Sustainable Development Goals (SDGs) and Childhood Traumatic Experiences
Among the 311 subjects enrolled in the survey, 250 (80.39%) suffered traumatic experiences, such as emotional abuse, somatic abuse, sexual abuse, emotional neglect, or somatic neglect during childhood, 303 (97.43%) had suicidal ideation, 271 (87.14%) presented total SELs, 148 (47.59%) had varying degrees of Internet addiction, and 286 (91.96%) showed significant anxiety. The results showed that most of the subjects with NSSI behavior had traumatic experiences during childhood, and more individuals had suicidal ideation. Also, a large proportion of the subjects had comorbid symptoms of varying degrees and forms.
Correlation analysis
The selection of factors in the path analysis model construction is crucial. DA Gould et al. [35] concluded, using cross-sectional sampling of abuse questionnaires, depression diagnostic inventories, and questions about suicide, that patients with a history of childhood abuse, especially sexual and emotional abuse, were at an increased risk of suicidal behavior. Joiner T E et al. [36], based on data from the American Comorbidity Survey, found that childhood physical and violent sexual abuse should be considered a greater risk factor for future suicide attempts and may cause a range of physical or psychological comorbidities. Based on these findings, factors such as TCE were considered outliers to evaluate the degree of influence on Suicidal ideation (SI). The variables SEL, Internet addiction (IA), and Anxious mood (AM) were used as internal derivatives to take over the relationship between external derivatives and SI (outliers mean variables in the model that are not affected by any other variables but affect others; internal derivatives are variables in the model that can be affected by any other variable). As shown in Table 1, the correlation analysis across the variables also supported the choice of model factors.
- Pearson correlation coefficient was used to evaluate the strength of the correlations between suicidal ideation and anxiety, total self-esteem score, Internet addiction, and TCE.
- Significant correlations were observed between SI and AM (r = 0.452, p < 0.01), SEL (r = -0.368, p < 0.01), IA (r = 0.199, p < 0.01), and TCE (r = 0.365, p < 0.01).
Path analysis model
The complex network of interactions across TCE, SI, low SEL, IA, and AM was further investigated using a path network analysis model, as shown in Fig. 2. Table 2 is the χ2, the GFI, the CFI, the RMSEA, and the weighted root mean square residual (WRMR) for model criterion. As shown in Table 2, the path analysis models constructed in the current work fit well.
Mediating effect
In the analytical work (Fig. 2), TCE play a mediating role in influencing suicidal ideation, and psychological and even physical comorbidities, such as SELs, Internet addiction, and anxiety, may indirectly influence the individual’s suicidal ideation. To this end, this work further conducted an independent mediation test analysis on the variables involved in the mediation pathway of the above structural equation model to explore the mediation effect of related symptoms in adolescent patients diagnosed with NSSI. Figure 3 shows the schematic diagram of the mediation model of a range of comorbidities between TCE and suicidal ideation.
SDGs, Targets, and Indicators
SDGs
- SDG 3: Good Health and Well-being
- SDG 4: Quality Education
- SDG 5: Gender Equality
- SDG 10: Reduced Inequalities
- SDG 16: Peace, Justice, and Strong Institutions
Targets
- Target 3.4: By 2030, reduce by one-third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
- Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles.
- Target 5.2: Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation.
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
- Target 16.1: Significantly reduce all forms of violence and related death rates everywhere.
Indicators
- Indicator 3.4.1: Mortality rate attributed to cardiovascular disease, cancer, diabetes or chronic respiratory disease.
- Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
- Indicator 5.2.1: Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual or psychological violence by a current or former intimate partner in the previous 12 months, by form of violence and by age.
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex and persons with disabilities.
- Indicator 16.1.1: Number of victims of intentional homicide per 100,000 population, by sex and age.
Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
The issues highlighted in the article are connected to SDG 3: Good Health and Well-being, SDG 4: Quality Education, SDG 5: Gender Equality, SDG 10: Reduced Inequalities, and SDG 16: Peace, Justice, and Strong Institutions.
2. What specific targets under those SDGs can be identified based on the article’s content?
Based on the article’s content, the specific targets that can be identified are:
- Target 3.4: By 2030, reduce by one-third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
- Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles.
- Target 5.2: Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation.
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
- Target 16.1: Significantly reduce all forms of violence and related death rates everywhere.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
Yes, there are indicators mentioned or implied in the article that can be used to measure progress towards the identified targets. These indicators are:
- Indicator 3.4.1: Mortality rate attributed to cardiovascular disease, cancer, diabetes or chronic respiratory disease.
- Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
- Indicator 5.2.1: Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual or psychological violence by a current or former intimate partner in the previous 12 months, by form of violence and by age.
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex and persons with disabilities.
- Indicator 16.1.1: Number of victims of intentional homicide per 100,000 population, by sex and age.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 3: Good Health and Well-being | Target 3.4: By 2030, reduce by one-third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being. | Indicator 3.4.1: Mortality rate attributed to cardiovascular disease, cancer, diabetes or chronic respiratory disease. |
| SDG 4: Quality Education | Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles. | Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment. |
| SDG 5: Gender Equality | Target 5.2: Eliminate
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