entire country Uganda. While the response rates for both the quantitative and qualitative components were relatively high (95% and 84%, respectively), there is a possibility that those who chose to participate may have different experiences. But the response rate provided sufficient data for analysis according to the researcher.

The researcher recommends that further research is needed in other districts; also, there is a need to develop early intervention strategies for teachers and parents with ADHD children. More research is needed to better understand the primary causes and risk factors associated with ADHD in primary school children.

This study stands out as one of the few conducted in Uganda and the entire African continent on ADHD. By addressing this research gap, the paper adds valuable insights to the field of ADHD research, shedding light on the prevalence of ADHD symptoms, which can be used to investigate the impact of ADHD on academic performance within the Ugandan education system further. The findings of this study have the potential to inform educational policies and interventions tailored to address the needs of children with ADHD in Africa and beyond.

This paper aims to examine the role of bullying victimization in predicting psychopathology, encompassing post-traumatic stress disorder (PTSD), risk of developing prodromal psychosis and emotional and behavioural problems, among in-school Nigerian adolescents.

A total of 351 junior secondary students (n = 173 males, 178 females; age range: 9–17 years) were recruited from five randomly selected public secondary schools in Nigeria. Students completed a variety of self-report measures, including a socio-demographic questionnaire, the prodromal questionnaire – brief version, the strengths and difficulties questionnaire (SDQ) and the multidimensional peer victimization scale. They were also interviewed using the PTSD module of the Mini International Neuropsychiatric Interview-Kid Version.

Although bullying victimization was not found to predict the presence of PTSD, it predicted the risk of developing prodromal psychosis. All SDQ subscales also held significant positive associations with bullying victimization. This indicates that higher levels of victimization are associated with increased behavioural and emotional difficulties among adolescents.

The study findings add support to whole system approaches involving relevant stakeholders in health, education, social and criminal justice sectors via protective policies to address the problems of bullying in schools.

The study contributes to evidence demonstrating a need for improved understanding regarding the role of exposure to bullying victimization in predicting various forms of psychopathology. Furthermore, there is specifically a need for research with this focus in developing countries in sub-Saharan Africa and the Nigerian education system.

Sexual harassment is a worldwide and prevalent problem that can have severe consequences. The #MeToo movement has highlighted that sexual harassment is not an isolated event and is linked to misogynistic cognitions and other forms of sexual violence. However, there is a lack of research regarding the relationship between sexual harassment and its nomological network, particularly in the general population. Therefore, the purpose of this paper is to explore the nomological network of harassment.

The aim of this study was to explore the relationship between perception of harassment and rape myths (RMS), with paraphilia (fantasy and behaviour) as mediators. In addition, the prevalence of paraphilia in the general population was explored and gender difference was analysed. Frequencies, Pearson's r correlations, independent sample t-tests and mediation analyses were conducted on a sample of n = 254 participants from the general population.

Analyses revealed that half of the sample have engaged in at least one paraphilia behaviour. Furthermore, correlations between a more lenient perception of harassment, RM acceptance and paraphilia were found, as well as significant gender differences. Finally, mediation models revealed a strong relationship between RM acceptance and a more lenient perception of harassment, with paraphilia mediating this relationship.

This study has several implications, highlighting the role of misogynistic cognitions in predicting a lenient perception of sexual harassment, and thus, proposing a key focus for prevention and intervention models.

This research is mostly conducted on male samples in these areas; thus, this study aimed to collect data from a diverse sample that may provide a better overview of sexual harassment and its nomological network.

As technology becomes more widely accessible, there is a growing concern about internet gaming disorder (IGD) around the world. The aim of this study is to evaluate the prevalence of IGD and also assess the effects of depression, anxiety, stress and insomnia levels on the IGD of youths in Bangladesh.

A cross-sectional quantitative study design was used to collect data from the youths of different locations in Bangladesh between October 21, 2023 and January 15, 2024. A total of 501 samples were collected using the convenience sampling technique. The following measurement scales were Internet Gaming Disorder Scale short form, depression, anxiety and stress scales and insomnia severity index, which were used to assess scores for IGD, psychological distress and insomnia, respectively.

The study found that the prevalence of IGD was 9.8%. IGD was shown to be significantly associated with depression, anxiety and stress. Aside from that, IGD and insomnia had a significant association, as did a friendly family environment.

The generalizability of the results could be improved by conducting additional studies with a more diverse sample, such as the general population or a different age group.

The study will help the government reduce the prevalence of IGD, improving the mental and physical health of youth.

No research has been conducted on youth and different professions in Bangladesh. There has also been very little research on the prevalence of gaming addiction and mental health.

This study aims to examine the relationship between teacher ideals and attitudes toward peers with autism spectrum disorder (ASD) among teacher college students, and the effect of knowledge of ASD identification on this relationship.

This study used a quantitative approach and included 341 teacher college students. A vignette was used to assess social and professional attitudes toward peers with ASD. The participants were divided into identification and nonidentification groups based on how accurately they identified the peer depicted in the vignette as having ASD. A teacher ideals questionnaire consisting of two subscales indicating different ideal teachers − a dedicated/engaging teacher (e.g. a teacher who can work with enthusiasm) and a skillful teacher (e.g. a teacher who is knowledgeable) − was developed and administered to evaluate the participants’ teacher ideals and self-perceptions of a teacher.

