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Raghavan V, Chandrasekaran S, Paul V, Pattabiraman R, Mohan G, Durairaj J, Currie G, Lilford R, Furtado V, Madan J, Birchwood M, Meyer C, Sood M, Chadda R, Mohan M, Shah J, John S, Padmavati R, Iyer S, Thara R, Singh S. Effectiveness of a mental health literacy module on stigma related mental health knowledge and behaviour among youth in two educational settings in Chennai, South India: A quasi-experimental study. Asian J Psychiatr 2024; 98:104074. [PMID: 38833898 PMCID: PMC11331053 DOI: 10.1016/j.ajp.2024.104074] [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: 12/31/2023] [Revised: 05/13/2024] [Accepted: 05/16/2024] [Indexed: 06/06/2024]
Abstract
BACKGROUND Improving mental health literacy (MHL) can reduce stigma towards mental illness, decreasing delays in help-seeking for mental disorders such as psychosis. We aimed to develop and assess the impact of an interactive MHL intervention on stigma related mental health knowledge and behaviour (SRMHKB) among youth in two urban colleges in South India. METHODS Incorporating input from stakeholders (students, teachers, and mental health professionals), we developed a mental health literacy module to address SRMHKB. The module was delivered as an interactive session lasting 90 min. We recruited 600 (300 males; 300 females; mean age 19.6) participants from two city colleges in Chennai from Jan-Dec 2019 to test the MHL module. We assessed SRMHKB before the delivery of the MHL intervention, immediately after, and at 3 and 6 months after the intervention using the Mental Health Knowledge Schedule (MAKS) and Reported and Intended Behaviour Scale (RIBS). We used generalised estimating equations (GEE) to assess the impact of the intervention over time. RESULTS Compared to baseline, there was a statistically significant increase in stigma related knowledge and behaviour immediately after the intervention (coefficient=3.8; 95% CI: 3.5,4.1) and during the 3-month (coefficient=3.4; 95% CI: 3.0,3.7) and 6-month (coefficient=2.4; 95% CI: 2.0,2.7) follow-up. CONCLUSION Preliminary findings suggest that a single 90-minute MHL interactive session could lead to improvements in SRMHKB among youth in India. Future research might utilise randomised controlled trials to corroborate findings, and explore how improvements can be sustained over the longer-term.
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Affiliation(s)
- Vijaya Raghavan
- Schizophrenia Research Foundation, R/7 A, North Main Road, Anna Nagar West Extension, Chennai, India.
| | - Sangeetha Chandrasekaran
- Schizophrenia Research Foundation, R/7 A, North Main Road, Anna Nagar West Extension, Chennai, India
| | - Vimala Paul
- Schizophrenia Research Foundation, R/7 A, North Main Road, Anna Nagar West Extension, Chennai, India
| | - Ramakrishnan Pattabiraman
- Schizophrenia Research Foundation, R/7 A, North Main Road, Anna Nagar West Extension, Chennai, India
| | - Greeshma Mohan
- Schizophrenia Research Foundation, R/7 A, North Main Road, Anna Nagar West Extension, Chennai, India
| | - Jothilakshmi Durairaj
- Schizophrenia Research Foundation, R/7 A, North Main Road, Anna Nagar West Extension, Chennai, India
| | - Graeme Currie
- Warwick Business School, University of Warwick, Coventry, UK
| | - Richard Lilford
- Institute of Applied Health Research, University of Brimingham, Brimingham, UK
| | - Vivek Furtado
- Division of Mental Health and Wellbeing, Warwick Medical School, University of Warwick, Coventry, UK
| | - Jason Madan
- Warwick Clinical Trials Unit, Warwick Medical School, University of Warwick, Coventry, UK
| | - Maximilian Birchwood
- Warwick Clinical Trials Unit, Warwick Medical School, University of Warwick, Coventry, UK
| | - Caroline Meyer
- WMG and Warwick Medical School, University of Warwick, Coventry, UK
| | - Mamta Sood
- Department of Psychiatry, All India Institute of Medical Sciences, New Delhi, India
| | - Rakesh Chadda
- Department of Psychiatry, All India Institute of Medical Sciences, New Delhi, India
| | - Mohapradeep Mohan
- Division of Mental Health and Wellbeing, Warwick Medical School, University of Warwick, Coventry, UK
| | - Jai Shah
- Prevention and Early Intervention Program for Psychosis, Douglas Mental Health University Institute, McGill University, Montreal, Canada; Department of Psychiatry, McGill University, Montreal, Quebec, Canada
| | - Sujit John
- Schizophrenia Research Foundation, R/7 A, North Main Road, Anna Nagar West Extension, Chennai, India
| | - R Padmavati
- Schizophrenia Research Foundation, R/7 A, North Main Road, Anna Nagar West Extension, Chennai, India
| | - Srividya Iyer
- Prevention and Early Intervention Program for Psychosis, Douglas Mental Health University Institute, McGill University, Montreal, Canada; Department of Psychiatry, McGill University, Montreal, Quebec, Canada
| | - R Thara
- Schizophrenia Research Foundation, R/7 A, North Main Road, Anna Nagar West Extension, Chennai, India
| | - Swaran Singh
- Division of Mental Health and Wellbeing, Warwick Medical School, University of Warwick, Coventry, UK; Coventry and Warwickshire Partnership Trust, Coventry, UK
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Bennett CJ, Glassman TJ, Saltzman B, Dake JA, Kruse-Diehr A. A Pilot Evaluation of the Respect You Curriculum. THE JOURNAL OF SCHOOL HEALTH 2024; 94:687-696. [PMID: 38863265 DOI: 10.1111/josh.13477] [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: 01/25/2023] [Revised: 04/25/2024] [Accepted: 05/14/2024] [Indexed: 06/13/2024]
Abstract
BACKGROUND The objective of this study is to evaluate the Respect YOU program's impact on students' eating expectancies, body image satisfaction levels, self-efficacy, and knowledge. A total of 444 (intervention cohort n = 348, control cohort n = 96) underclassmen enrolled in health or physical education courses from 7 high schools in the Midwest participated in the study. METHODS A repeated measure research design was utilized to assess students' eating expectancies, body image satisfaction levels, self-efficacy, and knowledge. More specifically, paired t-tests were conducted to compare outcome measurements to evaluate the efficacy of the intervention. RESULTS Among the students who received the intervention (n = 348), there was a statistically significant change in scores for eating expectancies (Z = -14.403, p < .001), body image satisfaction levels (Z = -14.114, p < .001), social media self-efficacy (Z = 14.868, p < .001), and knowledge scales (Z = -16.100, p < .001) at post-intervention and compared to the control group. CONCLUSIONS Results indicate that the Respect YOU program was effective in improving body image scores, eating expectancies, self-esteem, and knowledge-related outcomes among students post-intervention. These results can be used to further develop educational programming to address body image concerns and disordered eating among adolescents.
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Affiliation(s)
- Carly J Bennett
- School of Health and Human Services, Department of Health Sciences, Indiana University Fort Wayne, 2101 East Coliseum Boulevard, Fort Wayne, Fort wayne, IN, 46815
| | - Tavis J Glassman
- School of Population Health, College of Health and Human Services, University of Toledo, 2801 W. Bancroft Street, MS 109, Toledo, OH, 43606
| | - Barbara Saltzman
- School of Population Health, College of Health and Human Services, University of Toledo, 2801 W. Bancroft Street, MS 109, Toledo, OH, 43606
| | - Joseph A Dake
- School of Population Health, College of Health and Human Services, University of Toledo, 2801 W. Bancroft Street, MS 109, Toledo, OH, 43606
| | - Aaron Kruse-Diehr
- School of Health, Behavior & Society, College of Public Health, University of Kentucky, 151 Washington Avenue, Bowman Hall 345, Lexington, KY, 40536
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Figas K, Chandler T, Niles M, Chehoski B, Parham B, Weist MD. Qualitative Evaluation of the Impact of a School Mental Health Literacy Curriculum on Student-Teacher Relationships. Behav Sci (Basel) 2024; 14:649. [PMID: 39199044 PMCID: PMC11351602 DOI: 10.3390/bs14080649] [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: 06/07/2024] [Revised: 07/23/2024] [Accepted: 07/26/2024] [Indexed: 09/01/2024] Open
Abstract
Mental health literacy (MHL) programs, which aim to improve knowledge, reduce stigma and promote help-seeking behavior, are a promising approach to meeting the growing mental and behavioral health needs of youth. This study aimed to understand the relational impacts of a MHL curriculum on students and teachers. A MHL curriculum was delivered in middle school classrooms across 11 schools in two diverse school districts in the Mid-Atlantic and Southeast regions. Fifteen teachers and counselors who delivered the MHL curriculum participated in focus groups to describe their experiences using the curriculum and perceptions of its impact. Qualitative focus group data were analyzed via team-based inductive thematic analysis following a grounded theory approach. Findings indicate that educators perceived the universal school MHL program to have a positive impact on relationships amongst students and between students and teachers. Participants reported that the MHL curriculum helped to open conversations about mental health and related topics by developing common language and providing an opportunity to model vulnerability. Having these conversations improved classroom rapport and helped teachers develop deeper connections with students. As a result, teachers and students achieved greater empathy and students advocated more for themselves and their peers. Implications for integrating MHL programs into multi-tiered frameworks in schools to expand access to mental health supports are discussed.
