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Kinzenbach L, Praum K, Stracke M, Schwenck C, Kieser M, Otto K, Reck C, Steinmayr R, Wirthwein L, Zietlow AL, Christiansen H. "When one has no REAL illness"-analysis of the knowledge component of mental health literacy in children and adolescents of parents with a mental illness. Front Psychiatry 2024; 15:1423326. [PMID: 39140110 PMCID: PMC11320061 DOI: 10.3389/fpsyt.2024.1423326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/25/2024] [Accepted: 06/28/2024] [Indexed: 08/15/2024] Open
Abstract
Introduction and objective Mental Health Literacy (MHL) is important in promoting youth mental health. One key aspect of MHL is knowledge about mental disorders, which is particularly relevant for populations at risk for developing mental disorders, such as children of parents with a mental illness (COPMI), representing a mechanism within the transgenerational transmission. Currently, COPMI's level of disorder knowledge in general, and about the specific parental disorder has not been comprehensively researched. We, therefore, aimed to assess COPMI's disorder knowledge and clarify its association with COPMI's age and sex exploratively. To assess both general and disorder-specific knowledge, we took a novel approach that makes disorder knowledge comparable across samples and over time. Methods A mixed method analysis of N = 181 semi-structured MHL interviews with COPMI (aged 5 to 17 years) was carried out in the COMPARE-family study in Germany. We conducted a DSM-oriented deductive qualitative content analysis to assess COPMI's general and specific disorder knowledge. Chi-square tests served to identify age and sex differences. Results Children revealed limited knowledge of mental disorders in general, whereas adolescents displayed more knowledge that was also partly consistent with descriptions of classification systems like the DSM-5. The level of specific knowledge about the parent's disorder depended on the disorder group. More children displayed adequate knowledge of somatic and anxiety disorders compared to trauma and depressive disorders, and more adolescents displayed adequate knowledge of depressive and anxiety disorders. COPMI's age and sex were found to be significantly associated with disorder knowledge: adolescents exhibited higher levels of adequate general and specific disorder knowledge, and males exhibited higher levels of adequate general disorder knowledge. Conclusion Assessing COPMI's disorder knowledge and identifying associated age and sex differences yield valuable insights into the knowledge component of the MHL theory. Our findings can help to improve psychoeducational interventions for COPMI by orienting them to their prevailing levels of disorder knowledge. We recommend employing and extending the DSM-oriented deductive approach to assess knowledge within MHL. Analyses involving additional assessments within the COMPARE-family study are in preparation to identify potential knowledge gains over time, and associations to COPMI's own well-being and mental health symptoms.
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Affiliation(s)
- Lina Kinzenbach
- Department of Psychology, Clinical Child and Adolescent Psychology, Philipps-University Marburg, Marburg, Germany
| | - Katharina Praum
- Department of Psychology, Clinical Child and Adolescent Psychology, Philipps-University Marburg, Marburg, Germany
| | - Markus Stracke
- Department of Psychology, Clinical Child and Adolescent Psychology, Philipps-University Marburg, Marburg, Germany
| | - Christina Schwenck
- Department of Clinical Child and Adolescent Psychology, Justus Liebig University Giessen, Giessen, Germany
| | - Meinhard Kieser
- Institute of Medical Biometry, University of Heidelberg, Heidelberg, Germany
| | - Kathleen Otto
- Department of Work and Organizational Psychology, Philipps-University Marburg, Marburg, Germany
| | - Corinna Reck
- Department of Psychology, Ludwig-Maximilians-Universität München, Munich, Germany
| | - Ricarda Steinmayr
- Department of Psychology, Technical University Dortmund, Dortmund, Germany
| | - Linda Wirthwein
- Department of Psychology, Technical University Dortmund, Dortmund, Germany
| | - Anna-Lena Zietlow
- Department of Psychology, Clinical Child and Adolescent Psychology, Technische Universität Dresden, Dresden, Germany
| | - Hanna Christiansen
- Department of Psychology, Clinical Child and Adolescent Psychology, Philipps-University Marburg, Marburg, Germany
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Coughlan EC, Heyland LK, Sheaves A, Parlee M, Wiley C, Page D, Hill TG. Characteristics of mental health literacy measurement in youth: a scoping review of school-based surveys. DISCOVER MENTAL HEALTH 2024; 4:24. [PMID: 39023816 PMCID: PMC11258117 DOI: 10.1007/s44192-024-00079-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2023] [Accepted: 07/03/2024] [Indexed: 07/20/2024]
Abstract
Mental health literacy (MHL) was introduced 25 years ago as knowledge and beliefs about mental disorders which aid in their recognition, management, or prevention. This scoping review mapped the peer-reviewed literature to assess characteristics of secondary school-based surveys in school-attending youth and explore components of school-based programs for fostering MHL in this population. The search was performed following the method for scoping reviews by the Joanna Briggs Institute (JBI). Searches were conducted in four scientific databases with no time limit, although all sources had to be written in English. Primary studies (N = 44) provided insight into MHL surveys and programs for school-attending youth across 6 continents. Studies reported that most youth experience moderate or low MHL prior to program participation. School-based MHL programs are relatively unified in their definition and measures of MHL, using closed-ended scales, vignettes, or a combination of the two to measure youth MHL. However, before developing additional interventions, steps should be taken to address areas of weakness in current programming, such as the lack of a standardized tool for assessing MHL levels. Future research could assess the feasibility of developing and implementing a standard measurement protocol, with educator perspectives on integrating MHL efforts into the classroom. Identifying the base levels of MHL amongst school-attending youth promotes the development of targeted programs and reviewing the alignment with program components would allow researchers to build on what works, alter what does not, and come away with new ways to approach these complex challenges, ultimately advancing knowledge of MHL and improving levels of MHL.
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Affiliation(s)
- Emma C Coughlan
- Department of Psychology and Neuroscience, Dalhousie University, 1355 Oxford St, Halifax, NS, B3H 4J1, Canada
| | - Lindsay K Heyland
- Department of Psychology, Mount Saint Vincent University, Halifax, Canada
| | - Ashton Sheaves
- Department of Psychology, Mount Saint Vincent University, Halifax, Canada
| | - Madeline Parlee
- Department of Psychology, Mount Saint Vincent University, Halifax, Canada
| | - Cassidy Wiley
- Department of Psychology, Mount Saint Vincent University, Halifax, Canada
| | - Damian Page
- Department of School and Clinical Child Psychology, Ontario Institute for Studies in Education at University of Toronto, Toronto, Canada
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Suwanwong C, Jansem A, Intarakamhang U, Prasittichok P, Tuntivivat S, Chuenphittayavut K, Le K, Lien LTM. Modifiable predictors of mental health literacy in the educational context: a systematic review and meta-analysis. BMC Psychol 2024; 12:378. [PMID: 38965633 PMCID: PMC11225224 DOI: 10.1186/s40359-024-01878-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2023] [Accepted: 06/28/2024] [Indexed: 07/06/2024] Open
Abstract
Mental health literacy is vital for well-being in educational settings, extending beyond academics to include social and emotional development. It empowers individuals, allowing them to recognize and address their mental health needs and provide essential support to their peers. Despite the acknowledged importance of modifiable factors, there is a noticeable research gap in those amenable to change through educational interventions. Thus, this systematic review aims to identify potentially modifiable predictors of mental health literacy in the educational context. A systematic search was conducted for quantitative studies published between 2019 and October 2023 using several databases following PRISMA guidelines. Studies needed to focus on potentially modifiable predictors of mental health literacy in the educational context. Study quality was assessed using the Appraisal tool for Cross-Sectional Studies (AXIS tool). In total, 3747 titles and abstracts were screened, 60 articles were assessed in full-text screening, and 21 were included in the review. Significant correlations between mental health literacy and modifiable predictors, including stigma toward professional help, self-efficacy, attitudes toward help-seeking, social support, positive psychological states, receiving mental health training, and psychological distress, were identified. By addressing these factors, educational institutions can cultivate community's adept in mental health, fostering an environment marked by empathy, understanding, and proactive engagement in addressing mental health issues. The implications serve as a foundation for future research, policy development, and implementing of practical strategies to enhance mental health literacy in diverse educational settings.
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Affiliation(s)
- Charin Suwanwong
- Behavioral Science Research Institute, Srinakharinwirot University, Bangkok, Thailand
| | - Anchalee Jansem
- Faculty of Humanities, Srinakharinwirot University, Bangkok, Thailand
| | | | - Pitchada Prasittichok
- Behavioral Science Research Institute, Srinakharinwirot University, Bangkok, Thailand
| | - Sudarat Tuntivivat
- Behavioral Science Research Institute, Srinakharinwirot University, Bangkok, Thailand
| | | | - Khuong Le
- Faculty of Psychology, University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City, Vietnam
| | - Le Thi Mai Lien
- Faculty of Psychology, University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City, Vietnam
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Özbıçakçı Ş, Salkim ÖÖ. The predictors of mental health literacy among adolescents students. Arch Psychiatr Nurs 2024; 50:1-4. [PMID: 38789220 DOI: 10.1016/j.apnu.2024.03.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Revised: 02/26/2024] [Accepted: 03/03/2024] [Indexed: 05/26/2024]
Abstract
AIM This study aimed to examine levels of mental health literacy (MHL) and associated factors among adolescents. METHODS A descriptive, cross-sectional, analytical study was conducted with a total of 650 students aged 11-18 years in three middle and three high schools. Data were collected using the Child and Adolescent Mental Health Literacy Scale and evaluated using descriptive statistics and regression analysis to determine whether age, gender, and grade are predictive factors of MHL. RESULTS The mean age of the participants in the study was 16.8 ± 1.35 years, 55 % of the students were girls, and the mean MHL score was 3.96 ± 1.2, indicating moderate MHL. Multiple regression analysis indicated that the variables of age, gender, and grade explained 5.5 % of the variance in MHL score. When these variables were examined individually, gender and grade had no significant effect (p > 0.05), while older age was associated with higher MHL score (p < 0.05). CONCLUSION The results of this study showed that MHL improved with age. MHL promotion is important in mental health resilience. Collaboration between school nurses, school counselors, and psychiatric nurses to provide mental health educational interventions may help reduce stigma and increase help-seeking behaviors.
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Affiliation(s)
- Şeyda Özbıçakçı
- Dokuz Eylul Universitesi (University of Dokuz Eylül), Nursing Faculty, Public Health Nursing Department, Inciralti, 35340 Izmir, Turkiye.
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Mori Y, Sourander A, Mishina K, Ståhlberg T, Klomek AB, Kolaitis G, Kaneko H, Li L, Huong MN, Praharaj SK, Kyrrestad H, Lempinen L, Heinonen E. Unmet need for mental health care among adolescents in Asia and Europe. Eur Child Adolesc Psychiatry 2024:10.1007/s00787-024-02472-0. [PMID: 38819661 DOI: 10.1007/s00787-024-02472-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Accepted: 05/18/2024] [Indexed: 06/01/2024]
Abstract
The unmet need for mental health care is a global concern. There is a lack of cross-cultural studies examining adolescent help-seeking behavior from both formal and informal sources, including both high-and lower-income countries. This study investigates mental health help-seeking behavior in eight Asian and European countries. Data from 13,184 adolescents aged 13-15 (51% girls) was analysed using mixed-effects logistic regression with school-wise random intercepts to compare countries and genders. Although a significant proportion of adolescents considered getting or sought informal help, formal help-seeking remained exceptionally low, especially in middle-income countries (< 1%), while it ranged from 2 to 7% in high-income countries. Among adolescents with high emotional and behavioral problems (scoring above the 90th percentile on the Strengths and Difficulties Questionnaire), 1-2% of those in middle-income countries and 6-25% of those in high-income countries sought formal help. Girls generally seek more help than boys. The study shows the most adolescents do not receive formal help for mental health problems. The unmet need gap is enormous, especially in lower-income countries. Informal sources of support, including relatives, peers, and teachers, play a crucial role, especially in lower-income countries.
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Affiliation(s)
- Yuko Mori
- Department of Child Psychiatry, Research Centre for Child Psychiatry, University of Turku and Turku University Hospital, Lemminkäisenkatu 3, Turku, 20014, Finland
- INVEST Research Flagship Center, University of Turku, Turku, Finland
| | - Andre Sourander
- Department of Child Psychiatry, Research Centre for Child Psychiatry, University of Turku and Turku University Hospital, Lemminkäisenkatu 3, Turku, 20014, Finland.
- INVEST Research Flagship Center, University of Turku, Turku, Finland.
- Department of Child Psychiatry, Turku University Hospital, Turku, Finland.
| | - Kaisa Mishina
- Department of Child Psychiatry, Research Centre for Child Psychiatry, University of Turku and Turku University Hospital, Lemminkäisenkatu 3, Turku, 20014, Finland
- INVEST Research Flagship Center, University of Turku, Turku, Finland
| | - Tiia Ståhlberg
- Department of Child Psychiatry, Research Centre for Child Psychiatry, University of Turku and Turku University Hospital, Lemminkäisenkatu 3, Turku, 20014, Finland
- INVEST Research Flagship Center, University of Turku, Turku, Finland
- Department of Child Psychiatry, Turku University Hospital, Turku, Finland
| | | | - Gerasimos Kolaitis
- Department of Child Psychiatry, School of Medicine, National and Kapodistrian University of Athens, Aghia Sophia Children's Hospital, Athens, Greece
| | - Hitoshi Kaneko
- Psychological Support and Research Center for Human Development, Nagoya University, Nagoya, Japan
| | - Liping Li
- School of Public Health, Shantou University Medical College, Shantou, China
| | - Mai Nguyen Huong
- Department of Psychiatry, Vietnam National Children's Hospital, Hanoi, Vietnam
| | - Samir Kumar Praharaj
- Department of Psychiatry, Kasturba Medical College, Manipal, India
- Manipal Academy of Higher Education, Manipal, India
| | - Henriette Kyrrestad
- Regional Centre for Child and Youth Mental Health and Child Welfare, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, Norway
| | - Lotta Lempinen
- Department of Child Psychiatry, Research Centre for Child Psychiatry, University of Turku and Turku University Hospital, Lemminkäisenkatu 3, Turku, 20014, Finland
- INVEST Research Flagship Center, University of Turku, Turku, Finland
| | - Emmi Heinonen
- Department of Child Psychiatry, Research Centre for Child Psychiatry, University of Turku and Turku University Hospital, Lemminkäisenkatu 3, Turku, 20014, Finland
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Bjørnsen HN, Bjørnebekk G, Brandmo C. Schools as a Source of Mental Health Literacy: Adjusting and Validating a Mental Health Literacy Scale. Health Promot Pract 2024; 25:391-398. [PMID: 36942353 PMCID: PMC11064467 DOI: 10.1177/15248399231161090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/23/2023]
Abstract
Over the last decade, there has been a growing interest in mental health literacy (MHL) in health promotion, largely motivated by increased awareness of MHL as a modifiable determinant of mental health. Accordingly, MHL has been associated with the health-promoting school approach emerging over the last 20 years. To succeed in promoting MHL, it is of vast importance to evaluate working strategies and interventions to address MHL using validated instruments. The current study describes the revision and psychometric testing of a modified version of the 10-item adolescents' positive MHL measure, the MHPK-10, the only identified instrument measuring adolescents' positive MHL. The MHPK-10 was adjusted to address the previously documented ceiling effects and was further optimized for use in schools by reworking it to measure learning rather than self-reported knowledge, becoming the new nine-item Mental Health Learning Scale (MHLS-9). The MHLS-9 was tested on a national sample of N = 2,012 Norwegian ninth graders. Data were analyzed by confirmatory factor analysis (CFA) and tests of reliability and validity. The revised CFA model for the MHLS-9 showed an improved fit over the original CFA model for the MHPK-10. The MHLS-9s' CFA model revealed excellent factor determinacy (.95) and scale reliability (ω = .91). Thus, the MHLS-9 is an improved measure for the positive component of MHL for use in school settings, enabling researchers and practitioners to evaluate and focus positive MHL interventions in schools using a short, reliable, and valid measure for adolescents' learning about the factors promoting good mental health.