In the nonidentification group, ideals of a skillful teacher were significantly correlated with social attitudes toward peers with ASD. The identification group exhibited no significant correlations between ideals and social attitudes. Furthermore, the self-perceptions of being a dedicated/engaging teacher was significantly correlated with professional attitudes toward peers with ASD in the identification group.

To the best of the authors’ knowledge, this study is the first to examine the relationship between teacher ideals and attitudes toward peers with ASD. Teacher ideals were related to negative social attitudes toward peers with ASD. While knowledge of ASD identification weakens this relationship, it may drive the relationship between self-perceptions of a teacher and professional attitudes toward peers with ASD. Therefore, ASD education is important for reducing the stigma toward ASD in teacher education.

The purpose of this study is to develop a conceptual model, ProvKOS, for tracking the provenance of change activities in a knowledge organization system (KOS). By extending current provenance practices, this model represents dynamic changes in a KOS more effectively.

We take a five-step approach to develop the conceptual model, including content analysis of KOS editorial data, environmental scan of existing provenance models, development of persona-specific provenance questions and a participatory design with stakeholders to ensure the model’s utility.

We introduce (1) a taxonomy of editorial activities for a KOS; (2) a conceptual model ProvKOS, which extends existing models PROV and Simple Knowledge Organization Systems (SKOS). We also provide detailed data dictionaries for the entities, activities and warrants classes proposed in the model. A use case on “gender dysphoria” in Dewey Decimal Classifications (DDCs) is provided to illustrate the implementation of ProvKOS. This shows ProvKOS’s ability to capture KOS changes effectively and to link external resources relating to the changes.

Further validation may be needed to implement the ProvKOS model across various types of KOSs.

ProvKOS can help improve machine readability, querying and analysis of a KOS. Especially within the linked data environment, the enhanced provenance documentation through ProvKOS can enable a network of KOSs, which will then inform better linked data or knowledge graph designs.

By facilitating better tracking of changes within a KOS and across KOSs, ProvKOS can enhance the accessibility and usability of knowledge bases across different cultural and social contexts, thus better supporting inclusive information practices.

The proposed model is novel in two ways: one, its ability to represent dynamic change activities in a KOS, which has not been discussed anywhere else; two, it supports the interconnectivity across KOSs by providing a “warrant” class to substantiate the context of changes.

This study aims to examine the status of personality dysfunction and its sociodemographic and psychological correlates among university students in Jordan.

This study used a cross-sectional, descriptive-correlational design. It was conducted in Jordan targeting 440 university students using a structured format of online survey during the period January to February 2024. Academic anxiety, loneliness, personality dysfunctions and self-esteem were the used measures in this study.

Students had moderate levels of global personality dysfunction, low to moderate levels of perception of self-esteem toward themselves, moderate to high levels of academic stress and moderate levels of loneliness. The analysis showed a significant and positive association between academic year and personality dysfunction (p = 0.004). On the contrary, no significant relationship was detected between GPA and personality dysfunction (p = 0.073). Using regression analysis, the model that included all the variables was significant (F _6,439 = 8.67, p < 0.001). In this model, the analysis showed that loneliness in the relationship with family (B = 2.08, p < 0.001) and loneliness due to friendship (B = 1.20, p = 0.035) are significant risk factors for developing personality dysfunctions.

One limitation of this study is related to the sample and the setting. The use of an online survey and convenience sampling techniques resulted in underrepresentation of the entire types of universities.

The research provides empirical insights into the association between personality dysfunction among university students and feelings of loneliness, which vary depending on students academic level. Additionally, academic anxiety and self-esteem were found to be associated with or predictive of personality dysfunctions among students.

The current research enhances our understanding of the factors contributing to personality dysfunctions among university students. Connectedness to family and strong robust binding to friends served as protective against personality dysfunctions.

This study emphasizes the role of social relationships and psychosocial well-being in enhancing the mental well-being of university students.

In response to growing concerns over the negative consequences of Internet addiction on adolescents’ mental health, coupled with conflicting results in this literature stream, this meta-analysis sought to (1) examine the association between Internet addiction and depressive symptoms in adolescents, (2) examine the moderating role of Internet freedom across countries, and (3) examine the mediating role of excessive daytime sleepiness.

In total, 52 studies were analyzed using robust variance estimation and meta-analytic structural equation modeling.

There was a significant and moderate association between Internet addiction and depressive symptoms. Furthermore, Internet freedom did not explain heterogeneity in this literature stream before and after controlling for study quality and the percentage of female participants. In support of the displacement hypothesis, this study found that Internet addiction contributes to depressive symptoms through excessive daytime sleepiness (proportion mediated = 17.48%). As the evidence suggests, excessive daytime sleepiness displaces a host of activities beneficial for maintaining mental health. The results were subjected to a battery of robustness checks and the conclusions remain unchanged.

The results underscore the negative consequences of Internet addiction in adolescents. Addressing this issue would involve interventions that promote sleep hygiene and greater offline engagement with peers to alleviate depressive symptoms.

This study utilizes robust meta-analytic techniques to provide the most comprehensive examination of the association between Internet addiction and depressive symptoms in adolescents. The implications intersect with the shared interests of social scientists, health practitioners, and policy makers.