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Affiliation(s)
- Kristen Figas
- Department of Psychology, University of South Carolina, 1512 Pendleton Street, Columbia, SC 29208, USA; (T.C.); (B.C.)
| | - Tucker Chandler
- Department of Psychology, University of South Carolina, 1512 Pendleton Street, Columbia, SC 29208, USA; (T.C.); (B.C.)
| | - Madison Niles
- Department of Psychology, University of South Carolina, 1512 Pendleton Street, Columbia, SC 29208, USA; (T.C.); (B.C.)
| | - Brooke Chehoski
- Department of Psychology, University of South Carolina, 1512 Pendleton Street, Columbia, SC 29208, USA; (T.C.); (B.C.)
| | - Brittany Parham
- Department of Psychiatry, University of Maryland School of Medicine, 655 W. Baltimore Street, Baltimore, MD 21201, USA
| | - Mark D. Weist
- Department of Psychology, University of South Carolina, 1512 Pendleton Street, Columbia, SC 29208, USA; (T.C.); (B.C.)
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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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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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Martinez AB, Lau JYF, Morillo HM, Brown JSL. 'C'mon, let's talk: a pilot study of mental health literacy program for Filipino migrant domestic workers in the United Kingdom. Soc Psychiatry Psychiatr Epidemiol 2024; 59:385-401. [PMID: 36575338 PMCID: PMC9794465 DOI: 10.1007/s00127-022-02405-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Accepted: 12/12/2022] [Indexed: 12/29/2022]
Abstract
PURPOSE This pilot study of a culturally adapted online mental health literacy (MHL) program called 'Tara, Usap Tayo!' (C'mon, Let's Talk) aims to assess the acceptability, appropriateness, feasibility, and potential effectiveness in improving the help-seeking behavior of Filipino migrant domestic workers in the United Kingdom (UK). METHODS Using mixed methods, we conducted a non-randomized single-group study of the online MHL program with 21 participants. The development of this intervention was guided by the Medical Research Council Framework for developing complex interventions and utilized Heim & Kohrt's (2019) framework for cultural adaptation. Content materials from the WHO Mental Health Gap Action Program (mhGAP), WHO Problem Management Plus (PM +) and Adult Improving Access to Psychological Therapies (IAPT) were modified and translated into the Filipino language. The MHL program was delivered online in three sessions for two hours each session. Data were collected at three time points: (T1) pretest; (T2) posttest; and (3) follow-up test. Quantitative data on participants' attitudes towards help-seeking and level of mental health literacy as outcome measures of potential intervention effectiveness were collected at T1, T2 and T3, while focus group discussions (FGDs) to assess participants' feedback on the acceptability, feasibility, and appropriateness of the online MHL program were conducted immediately at T2. Data analysis was done using a thematic approach for qualitative data from the FGDs and descriptive statistics and repeated-measures ANOVA were used to assess the difference in the T1, T2, and T3 tests. Both quantitative and qualitative results were then integrated and triangulated to answer the research questions. RESULTS The online MHL program is generally acceptable, appropriate, and feasible for use among Filipino migrant domestic workers. Preliminary findings lend support for its possible effectiveness in improving mental health literacy and help-seeking propensity. The cultural adaptation made in the content, form, and delivery methods of the intervention was acceptable and feasible for this target subcultural group. CONCLUSION By improving their mental health literacy and help-seeking propensity, this online MHL program has the potential to provide support to the mental health and well-being of Filipino migrant domestic workers in the UK. Further feasibility study or large-scale randomized controlled trial is needed to confirm the preliminary findings of this study.
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Affiliation(s)
- Andrea B Martinez
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
- Department of Behavioral Science, College of Arts and Sciences, University of the Philippines Manila, Manila, Philippines.
| | - Jennifer Y F Lau
- Youth Resilience Unit, Centre for Psychiatry and Mental Health, Wolfson Institute of Population Health, Queen Mary University of London, London, UK
| | - Hannah Misha Morillo
- Department of Health Services and Population Research, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - June S L Brown
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
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Caban S, Makos S, Thompson CM. The Role of Interpersonal Communication in Mental Health Literacy Interventions for Young People: A Theoretical Review. HEALTH COMMUNICATION 2023; 38:2818-2832. [PMID: 36120987 DOI: 10.1080/10410236.2022.2121473] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
School-based mental health literacy (MHL) programs can increase knowledge, reduce stigma, and encourage help-seeking behaviors in school-aged children. Yet, MHL intervention effects are inconsistent and unsustainable over time, and scholars have called for more theoretical work to address these limitations. The purpose of this theoretical review is to investigate how theory is utilized in MHL interventions, explore the interpersonal communication processes integrated in MHL interventions, and uncover the theoretical assumptions made in MHL interventions about interpersonal communication. We identified 27 articles for inclusion and utilized both content and interpretive analyses. Findings suggest that very few MHL interventions are based in theory; interpersonal communication is a central component within MHL programming; and numerous assumptions are made about interpersonal communication within MHL interventions that need to be addressed theoretically and empirically. Accordingly, we recommend that MHL intervention content and delivery practices are grounded in interpersonal communication theory related to disclosure and social support (seeking and provision). Additionally, teaching disclosure and social support skills may be a productive way for MHL interventions to help students build self-efficacy in communication about mental health for themselves and others.
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Affiliation(s)
- Sarah Caban
- Department of Communication, University of Illinois Urbana-Champaign, Urbana, IL, USA
| | - Shana Makos
- Department of Communication, University of Illinois Urbana-Champaign, Urbana, IL, USA
| | - Charee M Thompson
- Department of Communication, University of Illinois Urbana-Champaign, Urbana, IL, USA
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Ahmed MM, John J. Perceptions of mental health services among the children who are in conflict with the law in Jammu and Kashmir. Glob Ment Health (Camb) 2023; 10:e81. [PMID: 38161739 PMCID: PMC10755411 DOI: 10.1017/gmh.2023.70] [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: 01/05/2023] [Revised: 10/05/2023] [Accepted: 10/31/2023] [Indexed: 01/03/2024] Open
Abstract
Background: Due to the Jammu and Kashmir conflict, many teenagers are involved in disputes with the law. The conflict made generations suffer for decades. Such children made the mobs; being involved in life-threatening situations and the risk they confront develop psychiatric disorders. As a result of the various tense conditions when applied in multiple anti-social activities, aberrant children sent to correctional homes have to encounter numerous psychological disorders. Aim: The motive of the study is to explore the level of awareness, availability of services, stigma and obstacles to seeking assistance. Method: Due to the open-ended interview questions and a small sample size of 15 respondents, this study employed a qualitative methodology - a thematic analysis was done. Results: The findings revealed that, although the stigma is not publicly acknowledged, children who break the law and seek mental health services (MHS) are stigmatised. It was also shown that minor offenders fear that when they receive services provided by the staff of the observation home (OH), there will be a violation of their privacy and fear unforeseen repercussions. Conclusion: Collaborative action must proactively raise appropriate awareness to lessen the stigma linked with mental health problems, especially regarding MHS among these teenagers.
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Affiliation(s)
- Mohd Manshoor Ahmed
- Research Scholar, Department of Social Work, Central University of Kerala, Periye, Kerala
| | - Jilly John
- Assistant Professor, Department of Social Work, Central University of Kerala, Periye, Kerala
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Hyseni Duraku Z, Davis H, Hamiti E. Mental health, study skills, social support, and barriers to seeking psychological help among university students: a call for mental health support in higher education. Front Public Health 2023; 11:1220614. [PMID: 37920583 PMCID: PMC10619655 DOI: 10.3389/fpubh.2023.1220614] [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] [Received: 05/10/2023] [Accepted: 09/28/2023] [Indexed: 11/04/2023] Open
Abstract
Introduction Poor mental health among youths is a complex worldwide issue. Many countries with medium-to-low levels of development, particularly those in Southern Europe, have not introduced appropriate mental health and educational strategies to identify the key factors influencing wellbeing, promote psychological wellbeing, and prevent poor mental health among youths. In response to these trends, we sought to uncover insights for developing interventions for youth mental wellbeing. We assessed mental health, study skills, barriers to seeking psychological help, and perceived social support among Kosovar university students, and investigated their experiences with professional mental health services and their needs and perceptions regarding the importance of professional mental health services on campus. Methods The study used a parallel mixed-methods design. Participants included 234 university students. Quantitative data were gathered through validated questionnaires, including the Depression, Anxiety, and Stress Scale, Multidimensional Scale of Perceived Social Support, Academic Anxiety Scale, Study Skills Assessment Questionnaire, and the Barriers to Seeking Psychological Help Scale. Qualitative data on the students' experiences with mental health services and their perceptions regarding the importance of professional university mental health services were explored through open-ended questions. Results Most students experienced anxiety and depression, more than half were stressed, and most reported poor or moderate study skills. Lack of trust in mental health professionals was a major barrier to seeking psychological help, followed by difficulties in self-disclosure. Perceived social support and academic anxiety were significant predictors of barriers to seeking psychological help. The participants believed that mental health and academic support from the university would help improve their mental wellbeing, study skills, self-esteem, self-perception, and attitudes toward social support; raise awareness regarding mental health; and help them overcome personal and academic challenges. Discussion Our findings highlight the need for more comprehensive and accessible mental health services on campuses. By providing adequate support and resources to address various personal and academic factors that contribute to mental health issues in university students, universities can enhance students' academic success and personal growth.