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Renwick L, Pedley R, Johnson I, Bell V, Lovell K, Bee P, Brooks H. Mental health literacy in children and adolescents in low- and middle-income countries: a mixed studies systematic review and narrative synthesis. Eur Child Adolesc Psychiatry 2024; 33:961-985. [PMID: 35570227 PMCID: PMC11032284 DOI: 10.1007/s00787-022-01997-6] [Citation(s) in RCA: 12] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Accepted: 04/23/2022] [Indexed: 12/12/2022]
Abstract
Mental illnesses are the leading cause of disease burden among children and young people (CYP) globally. Low- and middle-income countries (LMIC) are disproportionately affected. Enhancing mental health literacy (MHL) is one way to combat low levels of help-seeking and effective treatment receipt. We aimed to synthesis evidence about knowledge, beliefs and attitudes of CYP in LMICs about mental illnesses, their treatments and outcomes, evaluating factors that can enhance or impede help-seeking to inform context-specific and developmentally appropriate understandings of MHL. Eight bibliographic databases were searched from inception to July 2020: PsycInfo, EMBASE, Medline (OVID), Scopus, ASSIA (ProQuest), SSCI, SCI (Web of Science) CINAHL PLUS, Social Sciences full text (EBSCO). 58 papers (41 quantitative, 13 qualitative, 4 mixed methods) representing 52 separate studies comprising 36,429 participants with a mean age of 15.3 [10.4-17.4], were appraised and synthesized using narrative synthesis methods. Low levels of recognition and knowledge about mental health problems and illnesses, pervasive levels of stigma and low confidence in professional healthcare services, even when considered a valid treatment option were dominant themes. CYP cited the value of traditional healers and social networks for seeking help. Several important areas were under-researched including the link between specific stigma types and active help-seeking and research is needed to understand more fully the interplay between knowledge, beliefs and attitudes across varied cultural settings. Greater exploration of social networks and the value of collaboration with traditional healers is consistent with promising, yet understudied, areas of community-based MHL interventions combining education and social contact.
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Affiliation(s)
- Laoise Renwick
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK.
| | - Rebecca Pedley
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
| | - Isobel Johnson
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
| | - Vicky Bell
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
| | - Karina Lovell
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
| | - Penny Bee
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
| | - Helen Brooks
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
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Meilsmeidth G, Trigueiro MJ, Simões-Silva V, Simões de Almeida R, Portugal P, Gomes PV, de Sousa S, Campos F, Monteiro P, Soutelo AP, Marques A. Assessing the efficacy of the 'Bicho De 7 Cabeças' B-learning school-based program in enhancing mental health literacy and reducing stigma. BMC Psychol 2024; 12:93. [PMID: 38395937 PMCID: PMC10893733 DOI: 10.1186/s40359-024-01591-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2023] [Accepted: 02/13/2024] [Indexed: 02/25/2024] Open
Abstract
The prevalence of mental disorders in adolescents has a considerable impact on daily life, restricting tasks and diminishing overall quality of life while potentially leading to stigmatization. This study aims to measure the impact of a mental health literacy intervention program, called "Bicho de 7 Cabeças" project, in b-learning format, on the increase of knowledge and the decrease of stigma in young people from Póvoa de Varzim, in Portugal. A quasi-experimental study was conducted, from November 2022 to May 2023, involving an experimental group ("Bicho de 7 Cabeças" protocol) and an active control group (informational brochures), utilizing a pre-test/post-test design. Mental Health Literacy Measure-MHLM, Mental Health Promoting Knowledge Scale-MHPK-10, Mental Illness Knowledge Schedule-MAKS, Reported and Intended Behaviour Scale-RIBS, and Community Attitudes toward People with Mental Illness-CAMI were used. A total of 504 young students from the 9th grade enroll in this study, with a mean age around 14 years old. There is a significant difference between stigma (p <.001) and knowledge (p <.001) scores at baseline and follow-up. The results of this study shows that interventions aimed at young people for the promotion of mental health literacy and stigma reduction are needed and more initiatives should be implemented in schools to address these problems.
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Affiliation(s)
- Gislene Meilsmeidth
- LabRP- CIR, ESS, Polytechnic University of Porto, Rua Dr. António Bernardino de Almeida, 400 4200 - 072, Porto, Portugal
| | - Maria João Trigueiro
- LabRP- CIR, ESS, Polytechnic University of Porto, Rua Dr. António Bernardino de Almeida, 400 4200 - 072, Porto, Portugal
| | - Vítor Simões-Silva
- LabRP- CIR, ESS, Polytechnic University of Porto, Rua Dr. António Bernardino de Almeida, 400 4200 - 072, Porto, Portugal
| | - Raquel Simões de Almeida
- LabRP- CIR, ESS, Polytechnic University of Porto, Rua Dr. António Bernardino de Almeida, 400 4200 - 072, Porto, Portugal.
| | - Paula Portugal
- LabRP- CIR, ESS, Polytechnic University of Porto, Rua Dr. António Bernardino de Almeida, 400 4200 - 072, Porto, Portugal
| | - Paulo Veloso Gomes
- LabRP- CIR, ESS, Polytechnic University of Porto, Rua Dr. António Bernardino de Almeida, 400 4200 - 072, Porto, Portugal
| | - Sara de Sousa
- LabRP- CIR, ESS, Polytechnic University of Porto, Rua Dr. António Bernardino de Almeida, 400 4200 - 072, Porto, Portugal
| | - Filipa Campos
- LabRP- CIR, ESS, Polytechnic University of Porto, Rua Dr. António Bernardino de Almeida, 400 4200 - 072, Porto, Portugal
| | - Pedro Monteiro
- LabRP- CIR, ESS, Polytechnic University of Porto, Rua Dr. António Bernardino de Almeida, 400 4200 - 072, Porto, Portugal
| | - Ana Paula Soutelo
- LabRP- CIR, ESS, Polytechnic University of Porto, Rua Dr. António Bernardino de Almeida, 400 4200 - 072, Porto, Portugal
| | - António Marques
- LabRP- CIR, ESS, Polytechnic University of Porto, Rua Dr. António Bernardino de Almeida, 400 4200 - 072, Porto, Portugal
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Tian L, Wong EL, Dong D, Cheung AW, Chan SKW, Cao Y, Mok PK, Zhou L, Xu RH. Improving mental health literacy using web- or app-based interventions: A scoping review. Digit Health 2024; 10:20552076241243133. [PMID: 38585191 PMCID: PMC10998496 DOI: 10.1177/20552076241243133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Accepted: 03/14/2024] [Indexed: 04/09/2024] Open
Abstract
Background Given the rapid advancement in technology, the Internet has grown to play a significant role in the field of healthcare. Individuals can now access a profusion of easily available materials for self-management of their health. The purpose of this review is to describe Web/App-based interventions that are primarily or secondarily designed to improve mental health literacy (MHL) and to investigate the effectiveness of online interventions for improving mental health. Materials and Method A scoping review was conducted by searching five databases: PsycINFO, EMBASE, PubMed, CINAHL, and Web of Science. The search was limited to peer-reviewed journals published in English between 2000 and 2022. Studies focusing on enhancements of MHL or its constituent components were included. Results Twenty-four studies met the inclusion criteria. The interventions primarily targeted patients or individuals exhibiting symptoms of mental disorders, with a higher representation of female participants. All the interventions yielded positive outcomes. The included studies were categorized according to three themes: knowledge, attitude, and self-care skills. Although numerous studies have focused on knowledge improvement, research on interventions targeting self-care skills is scarce. Furthermore, existing literature on knowledge enhancement is limited in terms of the coverage of risk factors. Conclusion This review indicates gaps in web/app interventions including limited evidence on risk factors, inconsistent help-seeking awareness, and inadequate self-care skills training. Further research is critically needed to address these deficiencies and promote comprehensive MHL.
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Affiliation(s)
- Lidan Tian
- Department of Rehabilitation Sciences, Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Eliza Laiyi Wong
- JC School of Public Health and Primary Care, the Chinese University of Hong Kong, Hong Kong SAR, China
| | - Dong Dong
- JC School of Public Health and Primary Care, the Chinese University of Hong Kong, Hong Kong SAR, China
| | - Annie Wailing Cheung
- JC School of Public Health and Primary Care, the Chinese University of Hong Kong, Hong Kong SAR, China
| | - Sherry Kit-wa Chan
- Department of Psychiatry, The University of Hong Kong, Hong Kong SAR, China
| | - Yuan Cao
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong SAR, China
| | - Phoenix K.H. Mok
- JC School of Public Health and Primary Care, the Chinese University of Hong Kong, Hong Kong SAR, China
| | - Lingming Zhou
- Department of Research and Education, Hospital of Guangzhou Medical University, Guangzhou, China
| | - Richard Huan Xu
- Department of Rehabilitation Sciences, Hong Kong Polytechnic University, Hong Kong SAR, China
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Tse JSY, Haslam N. Individual differences in the expansiveness of mental disorder concepts: development and validation of concept breadth scales. BMC Psychiatry 2023; 23:718. [PMID: 37794333 PMCID: PMC10548567 DOI: 10.1186/s12888-023-05152-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/08/2023] [Accepted: 08/29/2023] [Indexed: 10/06/2023] Open
Abstract
BACKGROUND What people consider to be a mental disorder is likely to influence how they perceive others who are experiencing problems and whether they seek help for their own problems. However, no measure is available to assess individual differences in the expansiveness or breadth of concepts of mental disorder. Four studies aimed to develop and validate two such measures. The Concept Breadth-Vertical (CB-V) scale assesses variability in the severity threshold at which unusual behavior or experience is judged to reflect disorder, whereas the Concept Breadth-Horizontal (CB-H) scale assesses variability in the range of phenomena judged to be disorders. METHODS In a pilot study (N = 201) for the CB-V, participants read vignettes of varying severity for each of the 10 mental disorders, and rated whether the subject had a disorder. Study 1 (N = 502) used exploratory factor analyses to examine 10 CB-V items from the pilot study and 20 vignette-based items for constructing the CB-H. Study 2 (N = 298) employed confirmatory factor analysis to validate the scales' structure and examined their convergent validity with a measure of harm concept breadth and their discriminant validity with measures of mental health literacy. Study 3 (N = 298) explored associations of the scales with other mental health variables, including stigma and help-seeking attitudes. RESULTS Study 1 supported the unifactorial structure of each item set, refined each set into a scale, and demonstrated acceptable reliabilities. Study 2 provided support for the scales' convergent and discriminant validities. Study 3 showed that the scales were associated negatively with stigma, and positively with help-seeking attitudes and self-reported mental health problems. Studies 2 and 3 further indicated that younger and more politically liberal participants hold broader concepts of mental disorder. CONCLUSIONS The new concept breadth scales are psychometrically sound measures of a promising new concept in the study of beliefs and attitudes about mental health. Potential future research directions are discussed.
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Affiliation(s)
- Jesse S Y Tse
- Melbourne School of Psychological Sciences, University of Melbourne, Victoria, 3010, Australia.
| | - Nick Haslam
- Melbourne School of Psychological Sciences, University of Melbourne, Victoria, 3010, Australia
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11
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Özbıçakçı Ş, Salkım ÖÖ. Investıgatıon in to psychometric properties of self stigma scale by seeking psychological help in adolescent students. J Pediatr Nurs 2023; 72:129-134. [PMID: 37499441 DOI: 10.1016/j.pedn.2023.07.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Revised: 07/14/2023] [Accepted: 07/16/2023] [Indexed: 07/29/2023]
Abstract
BACKGROUND Stigmatization and help seeking are the one of the most important concepts of preventive interventions and mental health promotion in adolescent. METHODS This study is in descriptive, correlational and methodological design. The sample of the study consisted of 250 volunteer students studying in a total of six schools. The Self Stigma Scale in Seeking Psychological Help was used as a data collection tool. Data were evaluated with content validity index based on expert opinion, exploratory and confirmatory factor analysis, Cronbach's Alpha coefficient. FINDINGS Factor loadings explained 52% of the total variance in the two sub-dimensions. The KMO value was determined as 0.76 and the sample was found to be sufficient. The Cronbach's alpha coefficient of the entire scale was determined as.74. The alpha values of the sub-dimensions were determined as 0.76 and 0.74, respectively. In both exploratory and confirmatory factor analysis, all factor loads are >0.30. In confirmatory factor analysis, all fit indices were found to be >0.80 and the RMSEA value was determined as 0.067. CONCLUSIONS The results of the study revealed that it is a valid and reliable measurement tool that can be used to evaluate the level of self-stigma in seeking psychological help in adolescents. PRACTICE IMPLICATIONS It is recommended that scale will be a guide in protective and preventive studies for researchers and school nurses working with students.
