Prevalence of symptoms, ever having received a diagnosis and treatment of depression and anxiety, and associations with health service use amongst the general population in two Russian cities
Little is known about the burden of common mental disorders in Russia despite high levels of suicide and alcohol-related mortality. Here we investigated levels of symptoms, self-reports of ever having received a diagnosis and treatment of anxiety and depression in two Russian cities.
The study population was men and women aged 35–69 years old participating in cross-sectional population-based studies in the cities of Arkhangelsk and Novosibirsk (2015–18). Participants completed an interview which included the PHQ-9 and GAD-7 scales, questions on whether participants had ever received a diagnosis of depression or anxiety, and health service use in the past year. Participants also reported current medication use and medications were coded in line with the WHO anatomical therapeutic classification (ATC). Depression was defined as PHQ-9 ≥ 10 and Anxiety as GAD-7 ≥ 10.
Age-standardised prevalence of PHQ-9 ≥ 10 was 10.7% in women and 5.4% in men (GAD-7 ≥ 10 6.2% in women; 3.0% in men). Among those with PHQ-9 ≥ 10 17% reported ever having been diagnosed with depression (equivalent finding for anxiety 29%). Only 1.5% of those with PHQ-9 ≥ 10 reported using anti-depressants and 0.6% of those with GAD-7 ≥ 10 reported using anxiolytics. No men with PHQ-9 ≥ 10 and/or GAD-7 ≥ 10 reported use of anti-depressants or anxiolytics. Use of health services increased with increasing severity of both depression and anxiety.
There was a large gap between symptoms and reporting of past diagnosis and treatment of common mental disorders in two Russian cities. Interventions aimed at improving mental health literacy and reducing stigma could be of benefit in closing this substantial treatment gap.
The Depression, Anxiety, and Stress Scales-21 (DASS-21) is one of the most common instruments for assessing psychological distress . The aim of this study was to examine the psychometric properties of the Russian DASS-21. The participants were 1,153 Russian-speaking adults aged 18 to 84 years. In addition to the Russian DASS-21, the participants completed the Symptom Check List-90-Revised (SCL-90-R) and Short Form Health Survey (SF-36). A series of confirmatory factor analyses showed the bifactor structure of the Russian DASS-21, full invariance by gender and partial invariance by age. The Russian DASS-21 scores were negatively correlated with the SF-36 scores and positively associated with the SCL-90-R scores, suggesting the convergent validity. The Cronbach’s alpha coefficients were 0.90, 0.85 and 0.91 for the depression, anxiety, and stress subscales, and 0.95 for the general psychological distress score, indicating the internal reliability. Thus, the Russian DASS-21 is a valid and reliable instrument and can be used for screening and monitoring psychological distress in Russian-speaking respondents.
Objectives. Arterial blood pressure and serum blood glucose concentration, and the level of anxiety, as determined by the Spielberger test, as physical and psychological markers of stress under “modernization”, were studied in groups of native Siberians: the Khanty and the Mansi.
Results. The fraction of respondents with a high level of anxiety is 64% of the total sample. The average values of systolic and diastolic blood pressure are higher among natives living in large than in small “national” settlements (p<0.05). The arterial blood pressure of town dwellers is even higher. The same patterns are seen in the blood serum glucose concentrations in female samples. The average arterial blood pressure (in males and females) and the blood serum glucose concentration (in females) increases as people diverge from “traditional” lifestyles.
Conclusions. The results demonstrate that “modernization” and urbanization have a serious stressing influence on the aborigines of North Siberia.
The textbook presents the history and current state of the problem area, tools for its study, describes the phenomenology of adolescent depression against the background of socio-economic and socio-psychological conditions, provides data highlighting the problem from different sides. The phenomenon of depression is presented not in isolation, but in connection with a wide range of psychological parameters. The considered methods are successfully and qualitatively adapted for use on domestic samples.
RaPID-3 aims to be an interdisciplinary forum for researchers to share information, findings, methods, models and experience on the collection and processing of data produced by people with various forms of mental, cognitive, neuropsychiatric, or neurodegenerative impairments, such as aphasia, dementia, autism, bipolar disorder, Parkinson's disease or schizophrenia. Particularly, the workshop's focus is on creation, processing and application of data resources from individuals at various stages of these impairments and with varying degrees of severity. Creation of resources includes e.g. annotation, description, analysis and interpretation of linguistic, paralinguistc and extra-linguistic data (such as spontaneous spoken language, transcripts, eyetracking measurements, wearable and sensor data, etc). Processing is done to identify, extract, correlate, evaluate and disseminate various linguistic or multimodal phenotypes and measurements, which then can be applied to aid diagnosis, monitor the progression or predict individuals at risk.
The article is devoted to personality traits in choosing coping strategies of behavior in an organizational conflict. The research deals with such personality traits as empathy, locus of control, anxiety, self-appraisal and temperament. The author examines the influence of gender, age, working and managerial experience of an employee on the choice of coping strategies.
Several approaches to the concept of fatherhood present in Western sociological tradition are analyzed and compared: biological determinism, social constructivism and biosocial theory. The problematics of fatherhood and men’s parental practices is marginalized in modern Russian social research devoted to family and this fact makes the traditional inequality in family relations, when the father’s role is considered secondary compared to that of mother, even stronger. However, in Western critical men’s studies several stages can be outlined: the development of “sex roles” paradigm (biological determinism), the emergence of the hegemonic masculinity concept, inter-disciplinary stage (biosocial theory). According to the approach of biological determinism, the role of a father is that of the patriarch, he continues the family line and serves as a model for his ascendants. Social constructivism looks into man’s functions in the family from the point of view of masculine pressure and establishing hegemony over a woman and children. Biosocial theory aims to unite the biological determinacy of fatherhood with social, cultural and personal context. It is shown that these approaches are directly connected with the level of the society development, marriage and family perceptions, the level of egality of gender order.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.