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Affiliation(s)
- Zamira Hyseni Duraku
- Department of Psychology, University of Prishtina “Hasan Prishtina”, Pristina, Kosovo
| | - Holly Davis
- University Counseling Service, The University of Iowa, Iowa City, IA, United States
| | - Era Hamiti
- Department of Psychology, University of Prishtina “Hasan Prishtina”, Pristina, Kosovo
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Kirchhoff S, Fretian AM, Okan O, Bauer U. Evaluating the effect of an adapted mental health literacy intervention on mental health related stigma among secondary students in Germany: results of a pre-post evaluation study. BMC Public Health 2023; 23:1959. [PMID: 37817102 PMCID: PMC10563208 DOI: 10.1186/s12889-023-16825-y] [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: 03/27/2023] [Accepted: 09/23/2023] [Indexed: 10/12/2023] Open
Abstract
BACKGROUND Most mental health problems develop during youth, with about three quarter emerging before age 25. In adolescence, stigmatizing attitudes related to mental illness become more nuanced and consolidate into one's belief system. As the stigma of mental illness is still one of the leading barriers to help-seeking, intervention measures should explicitly address it before it becomes entrenched over time. Preventive measures, for example, based on promoting mental health literacy (MHL), can be used to address and tackle stigmatizing attitudes. The Canadian MHL-based intervention "the Guide" was translated and adapted for the use in German schools. The present study evaluates the effect of the German version of the Guide on attitudes towards mental illness among students in Germany. METHODS The first-time application of the Guide (German version) was evaluated with a pre-post-evaluation study with an intervention and a control group. The evaluation data of 188 students (intervention group n = 106, control group n = 82) were statistically analyzed focusing on the outcomes social stigma, social distance, and self-stigma. RESULTS The analysis showed that participants do not tend to hold stigmatizing attitudes even before the intervention. Nevertheless, the intervention was effective in reducing social stigma, but not in reducing social distance and self-stigma. Neither gender, pre-existing experience with mental illness, nor the delivery modality of the contact element within the intervention (speaker vs. video) seemed to influence the outcomes. CONCLUSIONS The German version of the MHL-based intervention, the Guide, seems to be a suitable intervention to improve attitudes towards mental illness among students in Germany. More extensive research is necessary to confirm the findings and further explore factors that influence the program's effects on attitudes short- and long-term.
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Affiliation(s)
- Sandra Kirchhoff
- Department of Sport and Health Sciences, Technical University of Munich, 80992, Munich, Germany
- Faculty of Educational Science, Bielefeld University, 33615, Bielefeld, Germany
| | - Alexandra M Fretian
- Faculty of Educational Science, Bielefeld University, 33615, Bielefeld, Germany
| | - Orkan Okan
- Department of Sport and Health Sciences, Technical University of Munich, 80992, Munich, Germany
| | - Ullrich Bauer
- Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Faculty of Educational Science, Bielefeld University, 33615, Bielefeld, Germany.
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Kaligis F, Ismail RI, Wiguna T, Prasetyo S, Gunardi H, Indriatmi W, Pasaribu MM, Pandia V, Minayati K, Magdalena CC, Nurraga GW, Pramatirta B, Calvin N, Sourander A. Effectiveness of an online mental health strengthening module to build resilience and overcome stress for transitional aged medical students. Front Digit Health 2023; 5:1207583. [PMID: 37860040 PMCID: PMC10582941 DOI: 10.3389/fdgth.2023.1207583] [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: 04/17/2023] [Accepted: 09/22/2023] [Indexed: 10/21/2023] Open
Abstract
Introduction Transitional-aged youths (17-to-24-years-old) are prone to mental-health problems. Students in higher education, especially medical students, are more exposed to stressors and thus need training to increase resilience. However, there have been limited mental-health strengthening modules specifically developed for medical students of transitional age, and none in Indonesia. This study intends to test the effectiveness of an online mental-health strengthening module in altering resilience. Methods A pragmatic randomized trial with repeated measurements was employed to evaluate biopsychosocial outcomes of resilience. The intervention module was delivered in 4 weeks to 105 eligible students. Participants were divided into intervention group (n = 52) and control group (n = 53). Outcomes were measured in the 4th, 8th, and 12th weeks. Primary outcome was resilience level as measured by Connor-Davidson Resilience Scale (CD-RISC). Perceived Stress Scale (PSS), Depression Anxiety Stress Scale (DASS) were utilized to measure stress, depression and anxiety. Knowledge and attitude toward mental-health were also measured through validated questionnaires. Stress levels of participants were measured biologically by measuring salivary cortisol and alpha-amylase levels at the baseline and 12th-week. Results Compared to the control group, there were no significant difference in resilience score of the intervention group compared to control group [F(1, 103) = 2.243, P = .137]; however, there was a significant main effect of time [F(3, 309) = 18.191, P < .001] and interaction effect between intervention and time in resilience score [F(3, 309) = 5.056, P = .002]. Additionally, compared to the control group, there were significant increases in knowledge [F(1, 103) = 66.805, P < .001], attitudes and behavior towards mental-health [F(1, 103) = 5.191, P = .025], and a significant decrease in stress perception score [F(1, 103) = 27.567, P < .001]. The mean salivary delta cortisol during pre-test and post-test at week 12 in the intervention group showed significant difference (P < .001). However, there was no significant difference in the mean delta salivary alpha-amylase between pre-test and post-test at week 12, both in the intervention and control groups. Conclusion The mental-health strengthening module was accepted and applicable to first-year medical students and was found to be effective in increasing resilience from various biopsychosocial aspects. It is also advisable to have similar modules throughout the medical school to maintain sustainability.
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Affiliation(s)
- Fransiska Kaligis
- Department of Psychiatry, Faculty of Medicine Universitas Indonesia—Cipto Mangunkusumo Hospital, Jakarta, Indonesia
- Doctoral Program in Medical Sciences, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
| | - Raden Irawati Ismail
- Department of Psychiatry, Faculty of Medicine Universitas Indonesia—Cipto Mangunkusumo Hospital, Jakarta, Indonesia
| | - Tjhin Wiguna
- Department of Psychiatry, Faculty of Medicine Universitas Indonesia—Cipto Mangunkusumo Hospital, Jakarta, Indonesia
| | | | - Hartono Gunardi
- Department of Child Health, Faculty of Medicine Universitas Indonesia—Cipto Mangunkusumo Hospital, Jakarta, Indonesia
| | - Wresti Indriatmi
- Doctoral Program in Medical Sciences, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
- Department of Dermatovenereology, Faculty of Medicine Universitas Indonesia—Cipto Mangunkusumo Hospital, Jakarta, Indonesia
| | - Merci Monica Pasaribu
- Department of Clinical Pathology, Faculty of Medicine Universitas Indonesia—Cipto Mangunkusumo Hospital, Jakarta, Indonesia
| | - Veranita Pandia
- Department of Psychiatry, Faculty of Medicine Universitas Padjajaran—Hasan Sadikin Hospital, Bandung, Indonesia
| | - Kusuma Minayati
- Department of Psychiatry, Faculty of Medicine Universitas Indonesia—Cipto Mangunkusumo Hospital, Jakarta, Indonesia
| | - Clarissa Cita Magdalena
- Department of Psychiatry, Faculty of Medicine Universitas Indonesia—Cipto Mangunkusumo Hospital, Jakarta, Indonesia
| | - Garda Widhi Nurraga
- Department of Psychiatry, Faculty of Medicine Universitas Indonesia—Cipto Mangunkusumo Hospital, Jakarta, Indonesia
| | - Billy Pramatirta
- Department of Psychiatry, Faculty of Medicine Universitas Indonesia—Cipto Mangunkusumo Hospital, Jakarta, Indonesia
| | - Nicholas Calvin
- Department of Psychiatry, Faculty of Medicine Universitas Indonesia—Cipto Mangunkusumo Hospital, Jakarta, Indonesia
| | - Andre Sourander
- Department of Child Psychiatry, University of Turku, Turku, Finland
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Faruk MO, Khan AH, Chowdhury KUA, Jahan S, Sarker DC, Colucci E, Hasan MT. Mental illness stigma in Bangladesh: Findings from a cross-sectional survey. Glob Ment Health (Camb) 2023; 10:e59. [PMID: 37854431 PMCID: PMC10579681 DOI: 10.1017/gmh.2023.56] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 08/12/2023] [Accepted: 09/11/2023] [Indexed: 10/20/2023] Open
Abstract
Background Mental illness stigma is universally prevalent and a significant barrier to achieving global mental health goals. Mental illness stigma in Bangladesh has gained little attention despite its widespread impact on seeking mental health care in rural and urban areas. This study aimed to investigate mental illness stigma and the associated factors in rural and urban areas of Bangladesh. Methods The study areas were divided into several clusters from which 325 participants (≥18 years) were recruited with systematic random sampling. The Bangla version of the Days' Mental Illness Stigma Scale was used to collect data. Independent-samples t-test, ANOVA, and multiple regression were performed. Results Results suggest that gender, age, geographical location, socioeconomic status, and occupation significantly differed across subscales of stigma. Age, gender, seeking treatment of mental illness, having knowledge on mental health, and socioeconomic status were predictive factors of mental illness stigma. The results also showed a high treatment gap in both rural and urban areas. Conclusion This study supports that mental illness stigma is prevalent in Bangladesh, requiring coordinated efforts. Results can inform the development of contextually tailored mental health strategies to reduce stigma and contribute to the promotion of mental health of individuals and communities across Bangladesh.