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Affiliation(s)
- Şeyda Özbıçakçı
- Dokuz Eylul Universitesi (University of Dokuz Eylül), Nursing Faculty, Public Health Nursing Department, Inciralti, 35340 Izmir, Turkiye.
| | - Özlem Özkan Salkım
- Dokuz Eylül University Health Science Institute, Public Health Nursing, Turkiye
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12
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Rabner J, Norris LA, Crane ME, Klugman J, Kendall PC. Impact of youth and caregiver worries about treatment on therapeutic process factors and posttreatment outcomes. J Anxiety Disord 2023; 98:102741. [PMID: 37348261 PMCID: PMC10527968 DOI: 10.1016/j.janxdis.2023.102741] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 05/31/2023] [Accepted: 06/14/2023] [Indexed: 06/24/2023]
Abstract
OBJECTIVE To examine the impact of youth- and caregiver-reported pretreatment worries about treatment (i.e., concerns about the effect of, perceptions of, or aspects involved in treatment) before cognitive behavioral therapy for anxiety on (1) clinician-rated therapeutic process factors (i.e., client engagement, client-therapist alliance, content mastery, and homework completion) and symptom change (i.e., improvement, anxiety severity) assessed throughout treatment and (2) independent evaluator-rated posttreatment outcomes (i.e., response, remission, and functional impairment). METHODS Participants were 128 youth, aged 7-17 years, who sought treatment for a principal anxiety disorder, and their primary caregiver. Multilevel models were estimated to examine the relationship between worries about treatment and the set of therapeutic factors. Regression models examined the relationship between worries about treatment and posttreatment outcomes. RESULTS Results indicated that greater youth-reported worries about treatment flattened/lessened improvement trajectories throughout treatment and had a positive association with higher anxiety severity and lower content mastery. Greater caregiver-reported worries about treatment were associated with greater homework completion, client engagement, and content mastery throughout treatment. Youth- and caregiver-reports of worries about treatment did not impact independent evaluator-rated posttreatment outcomes. CONCLUSIONS Findings support the notion that worries about treatment do not prevent youth from achieving favorable posttreatment outcomes, but do impact various therapeutic factors differentially across youth and caregiver report (e.g., content mastery, client engagement, and homework completion). The value of addressing worries about treatment at the start of therapy is discussed.
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Affiliation(s)
- Jonathan Rabner
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, USA.
| | - Lesley A Norris
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, USA; Department of Psychiatry and Human Behavior, Brown University, Providence, RI, USA
| | - Margaret E Crane
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, USA; Department of Psychiatry, New York Presbyterian-Weill Cornell Medicine, New York, NY, USA
| | - Joshua Klugman
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, USA; Department of Sociology, Temple University, Philadelphia, PA, USA
| | - Philip C Kendall
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, USA
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13
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Wang A, Jia S, Shi Z, Sun X, Zhu Y, Shen M, Tang D, Chen X. Mental health literacy of Chinese nurses from public general and psychiatric hospitals: a cross-sectional study. Front Psychiatry 2023; 14:1148380. [PMID: 37588025 PMCID: PMC10427189 DOI: 10.3389/fpsyt.2023.1148380] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Accepted: 07/07/2023] [Indexed: 08/18/2023] Open
Abstract
Background Mental health literacy (MHL) is crucial to address issues related to mental illness. Nurses' MHL is even more important because they are expected to deal with both the physical and psychological consequences of mental disorders. Objective This study investigated the level, discrepancy, and characteristics of MHL among Chinese nurses from both public general and psychiatric hospitals; identified influential factors; and explored the relationship between MHL and mental health status. Methods Using a stratified cluster sampling method to select participants, a cross-sectional survey was conducted to describe the MHL of 777 nurses from 13 general and 12 psychiatric hospitals using the Chinese version of the Mental Health Literacy Scale, Patient Health Questionnaire-2, Generalized Anxiety Disorder-2, and a demographic questionnaire. A multiple regression analysis was used to determine the factors influencing MHL among the nurses recruited. Results The participants' total score on the Chinese version of the Mental Health Literacy Scale was 93.25 (SD = 10.52). Multiple regression analysis revealed that nurses who worked in psychiatric or higher-level hospitals, with higher professional titles or higher education had higher levels of overall MHL and core MHL, while those working in general hospitals, with shorter work duration, or who were unmarried had higher social acceptance of patients. Nurses' MHL was closely correlated with their mental health status. Conclusion The overall and core MHL of Chinese nurses were at a moderate level, with social acceptance remaining at a relatively low level. There is an urgent need for MHL promotion programs to improve the MHL of clinical nurses. The focus must be given to overall MHL, especially core MHL, for non-psychiatric nurses to enhance their competence in mental health promotion and identification; more emphasis should be placed on the social acceptance of patients with mental illnesses for psychiatric nurses to improve their provision of professional services. Better MHL would be a formula for improving nurses' own mental health and their mental health service competence.
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Affiliation(s)
- Anni Wang
- School of Nursing, Fudan University, Shanghai, China
| | - Shoumei Jia
- School of Nursing, Fudan University, Shanghai, China
| | | | | | - Yuan Zhu
- Shanghai Chest Hospital, Shanghai, China
| | - Miaoli Shen
- Changning District Mental Health Center, Shanghai, China
| | - Dayu Tang
- School of Nursing, Fudan University, Shanghai, China
| | - Xizhu Chen
- School of Nursing, Fudan University, Shanghai, China
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Queroue M, Pouymayou A, Pereira E, Tzourio C, González-Caballero JL, Montagni I. An interactive video increasing French students' mental health literacy: a mixed-methods randomized controlled pilot study. Health Promot Int 2023; 38:daab202. [PMID: 34897453 DOI: 10.1093/heapro/daab202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Mental health literacy (MHL) is a determinant of psychological well-being in young people. A randomized controlled design was used to evaluate the appreciation and effectiveness of an interactive video on French University students' MHL (knowledge about depression and suicidal behavior, mental health help-seeking behaviors, stigma and misconceptions about mental health). At the baseline, all participants (n = 101) completed a questionnaire including several scales on MHL. One month after, participants were randomly assigned to two homogeneous groups (intervention, n = 50 or control, n = 51) and again completed the questionnaire on MHL. Through a mixed-methods approach, semi-structured interviews were also conducted with the intervention group to collect information on the appreciation of the interactive video. Quantitative data indicated that MHL scores increased or remained stable in the intervention group. Comparison with the control group and multivariate logistic regression models did not show statistically significant differences, due to the small sample of the study. According to qualitative data, users appreciated the content and the format of the intervention. It was suggested that the video could be disseminated in other University campuses in France and internationally to promote MHL among students.
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Affiliation(s)
- Marine Queroue
- Bordeaux Population Health Research Center (UMR 1219), Team HEALTHY, University of Bordeaux, 146 rue Léo Saignat, 33000 Bordeaux, France
| | - Aude Pouymayou
- Bordeaux Population Health Research Center (UMR 1219), Team HEALTHY, University of Bordeaux, 146 rue Léo Saignat, 33000 Bordeaux, France
| | - Edwige Pereira
- Bordeaux Population Health Research Center (UMR 1219), Team HEALTHY, University of Bordeaux, 146 rue Léo Saignat, 33000 Bordeaux, France
| | - Christophe Tzourio
- Bordeaux Population Health Research Center (UMR 1219), Team HEALTHY, University of Bordeaux, 146 rue Léo Saignat, 33000 Bordeaux, France
| | | | - Ilaria Montagni
- Bordeaux Population Health Research Center (UMR 1219), Team HEALTHY, University of Bordeaux, 146 rue Léo Saignat, 33000 Bordeaux, France
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Francisco R, Raposo B, Hormigo M, Sesifredo M, Carvalho A, Justo A, Godinho CA. #EntreViagenseAprendizagens: study protocol of a school-based intervention to promote well-being and healthy lifestyles among adolescents. Front Psychol 2023; 14:1213293. [PMID: 37529308 PMCID: PMC10389086 DOI: 10.3389/fpsyg.2023.1213293] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Accepted: 07/03/2023] [Indexed: 08/03/2023] Open
Abstract
Background Adolescence is a critical period of development in which well-being usually decreases, mental health problems (e.g., depression, anxiety) increase, and lifestyles become less healthy. Schools are a primary setting for the promotion of the well-being and overall health of adolescents, and preventive actions should be a priority within the scope of health-promoting schools. #EntreViagenseAprendizagens is a school-based intervention aiming to promote well-being and healthy lifestyles among adolescents based on social and emotional learning, positive psychology, and health education approaches. Methods This protocol describes a school-based intervention, #EntreViagenseAprendizagens, that will be implemented in several schools in Portugal. The program is aimed at 8th and 9th grade students (14-16 years old) and comprises 20 weekly sessions. One of the sessions is aimed at the students' parents/guardians. The intervention content targets social and emotional skills, health literacy (physical and mental health), healthy lifestyles, character strengths, and well-being. An experimental design will be used in the intervention evaluation. Eighth grade classes will be randomly assigned to the intervention group or the control group. All students complete the same assessment protocol at baseline, post-intervention, and 9-month follow-up. The impact assessment protocol includes measures related to well-being, health literacy, health-related knowledge, attitudes and behaviors, relationships with others, social and emotional skills, and sociodemographic data. Process evaluation includes evaluation forms at the end of each session and at the end of the program and focus groups with students, parents, and teachers at the end of the program. Discussion This school-based intervention may play an important role in promoting students' well-being and in preventing unhealthy lifestyles and socio-emotional maladjustment, by focusing on the development of social and emotional skills and health literacy among adolescents, empowering them to face the changing future and grow up healthy. Furthermore, this project aims to provide relevant scientific findings that can contribute to the development of better health-promoting schools.
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Affiliation(s)
- Rita Francisco
- Católica Research Centre for Psychological - Family and Social Wellbeing (CRC-W), Universidade Católica Portuguesa, Lisbon, Portugal
- School of Human Sciences, Universidade Católica Portuguesa, Lisbon, Portugal
| | - Beatriz Raposo
- Católica Research Centre for Psychological - Family and Social Wellbeing (CRC-W), Universidade Católica Portuguesa, Lisbon, Portugal
| | - Mafalda Hormigo
- Católica Research Centre for Psychological - Family and Social Wellbeing (CRC-W), Universidade Católica Portuguesa, Lisbon, Portugal
| | - Mónica Sesifredo
- Católica Research Centre for Psychological - Family and Social Wellbeing (CRC-W), Universidade Católica Portuguesa, Lisbon, Portugal
| | - Ana Carvalho
- Católica Research Centre for Psychological - Family and Social Wellbeing (CRC-W), Universidade Católica Portuguesa, Lisbon, Portugal
| | - Ana Justo
- School of Human Sciences, Universidade Católica Portuguesa, Lisbon, Portugal
| | - Cristina Albuquerque Godinho
- Católica Research Centre for Psychological - Family and Social Wellbeing (CRC-W), Universidade Católica Portuguesa, Lisbon, Portugal
- NOVA National School of Public Health, Public Health Research Centre, Comprehensive Health Research Center (CHRC), NOVA University Lisbon, Lisbon, Portugal
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Lostelius PV, Mattebo M, Adolfsson ET, Söderlund A, Andersén M, Vadlin S, Revenäs Å. Development and usability evaluation of an electronic health report form to assess health in young people: a mixed-methods approach. BMC Med Inform Decis Mak 2023; 23:91. [PMID: 37165371 PMCID: PMC10170452 DOI: 10.1186/s12911-023-02191-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Accepted: 05/04/2023] [Indexed: 05/12/2023] Open
Abstract
BACKGROUND Electronic Patient-Reported Outcomes (ePROs) have potential to improve health outcomes and healthcare. The development of health-technology applications, such as ePROs, should include the potential users and be theoretically grounded. Swedish Youth Health Clinics (YHCs) offer primarily sexual and psychological healthcare for young people aged 12 to 25 years old. Young people in healthcare settings are considered a vulnerable group. The development of a collection of Patient-Reported Outcomes (PROs) in an Electronic Health Report Form (eHRF) for identifying health and health-related problems in young people, was preceded by a qualitative interview study, exploring young people's views on using an eHRF at YHCs and which questions about health an eHRF should contain. The aim of the current study was to develop and evaluate the usability of an eHRF prototype for identifying health and health-related problems in young people visiting YHCs. METHODS This study used a participatory design. During the development, an expert panel consisting of eight researchers and one Information Technology worker, participated. A wide literature search was performed to find PROs to construct an eHRF prototype to cover health areas. A mixed methods usability evaluation included 14 participants (young people, healthcare professionals, and an expert panel). RESULTS The development resulted in an eHRF prototype, containing ten reliable and valid health questionnaires addressing mental-, physical-, and sexual health and social support, a self-efficacy question, and background questions, in total 74 items. The interviews in the usability evaluation resulted in three categories describing the usability of the eHRF: 'Captures the overall health of young people but needs clarification', 'Fun, easy, and optional and will keep young people's interest', and 'Potential contribution to improve the health consultation'. The quantitative results support the usability of the eHRF for YHCs. CONCLUSIONS The participatory approach contributed to development of the eHRF prototype to cover health areas adapted for the target population. The usability evaluation showed that the eHRF was usable and had the potential for self-reflection and contributions to cooperation between young people and healthcare professionals during the health consultation.
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Affiliation(s)
- Petra V Lostelius
- Clinic for Pain Rehabilitation Västmanland, Region Västmanland, Västerås, Sweden.
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
- Centre for Innovation, Research and Education, Region Västmanland, Vastmanland Hospital, Vasteras, Sweden.
| | - Magdalena Mattebo
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Eva Thors Adolfsson
- Centre for Clinical Research, Region Västmanland - Uppsala University, Region Vastmanland, Vasteras, Sweden
| | - Anne Söderlund
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Mikael Andersén
- Department of Women's and Children's Health, Uppsala University, Uppsala, Sweden
| | - Sofia Vadlin
- Centre for Clinical Research, Region Västmanland - Uppsala University, Region Vastmanland, Vasteras, Sweden
| | - Åsa Revenäs
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
- Centre for Clinical Research, Region Västmanland - Uppsala University, Region Vastmanland, Vasteras, Sweden
- Orthopedic Clinic, Västerås hospital Region Västmanland, Västerås, Sweden
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Nobre J, Arco H, Monteiro F, Oliveira AP, Ferré-Grau C, Sequeira C. Development of a Proposal for a Program to Promote Positive Mental Health Literacy among Adolescents: A Focus Group Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4898. [PMID: 36981805 PMCID: PMC10049546 DOI: 10.3390/ijerph20064898] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/29/2023] [Revised: 03/07/2023] [Accepted: 03/08/2023] [Indexed: 06/18/2023]
Abstract
Over the last years, there have been several studies that have shown insufficient levels of adolescents' mental health literacy (MHL). Knowledge about intervention programs that promote positive mental health literacy (PMeHL) among adolescents is still very scarce. In this sense, we defined as objectives to identify and describe the necessary components to design a program proposal that promotes adolescents' PMeHL. We conducted an exploratory, descriptive, qualitative study using two focus groups in July and September 2022 with an intentional non-probability sample of eleven participants (nine professional experts and two adolescents). Data were analyzed using content analysis, using NVivo® 12 software (version 12, QRS International: Daresbury Cheshire, UK). We obtained a total of four categories and eighteen subcategories: structure (context; format; contents; length and frequency; pedagogical methods; pedagogical techniques; resources; denomination), participants (target group; program facilitators), assessment (timing; evaluation instruments), other components (planning, articulation and adaptation; involvement; training; special situations; partnerships; referral). The perspectives of the professional experts and of the adolescents that we obtained from this study contributed to the design of a proposal for a program to promote adolescents' PMeHL.
