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From December 2019 onwards, the COVID-19 pandemic brought with it several health, social and economic issues, particularly associated with home confinement measures, lockdown, and fear of being infected or otherwise affected by the virus, or even die. As with everybody else, children and young people are experiencing a new reality. The question is how well, and how long will it take for recovery. Furthermore, what is the likely affective, social, academic and economic cost for this recovery. There are at least four psychosocial scenarios that must be separately analysed: children and young people with previous mental ill health that may be left unattended by health services; those who may have a first episode of mental ill health during home confinement and had no health care; those with psychosocial vulnerabilities that may be left under-monitored and exposed to undermining circumstances, and finally those that have faced a huge change in their routines and may have formed a relatively stable pessimistic outlook that affects their wellbeing. Social isolation and quarantine have precipitated a decrease in wellbeing and an increase in mental health problems and psychosocial vulnerabilities, plus a lowering of general capacity for health, education and social security care. Confined children and young people are separated from their usual social support, deprived of the personal freedom that they are used to, and see a comprehensive change in the usual life routine and lifestyle with an enormous change in physical, social, affective and even digital environments. All children and young people are in need of a monitoring system and of arrangements to promote social participation and engagement, that runs at the same time as their return to school. Mitigating negative mental health effects requires a concerted effort from the general population, policy makers, education and healthcare professionals. Moreover, international health and educational organisations have advised governments that this action would benefit by being proactive: meaning there is an urgent need to get ready immediately – being ready for the "day after", thinking ahead and being able to put together in the field and on time, an adequate nation-wide, participatory, multidisciplinary, mental health related set of interventions.

Self-harm behavior refers to the intentional self-destruction or alteration of body tissue without deliberate suicidal intent. Studies claimed self-harm as being associated to obsessive-compulsive characteristics and eating disorders, emotion-regulation functions when interpersonal distress occurs and physiological reactivity during a distressing task in association to social problem-solving deficits. Three national studies referring to young people will be presented. The main study's aim was to understand frequency of self-harm in Portuguese students and understanding the associations between self-harm and risk behaviors. A convenience sample of 206 was collected among high school and university students. The instrument used was a self-completed questionnaire: "Teens Self-Destructive Scale". A minority of self-harmers was found. Results suggested associations between self-harm, eating disorders and difficulties regarding self-regulation of emotions and that self-harm can be considered a non-adaptive and not successful personal strategy to manage emotions. Findings from the other two national studies will be referred. All together, these findings demonstrate the relevance of studies in this domain and helped producing guidelines in terms of therapeutic interventions. During the last decades, young people became more literate regarding health information and more aware of risk behaviors, but did not improve their literacy about emotions and how to deal with them. Are we in need for a "positive" approach to mental health promotion in young people?
Key words: protective factors, risk factors, self-harm, students.

In addition to the empirical validation of 'health and happiness' determinants, theoretical models suggesting where to ground actions are necessary. In the beginning of the twentieth century, intervention models focused on evaluation and empirical validation were only concerned about overt behaviours (verbal and non-verbal) and covert behaviours (cognitions and emotions). Later on in the middle of the century, there was a shift from treating the problems to a positive approach, focused on promoting assets and individual strengths. Thus, the role of social competences, self-regulation and resilience became salient. Researchers also highlighted the importance of social cohesion and social support, as active health and wellbeing facilitators. More recently, in the twentyfirst century, the population's engagement (positive engagement) has become crucial. This paper presents the evolution of this theoretical and scientific path, using Portugal as a case study, where early interventions focused on the positive aspects of both covert and overt behaviours, while more recent interventions included explicitly the perspective of youth engagement and participation, as is the case of the Dream Teens Project. It is expected that the political and professional understanding of this trajectory will allow professionals to provide better health and educational services, improving young people's engagement, quality of life, health and wellbeing ; peer-reviewed

AbstractThe influence that social factors (relationship with teachers, peers and family support), future expectations, physical and psychological symptoms exert on the adolescents' tobacco and alcohol consumption is analyzed, and the differences between users and non‐users are analyzed as well. This work is part of the HBSC study. The results show that substance use is associated with more physical and psychological symptoms, worse relationship with teachers and peers, less family support, and lower future expectations. It is important to intervene towards the construction of more positive future expectations and relationships and the promotion of physical and psychological well‐being, as protective factors against substance use.

Versión editor ; The World Health Organization (WHO) recognizes that health and well-being are essential to achieving the United Nations (UN) Development Agenda 2030, which includes the goal of empowering people to adopt active lifestyles while protecting the planet's health. This article aims at exploring how exercise performed in different natural settings can contribute to improving health and to a more sustainable world. We define "exercise" as a form of physical activity undertaken to increase fitness, health, and well-being, and argue for the importance of "green" and "blue" exercise as forms of physical activity that are associated with the protection and sustainability of natural settings and the promotion of planetary health. Blue and green exercise should become a focus of public policies, especially when outdoor activities are being identified as fundamental for the promotion of mental, physical, social, and spiritual health. The current paper intends to raise the awareness of political decision-makers and professionals in education, environment, and heath sectors for the potential of green and blue exercise as specific exercise practices that are healthy, joyful, and environmentally friendly

RICHE was the response to a call under HEALTH-2009-3.3-5, with the title of 'European child health research platform'. The call text asked us to "address the diversity and fragmentation in child health research in Europe in an inclusive multidisciplinary way, identifying existing research programmes in Member States, recent advances and identification of gaps to explore road maps for the future of child health research in Europe". Project structure A consortium, with a final total of 23 partners, and two associate (i.e. unfunded) partners, responded to this call. We designed a project with a linear structure, where the main focus of activity moved from work on the Inventory, and Indicators and Measurement, in Year 1, to work on Gaps in Year 2, finishing with the preparation of the Roadmap in year 3. The final 6 months (Year 4) were largely dissemination. The Platform, which is instantiated in our website, supported all of the other parts,, and was a focus for communication and dissemination throughout the project. Each workpackage focused on a specific area of work, but each fed into its successors, and all leaders and partners worked closely together. Each group produced a number of technical reports and other outputs. The final output was a Roadmap for future investment in European child health research. This has been widely disseminated, and has fed at Commission level and National level into the Horizon 2020 call preparation process. RICHE Roadmap The RICHE Roadmap is based upon a sound, scientific evidence base, which we had gathered as part of our earlier work. The project prepared an inventory of child health research and of measurements and indicators of child health in Europe (WP1 and WP2) . This was collated using a web platform – which can be found at www.childhealthresearch.eu. In addition to this exercise, a formal study of the gaps in child health research was undertaken by carrying out surveys and interviews of researchers and research users across Europe (WP3). This allowed our initial views on ...