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Affiliation(s)
- Md Omar Faruk
- Department of Clinical Psychology, University of Dhaka, Dhaka, Bangladesh
| | - Abid Hasan Khan
- Department of Public Health and Informatics, Bangabandhu Sheikh Mujib Medical University, Dhaka, Bangladesh
| | - Kamal Uddin Ahmed Chowdhury
- Department of Clinical Psychology, University of Dhaka, Dhaka, Bangladesh
- Nasirullah Psychotherapy Unit, Department of Clinical Psychology, University of Dhaka, Dhaka, Bangladesh
| | - Sabiha Jahan
- Department of Clinical Psychology, University of Dhaka, Dhaka, Bangladesh
| | - Depon Chandra Sarker
- Child Development Center, Department of Pediatrics, Satkhira Medical College and Hospital, Satkhira, Bangladesh
| | | | - M. Tasdik Hasan
- Action Lab, Department of Human Centred Computing, Faculty of Information Technology, Monash University, Melbourne, VIC, Australia
- Department of Public Health, State University of Bangladesh, Dhaka, Bangladesh
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13
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Hotez E, Hudson S. Expanding on "Screening, Diagnosis, and Intervention for Autism: Experiences of Black and Multiracial Families Seeking Care" to Support BIPOC Autistic Postsecondary Students. J Autism Dev Disord 2023; 53:3717-3721. [PMID: 37178427 DOI: 10.1007/s10803-023-06001-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/19/2023] [Indexed: 05/15/2023]
Affiliation(s)
- Emily Hotez
- Department of General Internal Medicine / Health Services Research, University of California, Los Angeles (UCLA), David Geffen School of Medicine, 911 Broxton Ave, Los Angeles, CA, 90095, USA.
| | - Shanice Hudson
- Hood Medicine Initiative, Inc, Indianapolis, IN, 46205, P.O. Box 55458, USA
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Qian L, McWeeny R, Shinkaruk C, Baxter A, Cao B, Greenshaw A, Silverstone P, Pazderka H, Wei Y. Child and youth mental health and wellbeing before and after returning to in-person learning in secondary schools in the context of COVID-19. Front Public Health 2023; 11:1212297. [PMID: 37727609 PMCID: PMC10506407 DOI: 10.3389/fpubh.2023.1212297] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Accepted: 08/22/2023] [Indexed: 09/21/2023] Open
Abstract
Background As children reintegrate with in-person classroom learning after COVID-19, health and education institutions should remain mindful of students' mental health. There is a paucity of data on changes in students' mental health before, during and after their return to in-person classroom learning. Methods We collected and analyzed data on self-reported wellbeing, general mental health, perceived stress, and help-seeking attitudes from grade 7-12 students in a Catholic school division in Canada (n = 258 at baseline; n = 132 at follow-up). Outcomes were compared according to demographic differences such as gender, grade level, experience accessing mental health services, and presence of support staff between baseline and follow-up. Effects of time points and each demographic variable on each outcome and on the prediction of students' mental health were also analyzed. Results No significant differences were apparent for outcomes between baseline and follow-up. However, specific subgroups: junior high students, male students, students who had not accessed mental health services, and students who had access to support-staff had better outcomes than their counterparts. From baseline to follow-up, male students reported mental health decline [Mean = 11.79, SD = 6.14; Mean = 16.29, SD = 7.47, F(1, 333) = 8.36, p < 0.01]; students who had not accessed mental health services demonstrated greater stress [Mean = 20.89, SD = 4.09; Mean = 22.28, SD = 2.24, F(1, 352) = 6.20, p < 0.05]; students who did not specify a binary gender reported improved general mental health [Mean = 19.87, SD = 5.89; Mean = 13.00, SD = 7.40, F(1, 333) = 8.70, p < 0.01], and students who did not have access to support-staff improved help-seeking attitudes [Mean = 22.32, SD = 4.62; Mean = 24.76, SD = 4.81; F(1, 346) = 5.80, p < 0.05]. At each time point, students indicated parents, guardians, and close friends as their most-preferred help-seeking sources. High stress predicted lower wellbeing at baseline, but higher wellbeing at follow-up. Conclusion Students presented stable mental health. Subgroups with decreased mental health may benefit from extra mental health support through building capacity among teachers and health care professionals to support students following public health emergencies.
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Affiliation(s)
- Lei Qian
- Department of Psychiatry, University of Alberta, Edmonton, AB, Canada
| | - Robert McWeeny
- Department of Psychiatry, University of Alberta, Edmonton, AB, Canada
| | | | - Andrew Baxter
- Alberta Health Services Calgary Zone, Calgary, AB, Canada
| | - Bo Cao
- Department of Psychiatry, University of Alberta, Edmonton, AB, Canada
| | - Andy Greenshaw
- Department of Psychiatry, University of Alberta, Edmonton, AB, Canada
| | - Peter Silverstone
- Department of Psychiatry, University of Alberta, Edmonton, AB, Canada
| | - Hannah Pazderka
- Department of Psychiatry, University of Alberta, Edmonton, AB, Canada
| | - Yifeng Wei
- Department of Psychiatry, University of Alberta, Edmonton, AB, Canada
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15
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Freţian AM, Kirchhoff S, Bauer U, Okan O. The effects of an adapted mental health literacy curriculum for secondary school students in Germany on mental health knowledge and help-seeking efficacy: results of a quasi-experimental pre-post evaluation study. Front Public Health 2023; 11:1219925. [PMID: 37663825 PMCID: PMC10468570 DOI: 10.3389/fpubh.2023.1219925] [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] [Received: 05/09/2023] [Accepted: 07/17/2023] [Indexed: 09/05/2023] Open
Abstract
Background Because the majority of mental illnesses develop early in life, effective preventative public mental health interventions are needed. Interventions fostering mental health literacy can be used to enhance personal resources and capacities to facilitate mental health care and thus, address help-seeking barriers. A Canadian mental health literacy school curriculum was adapted, piloted, and evaluated for the use in German schools. The study presents the intervention's effects on mental health knowledge and help-seeking efficacy among 10th grade students in Germany. Methods 10th grade students (aged 14-17 years old) from one secondary school participated in a pre- and post-intervention control group study. Both groups completed a questionnaire at two time points assessing mental health knowledge and help-seeking efficacy. Repeated measure analysis of variance (ANOVA) was employed to evaluate the intervention's effects. Results Data from 188 students was eligible for analysis. The analysis of the baseline data reveals a high comparability of the two groups in terms of demographics, and initial mental health knowledge and help-seeking efficacy scores. ANOVA results showed significant improvements for the intervention group having a large effect size for mental health knowledge (f = 0.574, p < 0.001, partial η2 = 0.25) and a medium effect size for help-seeking efficacy (f = 0.311, p < 0.001, partial η2 = 0.09). Conclusion The first-time application and evaluation of an adapted mental health literacy school curriculum shows significant increases in mental health knowledge and help-seeking efficacy, two core dimensions of mental health literacy, among 10th grade students in Germany. Further studies are needed to confirm these results as well as have a more in-depth analysis on the interrelations of the different dimensions of mental health knowledge and help-seeking practices.
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Affiliation(s)
| | - Sandra Kirchhoff
- Faculty of Educational Science, Bielefeld University, Bielefeld, Germany
| | - Ullrich Bauer
- Faculty of Educational Science, Bielefeld University, Bielefeld, Germany
| | - Orkan Okan
- Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
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16
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Song N, Hugh-Jones S, West RM, Pickavance J, Mir G. The effectiveness of anti-stigma interventions for reducing mental health stigma in young people: A systematic review and meta-analysis. Glob Ment Health (Camb) 2023; 10:e39. [PMID: 37854399 PMCID: PMC10579682 DOI: 10.1017/gmh.2023.34] [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: 01/13/2023] [Revised: 04/24/2023] [Accepted: 06/27/2023] [Indexed: 10/20/2023] Open
Abstract
Experiencing mental health stigma during adolescence can exacerbate mental health conditions, reduce quality of life and inhibit young people's help-seeking for their mental health needs. For young people, education and contact have most often been viewed as suitable approaches for stigma reduction. However, evidence on the effectiveness of these anti-stigma interventions has not been consistent. This systematic review evaluated the effectiveness of interventions to reduce mental health stigma among youth aged 10-19 years. The review followed Cochrane and PRISMA guidelines. Eight databases were searched: PubMed, PsycINFO, MEDLINE, Web of Science, Scopus, EMBASE, British Education Index and CNKI. Hand searching from included studies was also conducted. Randomised controlled trials and experimental designs that included randomised allocation to interventions and control groups were included in the review. Narrative synthesis was employed to analyse the results. A meta-analysis was conducted to determine the effectiveness of included interventions. Twenty-two studies were included in the review. Eight studies reported positive effects, 11 studies found mixed effects and 3 studies reported no effect on indicators of mental health stigma among youth. Seven of the effective studies were education-based. Eleven studies were suitable for meta-analysis, and the multivariate meta-analytic model indicated a small, significant effect at post-intervention (d = .21, p < .001), but not at follow-up (d = .069, p = .347). Interventions to reduce stigma associated with mental health conditions showed small, short-term effects in young people. Education-based interventions showed relatively more significant effects than other types of interventions.