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Affiliation(s)
- Joana Nobre
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain
- VALORIZA—Research Centre for Endogenous Resource Valorization, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
| | - Helena Arco
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
- Comprehensive Health Research Centre (CHRC), 7000-811 Évora, Portugal
| | - Francisco Monteiro
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
| | - Ana Paula Oliveira
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain
- Group Innovation & Development in Nursing (NursID), Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS), 4200-450 Porto, Portugal
| | - Carme Ferré-Grau
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain
| | - Carlos Sequeira
- Group Innovation & Development in Nursing (NursID), Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS), 4200-450 Porto, Portugal
- Nursing School of Porto, 4200-072 Porto, Portugal
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Budden T, Hafizuddin A, Dimmock JA, Law KH, Furzer BJ, Jackson B. Support needs and experiences of young people living in families with mental illness. J Adolesc 2023. [PMID: 36808749 DOI: 10.1002/jad.12153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Revised: 01/30/2023] [Accepted: 01/31/2023] [Indexed: 02/22/2023]
Abstract
INTRODUCTION Children and adolescents living in families affected by mental illness are at elevated risk of developing mental health problems. A range of interventions have been designed to help these young people; however, the effectiveness of these programs is, in some cases, mixed. Our aim was to understand in detail the support needs and experiences of a group of Australian children and adolescents living in families with mental illness. METHODS Our study is a qualitative in nature. In 2020-2021, we interviewed 25 Australian young people (Mage = 13.60, SD = 2.26, 20 females and 5 males) living with family members affected by mental illness to understand their (the young people's) experiences, and to identify the types of support that these young people considered important or effective. We conducted reflexive thematic analyses of interview data, underpinned by interpretivist assumptions. RESULTS We identified seven themes within two higher-order categories reflecting our aims to understand (1) lived experiences within families affected by mental illness (i.e., increased responsibilities, missing out, and stigmatization), and (2) support experiences, needs, and preferences (i.e., respite, shared experiences with like-minded others, education, and flexibility). CONCLUSIONS Our findings hold substantial practical value by informing services, interventions, and conversations that better support young people living in families affected by mental illness.
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Affiliation(s)
- Timothy Budden
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, Australia
| | - Ahmad Hafizuddin
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, Australia
| | - James A Dimmock
- Department of Psychology, College of Healthcare Services, James Cook University, Townsville, Australia
| | - Kwok Hong Law
- Department of Psychology, College of Healthcare Services, James Cook University, Townsville, Australia
| | - Bonnie J Furzer
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, Australia
| | - Ben Jackson
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, Australia.,Telethon Kids Institute, Perth, Australia
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Kågström A, Pešout O, Kučera M, Juríková L, Winkler P. Development and validation of a universal mental health literacy scale for adolescents (UMHL-A). Psychiatry Res 2023; 320:115031. [PMID: 36608527 DOI: 10.1016/j.psychres.2022.115031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/19/2022] [Revised: 12/22/2022] [Accepted: 12/24/2022] [Indexed: 12/27/2022]
Abstract
Mental health literacy (MHL) grows in importance as the prevalence of mental health conditions rises worldwide. There is a need for valid MHL measures especially among adolescents. The current study aims to develop and validate a Universal mental health literacy scale for adolescents (UMHL-A), a self report scale to assess MHL of children between ages 10 and 14 across all four components within Kutcher's framework for MHL. The development of the UMHL-A was initiated by a literature review and followed by item generation. Then, we tested the face and content validity of the scale via a delphi study, focus groups and cognitive interviews with the target group. Next with a convenience sample, we established the factor structure and construct validity of the scale using exploratory and confirmatory factor analyses. Lastly, we tested the scale convergent validity with other measures. The final form of the scale was refined on a representative sample of Czech asolescents. The UMHL-A scale comprises 17 items measuring four components of MHL. The scale has substantial methodological advantages in comparison to existing measures of MHL, especially considering its brevity and comprehensive coverage of MHL. Further studies are needed to test its application and validity globally.
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Affiliation(s)
- Anna Kågström
- National Institute of Mental Health, Klecany, Czech Republic
| | - Ondřej Pešout
- National Institute of Mental Health, Klecany, Czech Republic; Department of Psychology, Faculty of Arts, Charles University, Prague, Czech Republic.
| | - Matěj Kučera
- National Institute of Mental Health, Klecany, Czech Republic; Second Faculty of Medicine, Charles University, Prague, Czech Republic; Faculty of Science, Vrije Universiteit, Amsterdam, the Netherlands
| | - Laura Juríková
- National Institute of Mental Health, Klecany, Czech Republic; Department of Psychology, Faculty of Arts, Charles University, Prague, Czech Republic
| | - Petr Winkler
- National Institute of Mental Health, Klecany, Czech Republic
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Booth A, Doyle E, O'Reilly A. School-based health promotion to improve mental health literacy: a comparative study of peer- versus adult-led delivery. J Ment Health 2023; 32:226-233. [PMID: 34994294 DOI: 10.1080/09638237.2021.2022621] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
BACKGROUND School-based youth mental health promotion is increasingly recognised as a useful tool to improve mental health knowledge and help-seeking among adolescents. Peer-led initiatives are emerging as a potentially viable mode of delivering this material. Yet, there is limited evidence on the effectiveness of these initiatives compared to more traditional, adult-led, forms of mental health promotion. AIMS This study aimed to compare improvements in students' mental health knowledge and help-seeking after attending either a peer- or adult-led youth mental health promotion workshop. It also sought to examine differential effects by gender. METHOD A within- and between-group comparative design was used to examine secondary school students' (N = 536) mental health knowledge and help-seeking intentions before and after attending a school-based mental health promotion workshop. RESULTS Students' mental health knowledge and help-seeking intentions significantly improved in both peer- and adult-led groups. Outcomes did not differ across modes of delivery, although the impact of adult-led workshops on mental health knowledge was moderated by gender. CONCLUSIONS Peer-led youth mental health promotion appears to be as effective as traditional adult-led delivery, and seems to be particularly beneficial for male students who respond more favourably to content communicated through their peers.
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Affiliation(s)
- Ailbhe Booth
- Jigsaw, The National Centre for Youth Mental Health, Dublin, Ireland
| | - Elizabeth Doyle
- Jigsaw, The National Centre for Youth Mental Health, Dublin, Ireland
| | - Aileen O'Reilly
- Jigsaw, The National Centre for Youth Mental Health, Dublin, Ireland.,UCD School of Psychology, University College Dublin, Dublin, Ireland
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21
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Liu Z, Yuan F, Zhao J, Du J. Reliability and validity of the positive mental health literacy scale in Chinese adolescents. Front Psychol 2023; 14:1150293. [PMID: 37168432 PMCID: PMC10165113 DOI: 10.3389/fpsyg.2023.1150293] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Accepted: 03/29/2023] [Indexed: 05/13/2023] Open
Abstract
Background and aim Mental health literacy (MHL) is not only the necessary knowledge and ability to promote mental health, but also an important determinant of mental health. Traditionally, the MHL Scale focuses on measuring knowledge and beliefs about mental disorders. In China, there are very few scales for assessing positive MHL. The present study aimed to evaluate the reliability and validity of a Chinese version of the Positive MHL Scale (MHPK-10) in Chinese adolescents. Methods Chinese adolescents (n = 1,247) completed the MHPK-10 online. The validation included the translation and cultural adaptation of the MHPK-10 original version into Chinese and assessment of its psychometric properties: reliability-test-retest and internal consistency, construct validity and criterion validity. Results Participant's mean score on the revised positive MHL scale was 3.75 (SD = 0.69) which was a unidimensional scale. The correlation coefficients between each item and the total score were between 0.639 and 0.753. Scale item loadings ranged between 0.635 and 0.760 based on confirmatory factor analysis. Cronbach's α coefficient of the scale was 0.869, and the test-retest intraclass correlation coefficient was 0.721 (p < 0.01). Criterion validity was assessed by comparing results of the revised MHPK-10 against those of other validated scales and resulting correlations ranged between 0.342 and 0.615. Conclusion The revised Chinese version of the MHPK-10 has sound reliability and validity and can be used to measure Chinese adolescents' positive MHL.
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Affiliation(s)
- Zhanfang Liu
- School of Education, Guangzhou University, Guangzhou, China
- Xiangnan Preschool Education College, Chenzhou, China
| | - Fangru Yuan
- The First High School of Chenzhou (North Campus), Chenzhou, China
| | - Jin Zhao
- School of Education, Guangzhou University, Guangzhou, China
- School of Education Science, Liaocheng University, Liaocheng, China
| | - Jianzheng Du
- School of Education, Guangzhou University, Guangzhou, China
- *Correspondence: Jianzheng Du,
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Marinucci A, Grové C, Allen KA. Australian School Staff and Allied Health Professional Perspectives of Mental Health Literacy in Schools: a Mixed Methods Study. EDUCATIONAL PSYCHOLOGY REVIEW 2023; 35:3. [PMID: 36712917 PMCID: PMC9869299 DOI: 10.1007/s10648-023-09725-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/02/2022] [Indexed: 01/24/2023]
Abstract
Schools are an ideal setting to base mental health literacy programs as the learning environment is already established. Mental health literacy represents how to obtain and maintain good mental health and should be incorporated into the school curriculum. Collaboration with key stakeholders in youth mental health, such as school staff and allied health professionals, is critical in ensuring needs are addressed, and programs are sustainable. This study aimed to understand the perspectives of school staff and allied health professionals towards mental health literacy within Australian schools. An exploratory qualitative and quantitative survey was completed by 88 participants across Australia. Results indicated that school staff feel less competent to deliver mental health literacy content and perceive their training did not address mental health education compared to allied health professionals. Most mental health programs reported to be implemented within schools were social and emotional learning programs. School staff viewed mental health programs to strengthen academic performance less than allied health professionals. Thematic analysis of qualitative data identified that participants viewed mental health knowledge, where and how to seek help, and coping skills as vital content to cover in a school-based mental health literacy program. This study reveals that school staff need sufficient training and resources to address youth mental health literacy. Though mental health literacy is lacking in the Australian school system, the perspectives of school staff and allied health professionals in this study provide key ideas and considerations for the future development of school-based mental health literacy programs for youth. Supplementary Information The online version contains supplementary material available at 10.1007/s10648-023-09725-5.
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Affiliation(s)
- Alexandra Marinucci
- grid.1002.30000 0004 1936 7857Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC 3800 Australia
| | - Christine Grové
- grid.1002.30000 0004 1936 7857Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC 3800 Australia
| | - Kelly-Ann Allen
- grid.1002.30000 0004 1936 7857Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC 3800 Australia
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23
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Nobre J, Luis H, Oliveira AP, Monteiro F, Cordeiro R, Sequeira C, Ferré-Grau C. Psychological Vulnerability Indices and the Adolescent's Good Mental Health Factors: A Correlational Study in a Sample of Portuguese Adolescents. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9121961. [PMID: 36553404 PMCID: PMC9777048 DOI: 10.3390/children9121961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Revised: 12/12/2022] [Accepted: 12/12/2022] [Indexed: 12/15/2022]
Abstract
Background: Psychological vulnerability (PV) indicates the individual’s inability to adapt to stressful situations. Adolescents experience negative impacts on their future mental health if they do not acquire the skills and knowledge necessary to have good mental health during their developmental stage. Aim: To compare the PV index among the three stages of adolescence and to explore the factors involved in good mental health, including the relationship between adolescents’ PV indices and sociodemographic variables, and the relationship between adolescents’ PV index and their knowledge of the factors that characterize good mental health. Method: An exploratory, cross-sectional, correlational study was carried out in three public schools in a region of Portugal, using online self-completed questionnaires: the Psychological Vulnerability Scale (PVS) and the Mental Health-Promoting Knowledge (MHPK-10). Results: Our convenience sample consisted of 260 adolescents, with a mean age of 14.07 years who were students between 5th and 12th grades, mostly female. Moderate PV indexes were obtained that were higher in late adolescence, i.e., in older adolescents, who were females in a more advanced school year, with worse self-perceptions of their physical and mental health and body image, and who frequently used a health service due to mental health problems. The association between the PV index and the level of knowledge about the factors involved in good mental health did not reach a statistical significance (p = 0.06). Conclusions: These results suggest a need for a design of personalized interventions that promote adolescents’ mental health literacy, that prevent PV, and that should be initiated in early adolescence.
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Affiliation(s)
- Joana Nobre
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain
- Nursing Research Unit for South and Islands (NURSE’IN), Polytechnic Institute of Setúbal, 2914-503 Setúbal, Portugal
- VALORIZA—Research Centre for Endogenous Resource Valorization, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
- Correspondence:
| | - Henrique Luis
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
- Unidade de Investigação em Ciências Orais e Biomédicas (UICOB), Faculdade de Medicina Dentária, Universidade de Lisboa, Rua Teresa Ambrósio, 1600-277 Lisbon, Portugal
- Center for Innovative Care and Health Technology (ciTechcare), Polytechnic of Leiria, 2410-541 Leiria, Portugal
| | - Ana Paula Oliveira
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain
| | - Francisco Monteiro
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
| | - Raul Cordeiro
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
- VALORIZA—Research Centre for Endogenous Resource Valorization, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
- Comprehensive Health Research Centre (CHRC), University of Évora, 7000-811 Évora, Portugal
- Group Inovation & Development in Nursing (NursID), Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS), 4200-450 Porto, Portugal
| | - Carlos Sequeira
- Group Inovation & Development in Nursing (NursID), Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS), 4200-450 Porto, Portugal
- Nursing School of Porto, 4200-072 Porto, Portugal
| | - Carme Ferré-Grau
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain
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24
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School-based mental health literacy training shifts the quantity and quality of referrals to tertiary child and adolescent mental health services: A Western Canada regional study. PLoS One 2022; 17:e0277695. [PMID: 36378651 PMCID: PMC9665371 DOI: 10.1371/journal.pone.0277695] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Accepted: 11/02/2022] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND We aimed to improve mental health referral quality of young people by helping educators build capacity for early identification of youth at risk of mental illness and facilitate referrals between the education and health systems. METHODS We applied the Go-To Educator mental health literacy training for early identification, triage and support in 208 schools in Calgary, Alberta between 2013 and 2016. Students presenting to mental health services during this time were compared on a number of clinical, system, and demographic variables, based on the training status of the school (untrained schools; before and after training schools), using retrospective cohort design. Based on clinical and system data, bivariate and multivariable logistic regression analysis were employed to compare the three school status domains. RESULTS After training, referrals differed significantly from control and pre-training schools. Students presenting to services from these schools were younger, from single parent families; were referred more because of adjustment and learning/attention problems; had complex social/family issues; thought disturbances, and harmful behavior/thoughts towards others. While they waited longer to be admitted they stayed longer in services; had more provisional comorbid diagnoses and demonstrated positive treatment outcomes. CONCLUSIONS The Go-To Educator training may be an effective intervention helping educators identify students at risk of mental disorders and in substantial need of mental health services, demonstrating improved linkages between education and health sectors.