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Affiliation(s)
- Ning Song
- Faculty of Medicine and Health, Leeds Institute of Health Sciences, University of Leeds, Leeds, UK
| | - Siobhan Hugh-Jones
- Faculty of Medicine and Health, School of Psychology, University of Leeds, Leeds, UK
| | - Robert M. West
- Faculty of Medicine and Health, Leeds Institute of Health Sciences, University of Leeds, Leeds, UK
| | - John Pickavance
- Faculty of Medicine and Health, School of Psychology, University of Leeds, Leeds, UK
- Centre for Applied Education Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
| | - Ghazala Mir
- Faculty of Medicine and Health, Leeds Institute of Health Sciences, University of Leeds, Leeds, UK
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Granada-López JM, Ramón-Arbués E, Echániz-Serrano E, Juárez-Vela R, Cobos-Rincón A, Satústegui-Dordá PJ, Navas-Echazarreta N, Santolalla-Arnedo I, Nash M. Mental health knowledge and classroom experiences of school teachers in Aragon, Spain. Front Public Health 2023; 11:1171994. [PMID: 37441655 PMCID: PMC10335789 DOI: 10.3389/fpubh.2023.1171994] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Accepted: 06/08/2023] [Indexed: 07/15/2023] Open
Abstract
Background Research shows that many mental disorders begin in childhood but are sometimes not diagnosed until later years. School-age children spend much of their time in schools and have daily interactions with school teachers. Aim Examine school teachers' experiences of mental disorders in school going children and adolescents and their associated mental health training needs. Method and sample A descriptive cross-sectional study was carried out with teachers in Infant-Primary and Secondary Education-Baccalaureate schools. Results A convenience sample of 685 teachers responded to the online survey. Participants worked in both urban and rural areas and in Infant-Primary and Secondary Education-Baccalaureate schools. Over half of participants reported classroom experiences of learner mental disorders such as ADHD, anxiety, conduct disorders or autism. Most participants acknowledged a training need, both in recognition of symptoms of mental disorders and in care resources and processes. However, 80% of respondents reported having not received any training in this regard. Participant preferences for training included face-to-face or hybrid - combined online learning. Participants also considered the management of their own mental health to be deficient, therefore any training should incorporate personal mental health awareness and self-help strategies. Conclusion In Aragón (Spain), teachers of children and adolescents with mental disorders, recognize a need for training in the identification of symptoms and other aspects of mental healthcare, such as availability and access to services. Protocols for early identification and referral would promote mentally healthy school environments and reduce stigma which could be a barrier to timely intervention. In addition, any training should include mental health self-care for teachers.
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Affiliation(s)
- José Manuel Granada-López
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, Zaragoza, Spain
- Research Group GIISA021, University of Zaragoza, Zaragoza, Spain
- Research Group SAPIENF (B53_23R), University of Zaragoza, Zaragoza, Spain
| | - Enrique Ramón-Arbués
- Research Group SAPIENF (B53_23R), University of Zaragoza, Zaragoza, Spain
- Faculty of Health Sciences, University San Jorge, Zaragoza, Spain
| | - Emmanuel Echániz-Serrano
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, Zaragoza, Spain
- Research Group SAPIENF (B53_23R), University of Zaragoza, Zaragoza, Spain
| | - Raúl Juárez-Vela
- Department of Nursing, Faculty of Health Sciences, University of La Rioja, Logroño, Spain
- Biomedical Research Center of La Rioja, CIBIR, Logroño, Spain
| | - Ana Cobos-Rincón
- Department of Nursing, Faculty of Health Sciences, University of La Rioja, Logroño, Spain
- Biomedical Research Center of La Rioja, CIBIR, Logroño, Spain
| | - Pedro José Satústegui-Dordá
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, Zaragoza, Spain
- Research Group SAPIENF (B53_23R), University of Zaragoza, Zaragoza, Spain
| | - Noelia Navas-Echazarreta
- Department of Nursing, Faculty of Health Sciences, University of La Rioja, Logroño, Spain
- Biomedical Research Center of La Rioja, CIBIR, Logroño, Spain
| | - Iván Santolalla-Arnedo
- Department of Nursing, Faculty of Health Sciences, University of La Rioja, Logroño, Spain
- Biomedical Research Center of La Rioja, CIBIR, Logroño, Spain
| | - Michael Nash
- School of Nursing and Midwifery, Trinity College, Dublin, Ireland
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18
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Simkiss NJ, Gray NS, Kemp AH, Dunne C, Snowden RJ. A randomised controlled trial evaluating the Guide Cymru mental health literacy intervention programme in year 9 (age 13-14) school pupils in Wales. BMC Public Health 2023; 23:1062. [PMID: 37277757 DOI: 10.1186/s12889-023-15922-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Accepted: 05/18/2023] [Indexed: 06/07/2023] Open
Abstract
BACKGROUND Adolescent mental health has become a public health concern as 10-20% of adolescents have experiences with mental health problems. Improving mental health education is critical to reducing stigma and improving access to appropriate care when needed. Here we examine the impact of a mental health literacy programme (Guide Cymru) in young adolescents in the UK. A randomised controlled trial assessed the effectiveness of the Guide Cymru intervention. METHOD A total of 1,926 pupils (860 males and 1066 females) aged 13-14 (year 9) took part in the study. The secondary schools were randomised into the active and control arms of the study. Teachers in the active arm of the study were trained on the Guide Cymru and then delivered the intervention to their pupils. Pupils in the active groups received six modules of mental health literacy (the Guide Cymru), and control schools received teaching as usual. Mental health literacy across several domains (e.g., knowledge, stigma, help-seeking intentions) were assessed both before and after the intervention. Data collection for the randomised controlled trial ran from September 2019 to March 2020. Multi-level modelling analysis was conducted to account for the clustered nature of the design. RESULTS All aspects of mental health literacy, including mental health knowledge (g = 0.32), good mental health behaviours (g = 0.22), mental health stigmas (g = 0.16), intentions to seek help (g = 0.15), and avoidant coping (g = 0.14) improved after completing the Guide Cymru programme (ps < .001). DISCUSSION The current study presents evidence for the Guide Cymru's effectiveness in improving secondary school pupils' mental health literacy. We demonstrate that providing teachers with appropriate resources and training to deliver the Guide Cymru programme within their classrooms can improve the mental health literacy of pupils. These findings have important implications for the beneficial impacts the secondary school system can have on reducing the burden of mental health problems at a critical point in a young person's life. TRIAL REGISTRATION ISRCTN15462041. Registered 03/10/2019.
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Affiliation(s)
- Nicola J Simkiss
- Department of Psychology, School of Psychology, Swansea University, SwanseaWales, SA2 8PP, UK.
| | - Nicola S Gray
- Department of Psychology, School of Psychology, Swansea University, SwanseaWales, SA2 8PP, UK
- Caswell Clinic, Swansea Bay University Health Board, Bridgend, UK
| | - Andrew H Kemp
- Department of Psychology, School of Psychology, Swansea University, SwanseaWales, SA2 8PP, UK
| | - Chris Dunne
- Action for Children, Head Office, 3 The Boulevard, Ascot Road, Watford, UK
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Stowers P, Heck R, Csiszar K, Kaneshiro B. Just-word beliefs and community-level abortion stigma: An exploratory survey. Contraception 2023; 122:109979. [PMID: 36804051 PMCID: PMC10149599 DOI: 10.1016/j.contraception.2023.109979] [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: 07/04/2022] [Revised: 02/01/2023] [Accepted: 02/02/2023] [Indexed: 02/18/2023]
Abstract
OBJECTIVES This study aimed to evaluate whether belief in a just world is associated with community-level abortion stigma. STUDY DESIGN From December 2020 to June 2021, we conducted a national U.S. survey of 911 adults using Amazon Mechanical Turk. Survey respondents completed both the Community-Level Abortion Stigma Scale and Global Belief in a Just World Scale. We used linear regression to evaluate the association between just-world beliefs, demographic characteristics, and community-level abortion stigma. RESULTS The mean Global Belief in a Just World Scale score was 25.8. The mean Community-Level Abortion Stigma Scale score was 2.6. The strength of just-world beliefs (β = 0.7), male gender (β = 4.1), a history of a previous pregnancy (β = 3.1), post college education (β = 2.8), and strength of religious beliefs (β = 0.3) were associated with higher community-level abortion stigma. Asian race was associated with lower community-level abortion stigma (β = -7.2). CONCLUSIONS After controlling for demographic characteristics, strong just-world beliefs were associated with higher community-level abortion stigma. IMPLICATIONS Understanding just-world beliefs may provide a potential target for stigma-reduction strategies.
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Affiliation(s)
- Paris Stowers
- University of Hawaii, John A. Burns School of Medicine, Department of Obstetrics, Gynecology & Women's Health, 82 Puuhonu Place #205, Hilo, HI, USA.
| | - Ronald Heck
- University of Hawaii, College of Education, 1776 University Avenue Wist Hall Rm 220, Honolulu, HI, USA
| | - Katalin Csiszar
- University of Hawaii, John A. Burns School of Medicine, Department of Quantitative Health Sciences, 651 Ilalo Street, Medical Education Building, Suite 411, Honolulu, HI, USA
| | - Bliss Kaneshiro
- University of Hawaii, John A. Burns School of Medicine, Department of Obstetrics, Gynecology & Women's Health, 1356 Lusitana St. Ste 514, Honolulu, HI, USA
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Hollett KB, Pennell JM, Carter JC. A vignette study of mental health literacy for binge-eating disorder in a self-selected community sample. J Eat Disord 2023; 11:69. [PMID: 37143163 PMCID: PMC10161539 DOI: 10.1186/s40337-023-00795-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/12/2023] [Accepted: 04/21/2023] [Indexed: 05/06/2023] Open
Abstract
BACKGROUND Mental health literacy has implications for mental disorder recognition, help-seeking, and stigma reduction. Research on binge-eating disorder mental health literacy (BED MHL) is limited. To address this gap, our study examined BED MHL in a community sample. METHOD Two hundred and thirty-five participants completed an online survey. Participants read a vignette depicting a female character with BED then completed a questionnaire to assess five components of BED MHL (problem recognition, perceived causes, beliefs about treatment, expected helpfulness of interventions, and expected prognosis). RESULTS About half of participants correctly identified BED as the character's main problem (58.7%). The most frequently selected cause of the problem was psychological factors (46.8%) and a majority indicated that the character should seek professional help (91.9%). When provided a list of possible interventions, participants endorsed psychologist the most (77.9%). CONCLUSIONS Compared to previous studies, our findings suggest that current BED MHL among members of the public is better, but further improvements are needed. Initiatives to increase knowledge and awareness about the symptoms, causes, and treatments for BED may improve symptom recognition, help-seeking, and reduce stigma.
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Affiliation(s)
- Kayla B Hollett
- Department of Psychology, Memorial University of Newfoundland, 230 Elizabeth Avenue, St. John's, NL, A1C 5S7, Canada
| | - Jenna M Pennell
- Department of Psychology, Memorial University of Newfoundland, 230 Elizabeth Avenue, St. John's, NL, A1C 5S7, Canada
| | - Jacqueline C Carter
- Department of Psychology, Memorial University of Newfoundland, 230 Elizabeth Avenue, St. John's, NL, A1C 5S7, Canada.
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Kågström A, Juríková L, Guerrero Z. Developmentally appropriate mental health literacy content for school-aged children and adolescents. Glob Ment Health (Camb) 2023; 10:e25. [PMID: 37854395 PMCID: PMC10579665 DOI: 10.1017/gmh.2023.16] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/17/2022] [Revised: 02/22/2023] [Accepted: 04/26/2023] [Indexed: 10/20/2023] Open
Abstract
Although improving the mental health of children and adolescents has become a global priority, resources outlining developmentally appropriate content for improving mental health literacy (MHL) across school-aged children are scarce. A comprehensive, life-course approach to building MHL is needed to address the evolving competencies, needs, capacities, and risk factors for mental health, especially to establish school-based interventions that can be equitably and sustainably implemented. We conducted a theoretical review highlighting the relation of research and practice in building MHL through developmentally appropriate knowledge and competencies for children and adolescents. A two-pronged review of the literature was conducted to provide an overview of (1) research with a focus on neurobiological, psychological, cognitive, and social developmental milestones of school-aged children relevant for building MHL and (2) evidence-based and theory-driven content for the development of universal MHL interventions for children and adolescents considering the four components of MHL. A map of relevant key milestones highlights the range of development that occurs and ample opportunity for increasing universal MHL during these sensitive years primed for learning. We reflect on current understandings and global considerations for MHL interventions with an emphasis on applying developmental science to the future strengthening of intervention development, uptake, adaptation, implementation, evaluation, and scale-up.
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Affiliation(s)
- Anna Kågström
- Department of Public Mental Health, National Institute of Mental Health, Klecany, Czech Republic
- WHO Collaborating Center for Public Mental Health Research and Service Development, National Institute of Mental Health, Klecany, Czech Republic
| | - Laura Juríková
- Department of Public Mental Health, National Institute of Mental Health, Klecany, Czech Republic
- Department of Psychology, Faculty of Arts, Charles University, Prague, Czech Republic
| | - Zoe Guerrero
- Department of Public Mental Health, National Institute of Mental Health, Klecany, Czech Republic
- WHO Collaborating Center for Public Mental Health Research and Service Development, National Institute of Mental Health, Klecany, Czech Republic
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Liao Y, Ameyaw MA, Liang C, Li W. Research on the Effect of Evidence-Based Intervention on Improving Students' Mental Health Literacy Led by Ordinary Teachers: A Meta-Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:949. [PMID: 36673704 PMCID: PMC9859505 DOI: 10.3390/ijerph20020949] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/02/2022] [Revised: 12/24/2022] [Accepted: 12/27/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND the purpose of this study was to systematically review the effects of intervention experiments led by ordinary teachers to improve students' mental health literacy and to provide evidence-based research and new ideas for improving students' mental health literacy. METHODS A systematic search using 5 English (Web of Science, PubMed, ProQuest, EBSCO, Springer Link) and 3 Chinese (CNKI, WanFang, and VIP) databases was initiated to identify controlled trials assessing the immediate effect and delay effect of the intervention experiment led by ordinary teachers on improving students' mental health knowledge, anti-stigma, willingness, or behavior to seek-help. RESULTS a total of 14 experiments with 7873 subjects were included. The results showed that the immediate effect of the intervention on promoting students' mental health knowledge [g = 0.622, 95% CI (0.395, 0.849)] and anti-stigma [g = 0.262, 95% CI (0.170, 0.354)] was significant, but the amount of delay effect is not significant. CONCLUSIONS the results of this review show that ordinary classroom teachers can effectively participate in projects to improve students' mental health literacy, significantly improve students' mental health knowledge and attitudes towards psychological problems, and make up for the shortage of full-time mental health teachers in schools. In future, more attention should be paid to students' mental health literacy, and evidence-based intervention research should be strengthened. Furthermore, we can improve students' mental health literacy and avoid poor mental health by addressing delays in early intervention, as well as improve experimental design, prolong the intervention time, and improve the effectiveness of the intervention.
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Raji F, Morsi N, Mahsoon A, Sharif LS. Assessment of health sciences academic advisors' mental health literacy and their experiences with students facing mental health problems. BELITUNG NURSING JOURNAL 2022; 8:511-520. [PMID: 37554229 PMCID: PMC10405645 DOI: 10.33546/bnj.2247] [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: 08/13/2022] [Revised: 09/12/2022] [Accepted: 11/07/2022] [Indexed: 08/10/2023] Open
Abstract
BACKGROUND Owing to everyday educational activities, academic advisors often have to deal with mental health problems among students. Therefore, their mental health literacy must be assessed to determine whether they can detect mental health problems when working with the students. OBJECTIVE This study aimed to assess health sciences academic advisors' mental health literacy and their experiences dealing with university students facing mental health challenges. METHODS A cross-sectional descriptive study was undertaken among a convenience sample of 133 health sciences academic advisors at the medical campus of a public university in Jeddah, Saudi Arabia. An electronic self-administered questionnaire using the Mental Health Literacy Scale (MHLS) was used to appraise participants' recognition, knowledge, and attitudes toward ways to solve mental health difficulties. Data collection was completed from November 2020 to February 2021. Descriptive statistics, Student's t-test for independent samples, One-Way Analysis of Variance (ANOVA), and Tukey's test were selected for data analysis. RESULTS Academic advisors were found to be highly literate about matters of mental health. The mean mental health literacy score was statistically significantly higher in those advisors who were lecturers, assistant professors, associate professors, and professors (p <0.001). Additionally, the mean scores were significantly higher among advisors with a teaching role of lecturer rather than those who did not have the teaching role of a clinical supervisor (t = -2.331; p = 0.021). CONCLUSIONS The academic advisors had an elevated level of mental health literacy, and the highly experienced academic advisors could deal better with students having mental health problems. Hence, it is essential to continue to provide educational programs and training on mental health literacy to academic advisors, as it helps them identify the signs of mental health complications. Furthermore, it improves their skills and confidence when they offer student support in coping with mental health issues.
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Affiliation(s)
- Fatimah Raji
- 6 Zone, Ministry of Health (MOH), Madinah Health Cluster, Madinah, Saudi Arabia
| | - Nahed Morsi
- Psychiatric and Mental Health Nursing Department, Faculty of Nursing, Tanta University, Egypt
- Psychiatric and Mental Health Nursing Department, Faculty of Nursing, King Abdulaziz University, Saudi Arabia
| | - Alaa Mahsoon
- Psychiatric and Mental Health Nursing Department, Faculty of Nursing, King Abdulaziz University, Saudi Arabia
| | - Loujain S. Sharif
- Psychiatric and Mental Health Nursing Department, Faculty of Nursing, King Abdulaziz University, Saudi Arabia
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Casañas R, Castellvi P, Gil JJ, Torres-Torres M, Barón J, Teixidó M, Sampietro HM, Díez M, Fernández R, Sorli R, Siñol P, Jurado F, Carreras-Salvador R, Vazquez D, Gonzalez S, Martín MIFS, Raya-Tena A, Alvarez R, Amado-Rodriguez I, López LMM, Alonso J, Lalucat-Jo L. The effectiveness of a "EspaiJove.net"- a school-based intervention programme in increasing mental health knowledge, help seeking and reducing stigma attitudes in the adolescent population: a cluster randomised controlled trial. BMC Public Health 2022; 22:2425. [PMID: 36566192 PMCID: PMC9789578 DOI: 10.1186/s12889-022-14558-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 11/07/2022] [Indexed: 12/25/2022] Open
Abstract
BACKGROUND The aim of this study is to evaluate the short- and long-term effects of the universal mental health literacy intervention "EspaiJove.net" in increasing mental health knowledge, help seeking and reducing stigma attitudes in the adolescent population. We also examine whether these effects depend on the intervention intensity. METHODS: A clustered school-based randomised controlled trial (cRCT) design. SUBJECTS 1,298 secondary pupils aged 13 and 14 were recruited from 18 schools in Barcelona (Spain) between September 2016 and January 2018. INTERVENTION Three programmes were assessed: 1) Sensitivity Programme (SP; 1 h); 2) Mental Health Literacy (MHL; 6 h); 3) MHL plus a first-person Stigma Reduction Programme (MHL + SR; 7 h); 4) Control group (CG): waiting list. OUTCOME MEASURES 1) MHL: EspaiJove.net EMHL Test (First part and Second Part); 2) Stigma: RIBS and CAMI; 3) Help-seeking and use of treatment: GHSQ. ANALYSIS The data was collected at baseline, post-intervention and 6 and 12 months later. An intention-to-treat analysis and imputation method was used to analyse the missing data. Intervention effects were analysed using multilevel modelling. RESULTS One thousand thirty-two students were included (SP = 225; MHL = 261; MHL + SR = 295 and CG = 251). The MHL and MHL + SR interventions showed short- and long-term an increase in knowledge compared to SP and CG, but no significant change post-intervention or over time (First part p = 0.52 and Second part p = 0.62) between intervention groups and CG. No significant changes were found in stigma scores post-intervention or over time (CAMI p = 0.61 and RIBS p = 0.98) or in help-seeking scores (parent p = 0.69; teacher p = 0.23 and healthcare professional p = 0.75). The MHL + SR intervention was the best valued and recommended (p < 0.005). CONCLUSIONS The three interventions of the EspaiJove.net programme (SP, MHL and MHL + SR) seem not to be effective in terms MHL, Stigma and help-seeking behaviours. The contact with a person who has experimented mental illness first-hand did not reduce stigma attitudes. Further research should deal with the heterogeneity of MHL interventions (concept, duration and measures) and identify which components of stigma interventions are effective. TRIAL REGISTRATION ClinicalTrials.gov identifier: NCT03215654 (registration date 12 July 2017).