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Oliveira AP, Nobre JR, Luis H, Luis LS, Albacar-Riobóo N, Pinho LG, Sequeira C. Literacy and Mental Health of Portuguese Higher Education Students and Their Use of Health Promotion Strategies during Confinement in the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14393. [PMID: 36361270 PMCID: PMC9658650 DOI: 10.3390/ijerph192114393] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2022] [Revised: 10/31/2022] [Accepted: 11/01/2022] [Indexed: 06/16/2023]
Abstract
The pandemic of COVID-19 caused significant changes in economies and societies with a major impact on the entire education process. However, these changes did not invalidate a constant effort of adaptation. This cross-sectional, descriptive, and correlational study used an online questionnaire administered to students from various study cycles at higher education institutions in Portugal, with the aim of exploring the influence of literacy and mental health on the use of mental health promotion strategies during COVID-19 confinement. A total of 329 students from higher education institutions participated in this study, mostly from the age group 18-24 years (n = 272; 82.7%) and female (n = 265, 80.5%). The most mentioned health promotion strategies during this period included studying (n = 170; 51.7%); physical activities (n = 151, 45.9%); social networking (n = 124, 37.7%); cooking activities (n = 120, 36.5%); and listening to music (n = 118, 35.9%). Academic success is self-reported, and it is weakly correlated with the MHI5 (r = 0.103, p = 0.063). Students in the pre-graduate programs studied more during the times of the pandemic and used this activity as a mental-health-promoting strategy with a statistically significant difference (p = 0.033). Although it was difficult to improve health literacy related to COVID-19 in such a short period of time, there was a very strong motivation to access, understand, evaluate, communicate, synthesize, and apply information and knowledge to maintain mental health through self-care using health promotion strategies.
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Affiliation(s)
- Ana Paula Oliveira
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
- Faculty of Nursing, University of Rovira e Virgili, 43003 Tarragona, Spain
| | - Joana Rita Nobre
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
- Faculty of Nursing, University of Rovira e Virgili, 43003 Tarragona, Spain
| | - Henrique Luis
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal
- Unidade de Investigação em Ciências Orais e Biomédicas (UICOB), RHODes-Rede de Higienistas Orais para o Desenvolvimento da Ciência Faculdade de Medicina Dentária, Universidade de Lisboa, Rua Teresa Ambrósio, 1600-277 Lisbon, Portugal
- Center for Innovative Care and Health Technology (ciTechcare), Polytechnic of Leiria, 2410-541 Leiria, Portugal
| | - Luis Soares Luis
- Center for Innovative Care and Health Technology (ciTechcare), Polytechnic of Leiria, 2410-541 Leiria, Portugal
- School of Health Sciences, Polytechnic of Leiria, 2410-541 Leiria, Portugal
| | | | - Lara Guedes Pinho
- Nursing School, University of Evora, 7000-811 Evora, Portugal
- Comprehensive Health Research Center, 7002-554 Evora, Portugal
| | - Carlos Sequeira
- Nursing School of Porto, 4200-072 Porto, Portugal
- Group Inovation and Development in Nursing (NursID), Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS), 4200-450 Porto, Portugal
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Sampaio F, Coelho J, Gonçalves P, Sequeira C. Protective and Vulnerability Factors of Municipal Workers' Mental Health: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14256. [PMID: 36361136 PMCID: PMC9654518 DOI: 10.3390/ijerph192114256] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 10/17/2022] [Accepted: 10/25/2022] [Indexed: 06/16/2023]
Abstract
Work is fundamental to an individual's mental health; however, an unfavourable work environment can lead to mental health problems. Despite existing studies addressing workers' mental health, it is essential to understand the reality of specific contexts to design effective tailored interventions. Thus, this study aimed to examine the influence of potential protective and vulnerability factors on municipal workers' depressive symptoms, anxiety and stress levels, and burnout. A cross-sectional study was conducted with data collection performed between July and December 2021 using online self-report measures. The sample comprised 115 municipal workers. The findings revealed that psychological vulnerability is a significant vulnerability factor for the presence of mental health symptoms. In addition, job satisfaction was found to be a significant protective factor for depressive symptoms, anxiety, and burnout of the municipal workers. The results of this study enhance the understanding of factors that influence worker mental health, which may facilitate the proper planning of specific interventions to promote mental health in the workplace.
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Affiliation(s)
- Francisco Sampaio
- Higher School of Health Fernando Pessoa, Rua Delfim Maia 334, 4200-253 Porto, Portugal
- CINTESIS@RISE, Nursing School of Porto (ESEP), Rua Dr. Plácido da Costa, 4200-450 Porto, Portugal
| | - Joana Coelho
- CINTESIS@RISE, Nursing School of Porto (ESEP), Rua Dr. Plácido da Costa, 4200-450 Porto, Portugal
- Northern School of Health of the Portuguese Red Cross, Rua da Cruz Vermelha Cidacos-Apartado 1002, 3720-126 Oliveira de Azeméis, Portugal
| | - Patrícia Gonçalves
- CINTESIS@RISE, Nursing School of Porto (ESEP), Rua Dr. Plácido da Costa, 4200-450 Porto, Portugal
- Institute of Health Sciences, Universidade Católica Portuguesa, Rua de Diogo Botelho 1327, 4169-005 Porto, Portugal
| | - Carlos Sequeira
- CINTESIS@RISE, Nursing School of Porto (ESEP), Rua Dr. Plácido da Costa, 4200-450 Porto, Portugal
- Nursing School of Porto, Rua Dr. António Bernardino de Almeida, 830, 844, 856, 4200-072 Porto, Portugal
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Laguilles-Villafuerte S. Death Anxiety and Interment Stress Family Interventions for Filipino Older Adults. OMEGA-JOURNAL OF DEATH AND DYING 2022:302228221132905. [PMID: 36207142 DOI: 10.1177/00302228221132905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The overall intent of this research is to determine the preferred death anxiety and interment stress family interventions for Filipino older adults. 214 Filipino respondents (18-75 years old) participated in this conjoint analysis study. Results showed that cognitive state (23.272%) is most important and spiritual state (17.256%) as least important family intervention. Part-worth of the attributes shows medical routines and procedures (.342) as most preferred for physical state; mental health awareness (.266) for cognitive state; livelihood trainings (.051) for social state; family therapy (.022) for psychological state; and church activities (.017) for spiritual state. Spiritual state, age, and number of children have marked associations. Respondents aged 60-75 with a higher number of children in the family, cope with death anxiety and interment stress through spirituality. Significant findings of this study will greatly contribute to the knowledge base of geriatric mental health care; including caregivers and family members of older adults.
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Wei Y, Church J, Kutcher S. Long-term impact of a mental health literacy resource applied by regular classroom teachers in a Canadian school cohort. Child Adolesc Ment Health 2022. [PMID: 36151716 DOI: 10.1111/camh.12597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/01/2022] [Indexed: 11/28/2022]
Abstract
UNLABELLED Application of evidence-based mental health literacy (MHL) curriculum resources by classroom teachers has been demonstrated to significantly improve knowledge and decrease stigma in the short term. AIMS To report results that extend these positive findings for a period of one year. METHOD In a naturalistic cohort study, 332 grade 9 students (ages 14-15) in a Canadian school district learned from an evidence-based curriculum resource (the Guide) applied by classroom teachers who trained in its use. Evaluations of knowledge and stigma were conducted before the Guide, immediately following the Guide delivery and at one-year follow-up. RESULTS Students showed significant (p < .001) and substantial (d = 0.68 and 0.67) short-term and significant (p < .001) and substantial (d = 0.44 and 0.58) long-term improvements in knowledge and reductions in stigma. Significant stigma reduction was found among female students than male students, but no gender differences on knowledge were found at long-term follow-up. Educators showed significant and substantial short-term improvements in knowledge (p < .001; d = 1.03) and reductions in stigma (p < .05; d = 0.35). CONCLUSIONS The Guide resource delivered by trained classroom teachers may have value in enhancing MHL outcomes for young people.
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Affiliation(s)
- Yifeng Wei
- Department of Psychiatry, University of Alberta, Edmonton, AB, Canada
| | - Jeremy Church
- North Vancouver School District, North Vancouver, BC, Canada
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Atilola O, Ayinde O, Obialo FK, Adeyemo SO, Adegbaju D, Anthony R. Towards school-based mental health programs in Nigeria: the immediate impact of a depression-literacy program among school-going adolescents and their teachers. Child Adolesc Psychiatry Ment Health 2022; 16:70. [PMID: 35999596 PMCID: PMC9400212 DOI: 10.1186/s13034-022-00503-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Accepted: 08/10/2022] [Indexed: 12/03/2022] Open
Abstract
BACKGROUND Depression-literacy, which is the foundational requirement for symptom recognition, positive attitude and help-seeking, is poor among adolescents in Nigeria. This study, therefore, aims to determine the impact of a school-based training program on depression-literacy among a cohort of high-school students and their teachers in South-West Nigeria. METHODS An adapted version of the Break Free from Depression, a 4-module depression awareness curriculum for staff and students, was implemented among students and their teachers. Paired-sample T-test was used to assess the domain-specific (knowledge, attitude, and confidence) impact of the training by comparing the baseline and immediate (within the week of the training) post-scores. RESULTS A total of 3098 students and 294 teachers from 21 schools across three states in South-West Nigeria successfully completed the training. There was a significant positive difference (p < 0.05), at post-test, in the knowledge, attitude, and confidence among the students. The same was observed among teachers except for attitude where positive change did not reach significant level (p = 0.06). When statistically significant, the calculated effect size (eta squared) was highest for knowledge (students: 0.07, p = 0.001; teachers: 0.08, p < 0.000) and least for attitude (students: 0.003, p = 0.002 teachers: 0.085, p = 0.06). Multiple regression analyses result showed that the level of pre-scores predicted the magnitude of change in all domains of depression-literacy (p < 0.05) after controlling for age, gender, and type of school among the students, but not for teachers. CONCLUSIONS School-based depression-literacy programs can lead to significant positive change in knowledge, attitude, and confidence of students and teachers.
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Affiliation(s)
- Olayinka Atilola
- Department of Behavioral Medicine, Lagos State University College of Medicine Ikeja, Lagos, Nigeria.
| | - Olatunde Ayinde
- grid.9582.60000 0004 1794 5983Department of Psychiatry, College of Medicine, University of Ibadan, Ibadan, Nigeria
| | - Felix-Kingsley Obialo
- grid.9582.60000 0004 1794 5983Center for Creativity and Entrepreneurial Studies, Dominican University Ibadan, Ibadan, Nigeria
| | - Sunday Oladotun Adeyemo
- grid.412320.60000 0001 2291 4792Department of Psychology, Olabisi Onabanjo University Ago-Iwoye, Ago-Iwoye, Nigeria
| | - Dapo Adegbaju
- grid.490120.e0000 0004 9338 1163Federal Neuro-Psychiatric Hospital Yaba, Lagos, Nigeria
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Moreira WC, Sousa ARD, Cardoso RDSS, Queiroz AMD, Oliveira MAFD, Sequeira CADC. COVID-19 in Brazil: Are there any differences in Mental Health Literacy between young and aged men? Rev Lat Am Enfermagem 2022; 30:e3603. [PMID: 35858006 DOI: 10.1590/1518-8345.5651.3603] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Accepted: 03/08/2022] [Indexed: 12/29/2022] Open
Abstract
OBJECTIVE to analyze the Mental Health Literacy of young and aged men living in Brazil in the COVID-19 pandemic context. METHOD a qualitative study conducted with 87 men by means of an asynchronous online survey. The data were processed in the NVIVO12® software, structured with the Collective Subject Discourse method and analyzed through Anthony Jorm's theoretical concept of Mental Health Literacy. RESULTS six central ideas emerged from the analysis of a synthesis discourse on the components of the Mental Health Literacy, namely: Ability to recognize specific disorders or different types of psychological distress; Knowledge and beliefs about risk factors and causes; Knowledge and beliefs about self-help interventions; Knowledge and beliefs about available professional help; Attitudes that facilitate recognition and the search for adequate help; and Knowledge on how to seek information on mental health. CONCLUSION there are differences in the mental health literacy of young and aged men living in Brazil during the COVID-19 pandemic. Aged men were more competent for mental health care management and protection than young men, in relation to the Mental Health Literacy levels.
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Affiliation(s)
| | | | - Rachel da Silva Serejo Cardoso
- Universidade Federal Fluminense, Escola de Enfermagem Aurora de Afonso Costa, Niterói, RJ, Brasil.,Universidade Estácio de Sá, Curso de Enfermagem, Rio de Janeiro, RJ, Brasil
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Nobre J, Calha A, Luis H, Oliveira AP, Monteiro F, Ferré-Grau C, Sequeira C. Mental Health Literacy and Positive Mental Health in Adolescents: A Correlational Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19138165. [PMID: 35805824 PMCID: PMC9266633 DOI: 10.3390/ijerph19138165] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Revised: 06/29/2022] [Accepted: 07/01/2022] [Indexed: 11/16/2022]
Abstract
This study aimed to assess adolescents′ Mental Health Literacy (MHL) level, Positive Mental Health (PMH) level, the association between sociodemographic variables and the MHL and PMH levels, and the relationship between adolescent′s MHL and PMH levels. A quantitative, cross-sectional, correlational study was conducted with a convenience sample of 260 adolescents studying in the 5th to 12th years of school. The Mental Health Knowledge Questionnaire, the Mental Health-Promoting Knowledge, and the Positive Mental Health Questionnaire were used for data collection. Most of the adolescents were female (55.8%) with a mean age of 14.07 years. The participants showed good levels of MHL (MHKQ). The participants showed good levels of MHL (MHKQ
𝘹¯
= 60.03; MHPK-10 𝘹¯ = 4.49) and high levels of PMH (𝘹¯ = 128.25). The adolescents with higher levels of MHL were the oldest, in a higher year of school, female, those whose mothers are employed, those who have healthy eating habits, and those who have a better body image self-perception. Adolescents in a lower year of school, with adequate sleep habits, who spend fewer hours a day in front of a screen or online, and who have a better self-perception of mental and physical health and body image were the ones with higher PMH levels. These findings suggest the need to implement experimental or quasi-experimental studies to ascertain the effectiveness of interventions that promote adolescents′ positive mental health literacy.
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Affiliation(s)
- Joana Nobre
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal; (H.L.); (A.P.O.); (F.M.)
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain;
- Nursing Research Unit for South and Islands (NURSE’IN), 2914-503 Setubal, Portugal
- VALORIZA—Research Centre for Endogenous Resource Valorization, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal;
- Correspondence:
| | - António Calha
- VALORIZA—Research Centre for Endogenous Resource Valorization, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal;
- School of Education and Social Sciences, Polytechnic Institute of Portalegre, 7300-109 Portalegre, Portugal
| | - Henrique Luis
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal; (H.L.); (A.P.O.); (F.M.)
- Unidade de Investigação em Ciências Orais e Biomédicas (UICOB), Faculdade de Medicina Dentária, Universidade de Lisboa, Rua Teresa Ambrósio, 1600-277 Lisbon, Portugal
- Center for Innovative Care and Health Technology (ciTechcare), Polytechnic of Leiria, 2410-541 Leiria, Portugal
| | - Ana Paula Oliveira
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal; (H.L.); (A.P.O.); (F.M.)
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain;
| | - Francisco Monteiro
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal; (H.L.); (A.P.O.); (F.M.)
| | - Carme Ferré-Grau
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain;
| | - Carlos Sequeira
- Group Inovation and Development in Nursing (NursID), Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS), 4200-450 Porto, Portugal;
- Nursing School of Porto, 4200-072 Porto, Portugal
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Sampaio F, Gonçalves P, Sequeira C. Mental Health Literacy: It Is Now Time to Put Knowledge into Practice. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127030. [PMID: 35742278 PMCID: PMC9222847 DOI: 10.3390/ijerph19127030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/03/2022] [Accepted: 06/07/2022] [Indexed: 01/27/2023]
Affiliation(s)
- Francisco Sampaio
- Higher School of Health Fernando Pessoa, Rua Delfim Maia, 334, 4200-253 Porto, Portugal
- CINTESIS@RISE—Center for Health Technology and Services Research/Health Research Network from the Lab to the Community, Rua Dr. Plácido da Costa, 4200-450 Porto, Portugal;
- Correspondence:
| | - Patrícia Gonçalves
- Institute of Health Sciences, Universidade Católica Portuguesa, Rua de Diogo Botelho, 1327, 4169-005 Porto, Portugal;
| | - Carlos Sequeira
- CINTESIS@RISE—Center for Health Technology and Services Research/Health Research Network from the Lab to the Community, Rua Dr. Plácido da Costa, 4200-450 Porto, Portugal;
- Nursing School of Porto, Rua Dr. António Bernardino de Almeida, 830, 844, 856, 4200-072 Porto, Portugal
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Wei Y, Kutcher S, Austen E, Comfort A, Gilham C, MacDougall C, McKenna G, McKinnon M, Thompson K, Yeo E, Zhang M, Baxter A, Matheson K. The Impact of Transitions, a Mental Health Literacy Intervention With Embedded Life Skills for Postsecondary Students: Preliminary Findings From a Naturalistic Cohort Study. CANADIAN JOURNAL OF PSYCHIATRY. REVUE CANADIENNE DE PSYCHIATRIE 2022; 67:452-461. [PMID: 34379024 PMCID: PMC9152239 DOI: 10.1177/07067437211037131] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE Mental illness is a common medical condition to onset during adolescence. Young people who leave for postsecondary life are at an especially challenging period of lifetime when many will leave home and familiar environments for prolonged periods of time. These new circumstances may put young people at risk of developing mental health problems or disorders or exacerbate existing mental disorders. Alternatively, some young people may misinterpret the normal negative emotional states occurring as a result of these new challenges as a mental disorder requiring professional intervention. We conducted a quasiexperimental cohort study to investigate the effectiveness of a mental health literacy intervention Transitions with blended life skills to address these challenges for first-year postsecondary students. METHODS Students (n = 2,397) from five Canadian postsecondary institutions were assigned to the intervention or the control group and were administered a survey at baseline, postintervention, and at 2-month follow-up (September 2017 to February 2018). We applied generalized linear mixed effects (PROC Mixed procedure) to test the between-group difference in the post-pre/follow-up-pre and to determine the predicted least-square mean values. RESULTS The findings showed that students who were exposed to the Transitions intervention significantly improved their mental health knowledge, decreased stigma against mental illness, improved help-seeking attitudes and behaviours, and decreased perceived stress when compared to students who had not been exposed to the intervention. However, we did not identify significant changes in general health. This may be due to the relatively short follow-up time (2 months) to determine participants' general health status. CONCLUSIONS Transitions delivered to first-year postsecondary students may be a beneficial intervention to help young people adjust to their new postsecondary life and improve their mental health.
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Affiliation(s)
- Yifeng Wei
- University of Alberta, Edmonton, Alberta
| | | | - Erin Austen
- Saint Francis Xavier University, Antigonish, Nova Scotia
| | - Anne Comfort
- Mount Allison University, Sackville, New Brunswick
| | - Chris Gilham
- Saint Francis Xavier University, Antigonish, Nova Scotia
| | | | - Greg McKenna
- Holland College, Charlottetown, Prince Edward Island
| | | | - Kara Thompson
- Saint Francis Xavier University, Antigonish, Nova Scotia
| | - Elizabeth Yeo
- Saint Francis Xavier University, Antigonish, Nova Scotia
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Carvalho D, Sequeira C, Querido A, Tomás C, Morgado T, Valentim O, Moutinho L, Gomes J, Laranjeira C. Positive Mental Health Literacy: A Concept Analysis. Front Psychol 2022; 13:877611. [PMID: 35496219 PMCID: PMC9048044 DOI: 10.3389/fpsyg.2022.877611] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2022] [Accepted: 03/17/2022] [Indexed: 11/13/2022] Open
Abstract
BackgroundThe positive component of Mental Health Literacy (PMeHL) refers to a person’s awareness of how to achieve and maintain good mental health. Although explored recently, the term still lacks a clear definition among healthcare practitioners.AimTo identify the attributes and characteristics of PMeHL, as well as its theoretical and practical applications.MethodsLiterature search (using the Medline and CINAHL databases) and review, covering the last 21 years, followed by concept analysis according to the steps described by Walker and Avant approach.ResultsPositive component of Mental Health Literacy is considered one component of MHL, integrating positive mental health. The concept’s attributes include: (a) competence in problem-solving and self-actualization; (b) personal satisfaction; (c) autonomy; (d) relatedness and interpersonal relationship skills; (e) self-control; and (f) prosocial attitude. Four case scenarios (model, borderline, related and contrary cases) were used to clarify the antecedents (individual factors and social/contextual factors) and consequences (individual sphere; relational/social sphere; contextual/organizational sphere) of PMeHL.ConclusionPositive component of Mental Health Literacy is considered a component of MHL, which deserves attention throughout the lifespan, in different contexts and intervention levels. Considering PMeHL as a multi-faceted and dynamic construct will help understand the mechanisms that improve mental health and promote healthy behaviors. Priority should be given to robust primary research focused on nursing interventions that enhance and sustain PMeHL in people and families.
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Affiliation(s)
- Daniel Carvalho
- School of Health Sciences of Polytechnic of Leiria, Leiria, Portugal
- Hospital Center of Leiria – Hospital de Santo André, Leiria, Portugal
- Centre for Innovative Care and Health Technology, Polytechnic of Leiria, Leiria, Portugal
- Abel Salazar Institute of Biomedical Sciences, University of Porto, Porto, Portugal
| | - Carlos Sequeira
- Center for Health Technology and Services Research (CINTESIS), NursID, University of Porto, Porto, Portugal
- Nursing School of Porto, Porto, Portugal
| | - Ana Querido
- School of Health Sciences of Polytechnic of Leiria, Leiria, Portugal
- Centre for Innovative Care and Health Technology, Polytechnic of Leiria, Leiria, Portugal
- Center for Health Technology and Services Research (CINTESIS), NursID, University of Porto, Porto, Portugal
| | - Catarina Tomás
- School of Health Sciences of Polytechnic of Leiria, Leiria, Portugal
- Centre for Innovative Care and Health Technology, Polytechnic of Leiria, Leiria, Portugal
- Center for Health Technology and Services Research (CINTESIS), NursID, University of Porto, Porto, Portugal
| | - Tânia Morgado
- School of Health Sciences of Polytechnic of Leiria, Leiria, Portugal
- Center for Health Technology and Services Research (CINTESIS), NursID, University of Porto, Porto, Portugal
- Hospital and University Center of Coimbra - Hospital Pediátrico, Coimbra, Portugal
- The Health Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal
| | - Olga Valentim
- School of Health Sciences of Polytechnic of Leiria, Leiria, Portugal
- Center for Health Technology and Services Research (CINTESIS), NursID, University of Porto, Porto, Portugal
- Escola Superior de Saúde Ribeiro Sanches, Lisboa, Portugal
| | - Lídia Moutinho
- School of Health Sciences of Polytechnic of Leiria, Leiria, Portugal
- Center for Health Technology and Services Research (CINTESIS), NursID, University of Porto, Porto, Portugal
- Psychiatric Hospital Center of Lisbon – Hospital Júlio de Matos, Lisboa, Portugal
| | - João Gomes
- School of Health Sciences of Polytechnic of Leiria, Leiria, Portugal
- Hospital Center of Leiria – Hospital de Santo André, Leiria, Portugal
| | - Carlos Laranjeira
- School of Health Sciences of Polytechnic of Leiria, Leiria, Portugal
- Centre for Innovative Care and Health Technology, Polytechnic of Leiria, Leiria, Portugal
- Research in Education and Community Intervention, Piaget Institute, Viseu, Portugal
- *Correspondence: Carlos Laranjeira,
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Singh S, Zaki RA, Farid NDN, Kaur K. The Determinants of Mental Health Literacy among Young Adolescents in Malaysia. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19063242. [PMID: 35328930 PMCID: PMC8953899 DOI: 10.3390/ijerph19063242] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Revised: 03/02/2022] [Accepted: 03/02/2022] [Indexed: 02/05/2023]
Abstract
Mental health literacy (MHL) is an established multifaceted concept that comprises mental health knowledge, help-seeking, and stigma. Adequate MHL (i.e., the ability to correctly recognize mental health disorders alongside having the intention to seek help) is able improve mental health outcomes among individuals. This study aims to examine the determinants of MHL among young Malaysian adolescents. A cross-sectional study was conducted among 1400 adolescents between 13 and 14 years old from nine national secondary schools in Selangor state, Malaysia. Sociodemographic determinants assessed included gender, age, ethnicity, smoking status, alcohol consumption, history of being bullied, feeling lonely, parental marital status, and parental income which were assessed using the Global School Based Student Health Survey. MHL was assessed using the Mental Health Literacy and Stigma questionnaire. Several factors were significantly associated with adequate levels of MHL following multivariate analysis, such as being female (AOR = 1.68; 95% CI 1.12, 2.52), older adolescents (AOR = 1.56; 95% CI 1.07, 2.30), not smoking (AOR = 1.99; 95% CI 1.20, 4.26), not consuming alcohol (AOR = 1.23; 95% CI 1.18, 2.41), and not feeling lonely (AOR = 1.25; 95% CI 1.06, 1.85). Addressing these determinants could be key in assisting the development of policies and programs to prevent mental health disorders among adolescents, which are currently on the rise.
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Affiliation(s)
- Sarbhan Singh
- Institute for Medical Research (IMR), National Institutes of Health (NIH), Ministry of Health Malaysia, Shah Alam 40170, Malaysia
- Correspondence: ; Tel.: +60-122-017-412
| | - Rafdzah Ahmad Zaki
- Department of Social and Preventive Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur 50603, Malaysia; (R.A.Z.); (N.D.N.F.)
| | - Nik Daliana Nik Farid
- Department of Social and Preventive Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur 50603, Malaysia; (R.A.Z.); (N.D.N.F.)
| | - Kushilpal Kaur
- Department of Psychiatry, Hospital Selayang, Ministry of Health Malaysia, Batu Caves 68100, Malaysia;
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Marinucci A, Grové C, Allen KA. A Scoping Review and Analysis of Mental Health Literacy Interventions for Children and Youth. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2021.2018918] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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Renwick L, Pedley R, Johnson I, Bell V, Lovell K, Bee P, Brooks H. Conceptualisations of positive mental health and wellbeing among children and adolescents in low- and middle-income countries: A systematic review and narrative synthesis. Health Expect 2022; 25:61-79. [PMID: 34904773 PMCID: PMC8849250 DOI: 10.1111/hex.13407] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2021] [Revised: 11/08/2021] [Accepted: 11/25/2021] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND Mental illnesses are the leading causes of global disease burden. The impact is heightened in low- and middle-income countries (LMICs) due to embryonic care systems and extant barriers to healthcare access. Understanding children and adolescents' conceptualisations of mental health wellbeing in these settings is important to optimize health prevention and promotion initiatives. OBJECTIVE To systematically review and synthesize children and adolescents' conceptualisations and views of mental health and wellbeing in LMICs. DESIGN Ten databases were systematically searched from inception to July 2020 and findings from included studies were synthesized. RESULTS Twenty papers met eligibility criteria comprising qualitative, quantitative and mixed methods studies. Children and adolescents identified aspects of mental health and wellbeing, including positive affect and outlook and having sufficient personal resources to face daily challenges. Identified factors recognized the importance of activating both kin and lay networks in supporting and maintaining wellbeing. Conceptualisations of mental health and wellbeing were varied and influenced by culture, developmental stage and gender. DISCUSSION AND CONCLUSIONS Irrespective of environmental and sociocultural influences on concepts of wellbeing and mental health, children and adolescents in LMICs can conceptualise these constructs and identify how they pursue positive mental health and wellbeing important for developing age and culture-appropriate community mental health strategies. Our review highlights the need to extend inquiry to wider developmental stages and both across and within specific populations in LMICs. PATIENT AND PUBLIC INVOLVEMENT Initial results were presented at stakeholder workshops, which included children, adolescents, parents and health professionals held in Indonesia in January 2019 to allow the opportunity for feedback.