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Affiliation(s)
- Rocío Casañas
- grid.466539.b0000 0004 1777 1290Research Department, Associació Centre Higiene Mental Les Corts, C/ Numància, 103-105, Bajos, 08029 Barcelona, Spain
| | - Pere Castellvi
- grid.410675.10000 0001 2325 3084Department of Medicine, Universitat Internacional de Catalunya, Campus Sant Cugat. C/ Josep Trueta s/n, Sant Cugat del Vallés, 08195 Barcelona, Spain
| | - Juan-José Gil
- grid.466539.b0000 0004 1777 1290Child and Juvenile Mental Health Centre of Les Corts- Sarrià Sant Gervasi, Associació Centre Higiene Mental Les Corts, C/Montnegre 21, 3a Planta, 08029 Barcelona, Spain
| | - María Torres-Torres
- grid.466539.b0000 0004 1777 1290Child and Juvenile Mental Health Centre of Les Corts- Sarrià Sant Gervasi, Associació Centre Higiene Mental Les Corts, C/Montnegre 21, 3a Planta, 08029 Barcelona, Spain
| | - Jesica Barón
- grid.466539.b0000 0004 1777 1290Child and Juvenile Mental Health Centre of Les Corts- Sarrià Sant Gervasi, Associació Centre Higiene Mental Les Corts, C/Montnegre 21, 3a Planta, 08029 Barcelona, Spain
| | - Mercè Teixidó
- grid.466539.b0000 0004 1777 1290Mental Health Area of Les Corts- Sarrià Sant Gervasi, Associació Centre Higiene Mental Les Corts, C/Via Augusta 364-372, 4a Planta, 08017 Barcelona, Spain
| | | | - Marta Díez
- Activament Catalunya Associació, C/ Rocafort, 242 Bis, 3R B, 08029 Barcelona, Spain
| | - Raúl Fernández
- grid.418476.80000 0004 1767 8715Child and Juvenile Mental Health Centre of Ciutat Vella- Sant Martí, Instituto de Neuropsiquiatria y Adicciones del Parc de Salut del Mar (INAD), Consorci Parc de Salut Mar, C/ Ramon Turró, 337, 339, 08019 Barcelona, Spain
| | - Raquel Sorli
- grid.418476.80000 0004 1767 8715Child and Juvenile Mental Health Centre of Ciutat Vella- Sant Martí, Instituto de Neuropsiquiatria y Adicciones del Parc de Salut del Mar (INAD), Consorci Parc de Salut Mar, C/ Ramon Turró, 337, 339, 08019 Barcelona, Spain
| | - Patricia Siñol
- grid.418476.80000 0004 1767 8715Child and Juvenile Mental Health Centre of Ciutat Vella- Sant Martí, Instituto de Neuropsiquiatria y Adicciones del Parc de Salut del Mar (INAD), Consorci Parc de Salut Mar, C/ Ramon Turró, 337, 339, 08019 Barcelona, Spain
| | - Francisca Jurado
- grid.22061.370000 0000 9127 6969Gerència d’Atenció Primària Barcelona Ciutat, Institut Català de la Salut (ICS), C/Balmes, 22, 08007 Barcelona, Spain
| | - Regina Carreras-Salvador
- grid.418476.80000 0004 1767 8715Instituto de Neuropsiquiatria y Adicciones del Parc de Salut del Mar (INAD), Consorci Parc de Salut Mar, Passeig Marítim, 25-29, 08003 Barcelona, Spain
| | - Davinia Vazquez
- grid.22061.370000 0000 9127 6969Gerència d’Atenció Primària Barcelona Ciutat, Institut Català de la Salut (ICS), C/Balmes, 22, 08007 Barcelona, Spain
| | - Sandra Gonzalez
- grid.22061.370000 0000 9127 6969Gerència d’Atenció Primària Barcelona Ciutat, Institut Català de la Salut (ICS), C/Balmes, 22, 08007 Barcelona, Spain
| | - Maria Isabel Fernandez-San Martín
- grid.22061.370000 0000 9127 6969Gerència d’Atenció Primària Barcelona Ciutat, Institut Català de la Salut (ICS), C/Balmes, 22, 08007 Barcelona, Spain
| | - Antonia Raya-Tena
- grid.22061.370000 0000 9127 6969Gerència d’Atenció Primària Barcelona Ciutat, Institut Català de la Salut (ICS), C/Balmes, 22, 08007 Barcelona, Spain
| | - Rosa Alvarez
- grid.22061.370000 0000 9127 6969Gerència d’Atenció Primària Barcelona Ciutat, Institut Català de la Salut (ICS), C/Balmes, 22, 08007 Barcelona, Spain
| | - Isaac Amado-Rodriguez
- grid.22061.370000 0000 9127 6969Gerència d’Atenció Primària Barcelona Ciutat, Institut Català de la Salut (ICS), C/Balmes, 22, 08007 Barcelona, Spain
| | - Luis Miguel Martín- López
- grid.418476.80000 0004 1767 8715Instituto de Neuropsiquiatria y Adicciones del Parc de Salut del Mar (INAD), Consorci Parc de Salut Mar, Passeig Marítim, 25-29, 08003 Barcelona, Spain
| | - Jordi Alonso
- grid.466571.70000 0004 1756 6246Institut Hospital del Mar d’Investigacions Mèdiques (IMIM), CIBERESP, C/ Dr. Aiguader, 88, 08003 Barcelona, Spain
| | - Lluís Lalucat-Jo
- grid.466539.b0000 0004 1777 1290Research Department, Associació Centre Higiene Mental Les Corts, C/ Numància, 103-105, Bajos, 08029 Barcelona, Spain
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Latifian M, Raheb G, Abdi K, Alikhani R, Shariful Islam SM. The effectiveness of psychoeducation in improving attitudes towards psychological disorders and internalized stigma in the family members of bipolar patients: A quasi‐experimental study. Psych J 2022; 12:272-279. [PMID: 36504366 DOI: 10.1002/pchj.621] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Accepted: 10/31/2022] [Indexed: 12/14/2022]
Abstract
Family members of bipolar patients experience stigma following being labeled by others, which can disrupt their routine lives and result in social isolation. This study aims to evaluate the effectiveness of psychoeducation in improving the attitudes of bipolar patients' family members towards psychological disorders and internalized stigma. The present study is a quasi-experimental study with a pre- and post-test follow-up design, in which 74 individuals were selected by convenience sampling among families who had a member with a bipolar disorder who was referred to the largest psychiatric hospital in Iran in 2021. The participants were randomly divided into the experimental and control groups (n = 37 per group). The members of the experimental group then underwent eight 90-min sessions of psychoeducation. The control group also received psychoeducation at the end of the study. The results of analysis of covariance showed that psychoeducation reduced internalized stigma in the family members of bipolar patients and increased their positive attitudes towards psychological disorders compared with the control group (p < .01). On this basis, psychoeducation can be useful to reduce the internalized stigma of family members of bipolar patients and to increase their positive attitudes towards psychological disorders.