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Affiliation(s)
- Laoise Renwick
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health SciencesUniversity of ManchesterManchesterUK
| | - Rebecca Pedley
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health SciencesUniversity of ManchesterManchesterUK
| | - Isobel Johnson
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health SciencesUniversity of ManchesterManchesterUK
| | - Vicky Bell
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health SciencesUniversity of ManchesterManchesterUK
| | - Karina Lovell
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health SciencesUniversity of ManchesterManchesterUK
| | - Penny Bee
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health SciencesUniversity of ManchesterManchesterUK
| | - Helen Brooks
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health SciencesUniversity of ManchesterManchesterUK
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Wang A, Jia S, Shi Z, Sun X, Zhu Y, Shen M. Validation and Psychometric Testing of the Chinese Version of the Mental Health Literacy Scale Among Nurses. Front Psychol 2022; 12:791883. [PMID: 35153915 PMCID: PMC8826253 DOI: 10.3389/fpsyg.2021.791883] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2021] [Accepted: 12/16/2021] [Indexed: 11/13/2022] Open
Abstract
The Mental Health Literacy Scale (MHLS) is the most widely used and strong theory-based measurement tool to gain an understanding of mental health knowledge and ability. This study aimed to test the psychometric properties of the Chinese version of the Mental Health Literacy Scale (MHLS-C) and to document the norm and its influential factors of mental health literacy among nurses. The MHLS was translated following Brislin's translation model and tested with a sample of 872 clinical registered nurses. The Jefferson Scale of Empathy-Health Professionals (JSE-HP), Patient Health Questionnaire-2 (PHQ-2), and Generalized Anxiety Disorder-2 (GAD-2) were administered to assess convergent validity. The minimum average partial test, parallel analysis and confirmatory factor analysis supported 4 first-order 2 second-order structure. The 4 factors were named "knowledge of mental disorder," "ability to seek information and help," "recognition of mental disorder," and "acceptance of patients with mental illness," with factor 1-3 were summarized into MHLS-Core (Core literacy subscale) and factor 4 as MHLS-SA (Social acceptance subscale). The MHLS-C was moderately negatively correlated with the PHQ-2 and GAD-2 (-0.111, -0.081) and highly positively correlated with JSE-HP (0.492). The Cronbach's α was 0.85 for the overall scale and 0.89 and 0.93 for two subscales. The test-retest reliability was good, with intraclass correlation coefficients (ICCs) of 0.80 for the whole scale, and 0.79 and 0.94 for two subscales. As an approximately normal distribution, the 50 th percentile for the MHLS-C was 99, with 50 th percentiles of 74 and 20 for MHLS-Core and MHLS-SA. Higher position, higher professional credentials, higher hospital hierarchy, other specialist hospital, psychiatric hospital and unmarried status were positive predictors. The 29-item MHLS-C, with two subscales of MHLS-Core and MHLE-SA, is a stable and validated tool to measure mental health literacy. MHLS-Core could be used independently to measure the core content of mental health literacy. It may be applicable for Chinese health professionals, but need further validation among the general public. MHL curriculum and a targeted culturally appropriate program for acceptance for health professionals, especially for those in general hospitals and with less working tenure, may be recommended.
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Affiliation(s)
- Anni Wang
- School of Nursing, Fudan University, Shanghai, China
| | - Shoumei Jia
- School of Nursing, Fudan University, Shanghai, China
| | | | - Xiaomin Sun
- Shanghai Tongji Hospital, School of Medicine, Tongji University, Shanghai, China
| | - Yuan Zhu
- Shanghai Chest Hospital, Shanghai Jiao Tong University, Shanghai, China
| | - Miaoli Shen
- Changning District Mental Health Center, Shanghai, China
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Moreira WC, Sousa ARD, Cardoso RDSS, Queiroz AMD, Oliveira MAFD, Sequeira CADC. COVID-19 en Brasil: ¿Hay diferencias entre la alfabetización en salud mental de los hombres jóvenes y la de los mayores? Rev Lat Am Enfermagem 2022. [DOI: 10.1590/1518-8345.5651.3602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Resumen Objetivo: analizar la Alfabetización en Salud Mental de hombres jóvenes y mayores residentes en Brasil en el contexto de la pandemia de COVID-19. Método: estudio cualitativo, realizado con 87 hombres, mediante survey online asincrónica. Los datos fueron procesados usando el software NVIVO12®, estructurados usando el método del Discurso del Sujeto Colectivo y analizados usando el concepto teórico de Alfabetización en Salud Mental de Anthony Jorm. Resultados: del análisis de un discurso síntesis sobre los componentes de la Alfabetización en Salud Mental, surgieron seis ideas centrales: capacidad para reconocer trastornos específicos o diferentes tipos de sufrimiento psíquico; conocimiento y creencias sobre factores y causas de riesgo; conocimiento y creencias sobre las intervenciones de autoayuda; conocimiento y creencias sobre la ayuda profesional disponible; actitudes que facilitan el reconocimiento y la búsqueda de ayuda adecuada; y conocimiento sobre cómo buscar información sobre salud mental. Conclusión: hay diferencias entre la Alfabetización en Salud Mental de los hombres jóvenes y la de los mayores que vivían en Brasil durante la pandemia de COVID-19. Los hombres mayores fueron más competentes para gestionar el cuidado y proteger su salud mental que los hombres jóvenes, según los niveles de Alfabetización en Salud Mental.
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Riebschleger J, Grové C, Kelly K, Cavanaugh D. Developing and Initially Validating the Youth Mental Health Literacy Scale for Ages 11-14. Front Psychiatry 2022; 13:817208. [PMID: 35911252 PMCID: PMC9334815 DOI: 10.3389/fpsyt.2022.817208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 06/02/2022] [Indexed: 11/17/2022] Open
Abstract
Despite rising rates of youth mental health disorders and suicides, most youth lack access to accurate, non-stigmatized mental health information. Instead, many describe people with mental illness as violent and incompetent. Mental health literacy aligns with resilience theory. It assumes that youth that have accurate mental health information will have less stigmatized views of mental illness and will be more likely to seek help earlier should mental health symptoms arise. Accurate, non-stigmatized mental health information is especially needed for Children of a Parent or other Family Member that has a mental illness (COPFMI) since they are more likely to acquire a mental illness than children who do not have a family member with a mental illness. COPFMI youth are in need of the same mental health information as general population youth but they can also benefit from knowing how to deal with a family member's mental health disorder. Based on many foundation studies and key stakeholder input from parents, educators, mental health providers, child welfare providers, and especially youth, an emerging Youth Mental Health Literacy (YMHL) scale was developed and validated for measuring the mental health literacy levels of youth ages 11-14. The scale provides a full scale score of youth mental health literacy. It has subscales of knowledge of mental illness and recovery; stigma, help seeking for self/others; coping with stress; and dealing with family mental health challenges. The validation study indicated support for a unidimensional structure for each of the refined subscales. The subscales showed suitable reliability as evaluated by several measures of internal consistency. While the scale needs further study with larger samples of youth, it is hoped that the scale can yield mental health literacy outcome data that can help mental health literacy programs to build evidence-based programs that may, in turn, help prevent, delay, or ameliorate mental health disorders among youth.
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Affiliation(s)
- Joanne Riebschleger
- School of Social Work, Michigan State University, East Lansing, MI, United States
| | - Christine Grové
- Department of Educational Psychology, Monash University, Melbourne, VIC, Australia
| | - Kimberly Kelly
- Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, MI, United States
| | - Daniel Cavanaugh
- School of Nursing and Health Studies, University of Washington, Bothell, WA, United States
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Coelho V, Lamela D. Programas mediados pela tecnologia para promoção de literacia em saúde mental em adolescentes: revisão sistemática. SAUDE E SOCIEDADE 2022. [DOI: 10.1590/s0104-12902022200630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo A promoção da literacia saúde mental em adolescentes tem recebido particular atenção na saúde pública, dado a adolescência ser vista como um período crítico para prevenção de problemas de saúde mental na idade adulta. Apesar da consistência empírica sobre a eficácia dos programas face a face de literacia da saúde mental para adolescentes, pouco se sabe sobre as características e o efeito de intervenções mediadas pela tecnologia para este objetivo. A presente revisão sistemática teve como finalidade sistematizar conhecimento empírico sobre os efeitos de programas mediados pela tecnologia de promoção da literacia em saúde mental em adolescentes. Procedeu-se a um levantamento sistemático da literatura até dezembro de 2019, tendo sido selecionados quatro estudos empíricos que avaliaram os efeitos deste tipo de programas em diferentes indicadores de saúde mental. Os resultados revelaram que os programas mediados pela tecnologia apresentaram efeitos positivos no aumento da literacia em saúde mental, sendo o sexo e a idade moderadores destas associações. No entanto, o seu efeito na redução do estigma e nos comportamentos de procura de ajuda profissional foi inconsistente. As limitações dos estudos incluídos na revisão são discutidas.
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Ruiz JC, Fuentes-Durá I, López-Gilberte M, Dasí C, Pardo-García C, Fuentes-Durán MC, Pérez-González F, Salmeron L, Soldevila-Matías P, Vila-Francés J, Balanza-Martínez V. Public stigma profile toward mental disorders across different university degrees in the University of Valencia (Spain). Front Psychiatry 2022; 13:951894. [PMID: 36032229 PMCID: PMC9411748 DOI: 10.3389/fpsyt.2022.951894] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Accepted: 07/27/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND A large proportion of studies carried out in recent years in different populations have shown that stigma toward mental disorders is highly prevalent. In the present study we conducted a comprehensive assessment of stigma to describe and compare stigma toward mental disorders in students enrolled in five different university degrees. METHODS Three hundred and twenty-five students from the University of Valencia (Spain), attending the second term of their first-degree courses in the faculties of medicine, psychology, teaching, economics, and data science participated in this cross-sectional study. Stigma was measured using: the Reported and Intended Behavior Scale (RIBS), the Scale of Community Attitudes toward Mental Illness (CAMI), the Attribution Questionnaire (AQ-27), and the Knowledge about Mental Illness test (KMI). RESULTS We found different patterns of stigma according to gender, the fact of knowing or living with a person with mental disorders and the university degree studied. Overall, women show fewer stigmatizing attitudes than men but similar stereotypes and prejudice toward people with mental disorders. However, the pattern of results across degrees is more complex. Overall, students of medicine, psychology and teaching showed fewer stigmatizing attitudes than students of economics and data science but differences between degrees were more subtle in stereotypes and prejudice toward people with mental disorders. CONCLUSION Our study suggests the existence of different profiles of stigma in relation to mental disorders in university students. These profiles varied in relation with the degree being studied, gender and already knowing or living with a person with mental disorders.
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Affiliation(s)
- Juan C Ruiz
- Faculty of Psychology, University of Valencia, Valencia, Spain
| | - Inmaculada Fuentes-Durá
- Faculty of Psychology, University of Valencia, Valencia, Spain.,Center for Biomedical Research in Mental Health Network (CIBERSAM), Instituto de Salud Carlos III (ISCIII), Madrid, Spain.,INCLIVA Biomedical Research Institute, Valencia, Spain
| | | | - Carmen Dasí
- Faculty of Psychology, University of Valencia, Valencia, Spain
| | | | | | | | | | | | - Joan Vila-Francés
- Intelligent Data Analysis Laboratory (IDAL), University of Valencia, Valencia, Spain
| | - Vicent Balanza-Martínez
- Center for Biomedical Research in Mental Health Network (CIBERSAM), Instituto de Salud Carlos III (ISCIII), Madrid, Spain.,Department of Medicine, University of Valencia, Valencia, Spain
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Moreira WC, Sousa ARD, Cardoso RDSS, Queiroz AMD, Oliveira MAFD, Sequeira CADC. COVID-19 in Brazil: Are there any differences in Mental Health Literacy between young and aged men? Rev Lat Am Enfermagem 2022. [PMID: 35858006 PMCID: PMC9285197 DOI: 10.1590/1518-8345.5651.3544] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022] Open
Abstract
Objective: to analyze the Mental Health Literacy of young and aged men living in Brazil in the COVID-19 pandemic context. Method: a qualitative study conducted with 87 men by means of an asynchronous online survey. The data were processed in the NVIVO12® software, structured with the Collective Subject Discourse method and analyzed through Anthony Jorm’s theoretical concept of Mental Health Literacy. Results: six central ideas emerged from the analysis of a synthesis discourse on the components of the Mental Health Literacy, namely: Ability to recognize specific disorders or different types of psychological distress; Knowledge and beliefs about risk factors and causes; Knowledge and beliefs about self-help interventions; Knowledge and beliefs about available professional help; Attitudes that facilitate recognition and the search for adequate help; and Knowledge on how to seek information on mental health. Conclusion: there are differences in the mental health literacy of young and aged men living in Brazil during the COVID-19 pandemic. Aged men were more competent for mental health care management and protection than young men, in relation to the Mental Health Literacy levels.
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Amudhan S, Jangam K, Mani K, Murugappan NP, Sharma E, Mahapatra P, Burma AD, Tiwari HK, Ashok A, Vaggar S, Rao GN. Project SUMS (scaling up of mental health in schools): design and methods for a pragmatic, cluster randomised waitlist-controlled trial on integrated school mental health intervention for adolescents. BMC Public Health 2021; 21:2034. [PMID: 34742284 PMCID: PMC8572074 DOI: 10.1186/s12889-021-12086-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Accepted: 10/22/2021] [Indexed: 11/29/2022] Open
Abstract
Background There is an increasing need for Mental Health Promotion (MHP) among adolescents, especially in developing countries with limited resources and rapid socio-demographic transition. With the growing burden of mental health problems among adolescents (suicide, depression) and their preferences to seek help from their peers, improving Mental Health Literacy (MHL) and behaviours for First Aid in Mental Health (MH-FA) becomes crucial to promote their mental health. Methods Schools are ideal settings for reaching the vulnerable adolescents. The proposed study evaluates the effectiveness of a classroom-based teacher-led integrated school mental health intervention called SUMS (MHP + MHL + MH-FA). The study will involve a pragmatic, cluster-randomised waitlist-controlled design to evaluate the effectiveness of SUMS intervention using schools as unit-of-randomisation. The study will be conducted in Srinivaspura taluka (Sub-district) of Kolar district (administrative unit of health) of Karnataka in collaboration with a multi-disciplinary expert team from NIMHANS (National Institute of Mental Health And Neuro Sciences), Bangalore-India and Department of Education, Government of Karnataka, India. A total of 8 schools (400 students studying in 6–8 grade) from Srinivaspura taluka will be randomised into intervention and waitlist control group. The intervention group will receive SUMS intervention through 10–15 h of classroom sessions. The primary outcome is the improvement in positive mental health literacy, as measured by the Mental Health-Promoting Knowledge (MHPK-10) scale. Changes in MH-FA knowledge and intentions, Mental health stigma, help-seeking and resilience are assessed as secondary outcomes. Data will be collected at baseline, 6-weeks, 6-months and 12-months post-intervention. The waitlist-control schools will receive the interventions at the end of the 12-month follow-up assessment in intervention-schools. Discussion This is the first study to integrate Mental Health Literacy with Mental Health Promotion and behaviours for First Aid in Mental Health to promote mental health well-being among adolescent school children in India. With a need to build a more substantial evidence base on School Mental Health Promotion approaches in developing countries, the study findings will have implications for implementing and operationalising Health and Wellness Ambassador initiative in India. Trial registration Clinical Trials Registry - India, CTRI/2019/07/020394. Registered prospectively on 29 July 2019. (ctri.nic.in/Clinicaltrials/pmaindet2.php?trialid=35724&EncHid=&userName=sums).
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Affiliation(s)
- Senthil Amudhan
- Department of Epidemiology, National Institute of Mental Health And Neuro Sciences, Bangalore, Karnataka, India.
| | - Kavita Jangam
- Department of Psychiatric Social Work, National Institute of Mental Health And Neuro Sciences, Bangalore, Karnataka, India
| | - Kalaivani Mani
- Department of Biostatistics, All India Institute of Medical Sciences, New Delhi, Delhi, India
| | | | - Eesha Sharma
- Department of Child and Adolescent Psychiatry, National Institute of Mental Health And Neuro Sciences, Bangalore, Karnataka, India
| | - Payel Mahapatra
- Department of Epidemiology, National Institute of Mental Health And Neuro Sciences, Bangalore, Karnataka, India
| | - Ajit Deo Burma
- Department of Epidemiology, National Institute of Mental Health And Neuro Sciences, Bangalore, Karnataka, India
| | - Hemant Kumar Tiwari
- Department of Epidemiology, National Institute of Mental Health And Neuro Sciences, Bangalore, Karnataka, India
| | - Ashi Ashok
- Department of Epidemiology, National Institute of Mental Health And Neuro Sciences, Bangalore, Karnataka, India
| | - Sangappa Vaggar
- Department of Epidemiology, National Institute of Mental Health And Neuro Sciences, Bangalore, Karnataka, India
| | - Girish Nagaraja Rao
- Department of Epidemiology, National Institute of Mental Health And Neuro Sciences, Bangalore, Karnataka, India
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Kurki M, Gilbert S, Mishina K, Lempinen L, Luntamo T, Hinkka-Yli-Salomäki S, Sinokki A, Upadhyaya S, Wei Y, Sourander A. Digital mental health literacy -program for the first-year medical students' wellbeing: a one group quasi-experimental study. BMC MEDICAL EDUCATION 2021; 21:563. [PMID: 34742258 PMCID: PMC8571980 DOI: 10.1186/s12909-021-02990-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Accepted: 10/20/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Medical students are prone to mental disorders, such as depression and anxiety, and their psychological burden is mainly related to their highly demanding studies. Interventions are needed to improve medical students' mental health literacy (MHL) and wellbeing. This study assessed the digital Transitions, a MHL program for medical students that covered blended life skills and mindfulness activities. METHODOLOGY This was a one group, quasi-experimental pretest-posttest study. The study population was 374 first-year students who started attending the medical faculty at the University of Turku, Finland, in 2018-2019. Transitions was provided as an elective course and 220 students chose to attend and 182 agreed to participate in our research. Transitions included two 60-minute lectures, four weeks apart, with online self-learning material in between. The content focused on life and academic skills, stress management, positive mental health, mental health problems and disorders. It included mindfulness audiotapes. Mental health knowledge, stigma and help-seeking questionnaires were used to measure MHL. The Perceived Stress Scale and General Health Questionnaire measured the students' stress and health, respectively. A single group design, with repeated measurements of analysis of variance, was used to analyze the differences in the mean outcome scores for the 158 students who completed all three stages: the pre-test (before the first lecture), the post-test (after the second lecture) and the two-month follow-up evaluation. RESULTS The students' mean scores for mental health knowledge improved (-1.6, 95% Cl -1.9 to -1.3, P<.001) and their emotional symptoms were alleviated immediately after the program (0.5, 95% Cl 0.0 to 1.1, P=.040). The changes were maintained at the two-month follow up (-1.7, 95% Cl -2.0 to -1.4, P<.001 and 1.0, 95% Cl 0.2 to 1.8, P=.019, respectively). The students' stress levels reduced (P=.022) and their attitudes towards help-seeking improved after the program (P<.001), but these changes were not maintained at the two-month follow up. The stigma of mental illness did not change during the study (P=.13). CONCLUSIONS The digital Transitions program was easily integrated into the university curriculum and it improved the students' mental health literacy and wellbeing. The program may respond to the increasing global need for universal digital services, especially during the lockdowns due to the COVID-19 pandemic. TRIAL REGISTRATION The trial was registered at the ISRCTN registry (26 May 2021), registration number 10.1186/ ISRCTN10565335 ).
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Affiliation(s)
- Marjo Kurki
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland.
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland.
- ITLA Children's Foundation, Porkkalankatu 24, 00180, Helsinki, Finland.
| | - Sonja Gilbert
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
| | - Kaisa Mishina
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
- Department of Nursing Science, University of Turku, Joukahaisenkatu 3-5, FI-20014, Turku, Finland
| | - Lotta Lempinen
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
| | - Terhi Luntamo
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
- Turku University Hospital, PO Box 52, 20521, Turku, Finland
| | - Susanna Hinkka-Yli-Salomäki
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
| | - Atte Sinokki
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
| | - Subina Upadhyaya
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
| | - Yifeng Wei
- Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, 1E1 Walter Mackenzie Health Sciences Centre (WMC), 8440 112 St NW, Edmonton, AB, T6G 2B7, Canada
| | - Andre Sourander
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
- Turku University Hospital, PO Box 52, 20521, Turku, Finland
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Hale GE, Colquhoun L, Lancastle D, Lewis N, Tyson PJ. Review: Physical activity interventions for the mental health and well-being of adolescents - a systematic review. Child Adolesc Ment Health 2021; 26:357-368. [PMID: 34105239 DOI: 10.1111/camh.12485] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/14/2021] [Indexed: 12/18/2022]
Abstract
BACKGROUND Rates of physical activity decline throughout adolescence, and evidence indicates that this has an adverse impact on psychological health. This paper aims to synthesise available evidence for physical activity interventions on the mental health and well-being of young people (11-19 years) from the general population. METHOD Nine databases were searched to identify studies published between January 2005 and June 2020: Web of Science, ProQuest Psychology Journals, PsycINFO, Pub Med, ASSIA, CINHAL PLUS, SPORTDiscus, EMBASE and Wiley Online Library. Key search terms included 'physical activity intervention', 'mental health' and 'adolescen*'. Eligible studies were independently screened by two authors based on inclusion/exclusion criteria. RESULTS Twenty-eight interventions were narratively synthesised in four categories: Quality of Life (QOL), self-esteem, psychological well-being and psychological ill-being (e.g. depression, stress). A large proportion (67.9%) of interventions were multicomponent and combined physical activity with other features such as health education (e.g. nutrition). However, only a limited number (N = 5) specifically addressed mental health. Findings suggest that interventions are useful in improving psychological well-being and QOL, yet evidence for self-esteem is mixed. CONCLUSIONS Although effectiveness in improving well-being is evident, evidence for a reduction in the frequency and severity of mental health problems is less clear. A summary of the overall impact of physical activity interventions on the mental health of young people is presented.
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Affiliation(s)
- Gabrielle E Hale
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
| | - Luke Colquhoun
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
| | - Deborah Lancastle
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
| | - Nicky Lewis
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
| | - Philip J Tyson
- School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, UK
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Nobre J, Oliveira AP, Monteiro F, Sequeira C, Ferré-Grau C. Promotion of Mental Health Literacy in Adolescents: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:9500. [PMID: 34574427 PMCID: PMC8470967 DOI: 10.3390/ijerph18189500] [Citation(s) in RCA: 24] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Revised: 08/31/2021] [Accepted: 09/02/2021] [Indexed: 11/16/2022]
Abstract
In recent years, there has been an important commitment to the development of programs to promote mental health literacy (MHL) among adolescents, due to the prevalence of mental health problems and the low level of MHL that affects this group. The aim of this study was to map the structure and context of programmes/interventions for promoting MHL among adolescents in school settings. A scoping review was conducted following the guidelines of The Joanna Briggs Institute. We searched for studies on programmes/interventions promoting at least one of the components of MHL of adolescents, written in Portuguese, English or Spanish, published from 2013 to 2020, in MEDLINE, CINAHL Plus with Full Text, SciELO, SCOPUS, OpenGrey, RCAAP and in the article reference lists. This review included 29 articles. The majority of programmes/interventions addressed one or more of the four components of MHL, with the knowledge of mental disorders and stigma reduction components being the most covered; were taught by adolescent's regular teachers; used face to face interventions; had a height variable duration; used non-validated instruments; were implemented in a classroom environment; and showed statistically significant improvements in adolescent's MHL levels. More research is needed to implement/construct programmes/interventions promoting adolescents' MHL concerning knowledge on how to obtain and maintain good mental health.
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Affiliation(s)
- Joana Nobre
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal; (A.P.O.); (F.M.)
- Corporate Public Entity, Local Health Unit of North Alentejo, 7300-126 Portalegre, Portugal
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain;
| | - Ana Paula Oliveira
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal; (A.P.O.); (F.M.)
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain;
| | - Francisco Monteiro
- Health School, Polytechnic Institute of Portalegre, 7300-555 Portalegre, Portugal; (A.P.O.); (F.M.)
| | - Carlos Sequeira
- Group Inovation & Development in Nursing (NursID), Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS), 4200-450 Porto, Portugal;
- Nursing School of Porto, 4200-072 Porto, Portugal
| | - Carme Ferré-Grau
- Faculty of Nursing, University of Rovira i Virgili, 43003 Tarragona, Spain;
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Bailey DA, Ford L, Knight VF. Exploring perceptions of positive mental health in young adults with intellectual disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2021; 35:160-169. [PMID: 34333824 DOI: 10.1111/jar.12932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2020] [Revised: 06/29/2021] [Accepted: 06/30/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Despite having higher levels of mental health difficulties than the general population, limited research exists about how individuals with intellectual disabilities view mental health. Providing education about mental health literacy can contribute to maintaining positive mental health. Individuals who understand positive mental health are more likely to take steps to improve their mental health. AIMS This study explores how young adults with intellectual disabilities conceptualise and define the concept of positive mental health. MATERIALS & METHODS Eight participants were interviewed using phenomenographic methods. RESULTS Using phenomenography as the approach, four categories of description emerged from the analysis and included defining positive mental health as related to physical health, lack of clarity about positive mental health, positive qualities (emotions and actions) and mental health components. DISCUSSION This study highlights the need for further research, exploring how to provide support through psychoeducation to individuals with intellectual disabilities about mental health.
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Affiliation(s)
- Darcie-Anne Bailey
- Department of Educational and Counselling Psychology & Special Education, University of British Columbia, Vancouver, Canada
| | - Laurie Ford
- Department of Educational and Counselling Psychology & Special Education, University of British Columbia, Vancouver, Canada
| | - Victoria F Knight
- Department of Educational and Counselling Psychology & Special Education, University of British Columbia, Vancouver, Canada
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A Content Analysis of Mental Health Literacy Education for Sport Coaches. JOURNAL OF CLINICAL SPORT PSYCHOLOGY 2021. [DOI: 10.1123/jcsp.2021-0011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Sport coaches can play an influential role in athletes’ mental health help seeking through purposeful communication, destigmatization of mental health concerns, and supportive relationships. To positively engage in these behaviors, coaches require mental health knowledge (or literacy), positive attitudes about that knowledge, and self-efficacy to use that knowledge. Guided by a multidimensional health literacy framework, we conducted a content analysis of web content and scholarly literature to identify health education programming for coaches that addressed athlete mental health. A purposive sample of Olympic National Governing Bodies, collegiate athletic associations, high school sport associations, youth sport governing bodies, and the scholarly literature were analyzed. We found inconsistent programming regarding a range of mental health disorders, behaviors critical to mental health promotion, and critical components of mental health literacy. Implications and next steps for mental health literacy support for coaches are discussed.
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Zenas D, Nielsen MG, Fonager K, Petersen KS, Szulevicz T, Overgaard C. Assessing mental health literacy among Danish adolescents - development and validation of a multifaceted assessment tool (the Danish MeHLA questionnaire). Psychiatry Res 2020; 293:113373. [PMID: 32805589 DOI: 10.1016/j.psychres.2020.113373] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/27/2019] [Revised: 08/04/2020] [Accepted: 08/04/2020] [Indexed: 11/17/2022]
Abstract
It is recognized that mental health literacy is vital in both the prevention of mental health problems and in mental health promotion and empowerment of adolescents. In spite of this, only a limited number of tools assessing mental health literacy among adolescents have been developed and most of these have not been adequately tested. In this study, a questionnaire assessing mental health literacy was developed and tested using a three-step approach: 1) item generation in which the principles of public patient involvement were essential, 2) item testing and 3) exploration of psychometric properties. Internal consistency of the questionnaire was determined through Cronbach's alpha and confirmatory factor analysis was conducted in order to determine the construct validity of the questionnaire. The results demonstrated partly skewed data, good internal consistency, good Kaiser-Meyer-Olkin and acceptable results in the goodness of fit index. The initial results suggest that the questionnaire developed and validated in this study is valuable in assessing mental health literacy and could provide useful, essential information on the topic. It thus appears to be a promising tool in the promotion and improvement of mental health and early intervention of mental health problems among adolescents.
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Affiliation(s)
- Ditte Zenas
- Department of Health Science and Technology, Aalborg University, Aalborg, Denmark.
| | - Marie G Nielsen
- Department of Health Science and Technology, Aalborg University, Aalborg, Denmark
| | - Kirsten Fonager
- Department of Clinical Medicine, Aalborg University, Aalborg, Denmark; Department of Social Medicine, Aalborg University Hospital, Aalborg, Denmark
| | - Kirsten S Petersen
- Department of Health Science and Technology, Aalborg University, Aalborg, Denmark
| | - Thomas Szulevicz
- Department of Communication and Psychology, Aalborg University, Aalborg, Denmark
| | - Charlotte Overgaard
- Department of Health Science and Technology, Aalborg University, Aalborg, Denmark
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