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Affiliation(s)
- Maryam Latifian
- Department of Social Work University of Social Welfare and Rehabilitation Sciences Tehran Iran
| | - Ghoncheh Raheb
- Psychosis Research Center University of Social Welfare and Rehabilitation Sciences Tehran Iran
| | - Kianoush Abdi
- Department of Rehabilitation Management University of Social Welfare and Rehabilitation Sciences Tehran Iran
| | - Rosa Alikhani
- Psychosis Research Center University of Social Welfare and Rehabilitation Sciences Tehran Iran
| | - Sheikh Mohammed Shariful Islam
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences Deakin University Melbourne Australia
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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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Ma KKY, Burn AM, Anderson JK. Review: School-based mental health literacy interventions to promote help-seeking - a systematic review. Child Adolesc Ment Health 2022. [PMID: 36377083 DOI: 10.1111/camh.12609] [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: 09/14/2022] [Indexed: 11/17/2022]
Abstract
BACKGROUND School-based mental health literacy interventions aim to prevent mental disorders and promote mental wellbeing through improving the knowledge and understanding of mental health, mental disorders, and reducing stigma. Evidence suggests that good mental health literacy helps young people recognise mental health difficulties in themselves and in others, and seek help for mental health problems. Improved help-seeking can allow for early intervention, which prevents the progression of mental disorders and ultimately reduces the burden of mental disorders. The aim of this review is to identify and synthesise evidence on the effectiveness of school-based mental health literacy interventions in improving help-seeking outcomes. METHODS We searched MEDLINE, Embase, PsycINFO, ERIC, Child Development and Adolescent Studies, British Education Index and ASSIA (June 2020). Additional searches were conducted a year later to identify any new publications (June 2021). We included randomised controlled trials (RCTs) assessing the effectiveness or cost-effectiveness of school-based interventions to improve help-seeking outcomes for children and young people aged 4-18 years. Included studies were critically appraised. RESULTS We identified 11 studies investigating help-seeking outcomes of school-based mental health literacy interventions including a total of 7066 participants from 66 secondary schools. Overall, there is no strong evidence for the effectiveness of school-based mental health literacy interventions in improving help-seeking outcomes, including general attitudes towards help-seeking, personal intentions to seek help, knowledge of when and how to seek help for mental disorders, confidence to seek help, and actual help-seeking behaviours. None of the studies investigated the cost-effectiveness of the interventions. CONCLUSION The lack of standardised measures with established reliability and validity for help-seeking outcomes, and the incomprehensive consideration of the multi-faceted concepts of MH literacy and MH stigma have contributed to the scarcity of evidence for the effectiveness. Future research should focus on developing standardised measurement tools and including economic evaluations to understand pragmatic and financial aspects of school-based mental health literacy interventions.
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Affiliation(s)
| | - Anne-Marie Burn
- Department of Psychiatry, University of Cambridge, Cambridge, UK
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Tariku Seboka B, Hailegebreal S, Negash M, Mamo TT, Ali Ewune H, Gilano G, Yehualashet DE, Gizachew G, Demeke AD, Worku A, Endashaw H, Kassawe C, Amede ES, Kassa R, Tesfa GA. Predictors of Mental Health Literacy and Information Seeking Behavior Toward Mental Health Among University Students in Resource-Limited Settings. Int J Gen Med 2022; 15:8159-8172. [PMID: 36389023 PMCID: PMC9664927 DOI: 10.2147/ijgm.s377791] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Accepted: 11/03/2022] [Indexed: 09/03/2023] Open
Abstract
BACKGROUND This paper investigated mental health literacy level and information seeking behavior, and mental health-related information sources in limited-resource settings, in the case of Ethiopian university students. METHODS A cross-sectional, self-administered web-based survey was conducted among Dilla University students, from 1 January to 29 February 2022, with a total of 780 respondents. We presented descriptive statistics using mean, standard deviations, and proportions. Bivariate and multivariate logistic regression were employed to identify factors associated with mental health literacy and information seeking behavior of students. Further, path analysis was also employed. RESULTS The result showed 71 (9.1%) respondents had a diagnosed history of mental illness. Overall, 397 (50.9%) respondents were identified as having adequate mental health literacy and 420 (53.8%) sought mental health information. In multivariate analysis, mental health literacy was significantly associated with: being female (AOR = 2.8; 95% CI (1.5-5.4)), higher digital health literacy (AOR=2.8; 95% CI (1.5-5.4), seeking mental health-related information (AOR=1.6; 95% CI: (1.1-2.5)), having family with mental illness, and students in health-related programs (AOR = 2.1; 95% CI (1.0-4.2)). Furthermore, health-related programs, level of mental health literacy, exposure to mental health problems in the family, and were associated with information seeking behavior regarding mental health. Further, path analysis revealed significant positive associations of information seeking behavior and digital health literacy with mental health literacy. CONCLUSION The result indicated the status of university students' mental health literacy level and information seeking behavior were low and inadequate. This study suggests the need to improve students' digital health competencies by designing mental health literacy programs by collaboration of different stakeholders, and mental health literacy programs need to optimize access to internet and online resources in the university settings.
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Affiliation(s)
| | | | - Misrak Negash
- Department of Psychiatry, Dilla University, Dilla, Ethiopia
| | | | | | - Girma Gilano
- Department of Health Informatics, Arbaminch University, Arbaminch, Ethiopia
| | | | | | | | - Aynadis Worku
- Department of Health Informatics, Debre Markos University, Debre Markos, Ethiopia
| | | | | | | | - Reta Kassa
- School of Public Health, Dilla University, Dilla, Ethiopia
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Sibanda T, Sifelani I, Kwembeya M, Matsikure M, Songo S. Attitudes and perceptions of teachers toward mental health literacy: A case of Odzi High School, Mutare District, Zimbabwe. Front Psychol 2022; 13:1003115. [PMID: 36438418 PMCID: PMC9684705 DOI: 10.3389/fpsyg.2022.1003115] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Accepted: 09/23/2022] [Indexed: 11/03/2023] Open
Abstract
In dealing with adolescent mental health, teachers and school institutions have a critical role in minimizing the challenges of mental health. However, the success of such a measure is dependent on teachers' attitudes and perceptions of mental health literacy. Adolescent mental health disorders have become a major global concern with heightened increases and prevalence in secondary schools. In Zimbabwe, a dearth of knowledge exists in understanding the perceptions and attitudes of teachers in maximizing student mental health and positive educational outcomes. The aim of the research was to understand the attitudes and perceptions of teachers toward mental health literacy. Using a qualitative approach to understanding attitudes and perceptions, a case study was carried out at Odzi High School. A total of 12 teachers were purposively sampled for data generation on knowledge, attitudes, perceptions, and strategies that can be used to inform adolescent mental health. Data were collected using semi-structured interview(s). Emergent themes of the study were knowledge, stigma, training, and development. Using thematic analysis, the data showed that there was generalized knowledge of mental health and there were disparities in effective and efficient responses to gender sensitivity issues. Additionally, this knowledge was not put into practice because of attitudes and perceptions toward mental health. Recommendations from the study include developing of mental health training for teachers, equipping teachers with skills in psychosocial support in schools' mental health, and enabling teachers to be able to link adolescents to appropriate care within the school and community-based settings. Teachers have the responsibility of promoting the wellbeing of the students, thus minimizing the adverse effects. Outcomes for positive mental health may be the result of teachers' informed perceptions and positive attitudes on mental health literacy.
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Affiliation(s)
- Theresi Sibanda
- Department of Psychology, Manicaland State University of Applied Sciences, Mutare, Zimbabwe
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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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Effectiveness of a Comprehensive Mental Health Literacy Educational Programme for Junior High School Students: A Randomised Controlled Trial Examining Changes in Their Knowledge, Attitudes, and Behaviour. J Pers Med 2022; 12:jpm12081281. [PMID: 36013230 PMCID: PMC9410060 DOI: 10.3390/jpm12081281] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Revised: 07/24/2022] [Accepted: 08/02/2022] [Indexed: 12/22/2022] Open
Abstract
Background: This study evaluated the effectiveness of a comprehensive mental health literacy (MHL) educational programme known as “Sanita” for improving junior high school students’ knowledge of mental illness, attitudes towards people with mental health problems, and help-seeking behaviour. Methods: A randomised controlled trial with a parallel-group design was conducted. A total of 125 students (51 in the intervention group and 74 in the control group) received three 50-min classes and completed self-report questionnaires (Mental Illness and Disorder Understanding Scale, MIDUS; Reported and Intended Behaviour Scale, RIBS-J; and an original questionnaire investigating help-seeking behaviour) before and after the programme and three months later. Results: Regarding MIDUS, the post-test and 3-month follow-up test results showed a significant main effect of time-by-group interactions in a linear mixed model. Regarding RIBS-J, the post-test results showed a significant main effect of time-by-group interactions; however, the 3-month follow-up test showed no significant effect. No significant effects of time-by-group interactions were seen in the post-test and 3-month follow-up test results for help-seeking behaviour in a logistic regression-mixed model. Conclusions: The Sanita MHL educational programme was longitudinally effective at improving junior high school students’ knowledge of mental illness, although improvements in attitudes and help-seeking behaviour were insufficient.
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Goodcase ET, Brewe AM, White SW, Jones S. Providers as Stakeholders in Addressing Implementation Barriers to Youth Mental Healthcare. Community Ment Health J 2022; 58:967-981. [PMID: 34669091 PMCID: PMC8527810 DOI: 10.1007/s10597-021-00905-7] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2021] [Accepted: 10/07/2021] [Indexed: 11/25/2022]
Abstract
Research has shown that youth with mental health disorders often do not receive adequate care. School- and community-based mental health organizations are integral to implementing evidence-based mental healthcare to the vast majority of youth. It is therefore important to understand the perspectives of this stakeholder group, to determine how to improve access to high-quality care. A series of three focus groups with community mental health providers and three school counselors and social workers focus groups were conducted to get their perspective on existing barriers that prevent youth who need mental health services from being treated. A grounded theory inductive qualitative analysis revealed six major themes (Lack of Services, Lack of Knowledge, Stigma, Logistics, Poor Past Experiences with Mental Health, and Poor Coordination of Services). Each of these themes are discussed and implications are framed within the context of implementation science.
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Affiliation(s)
- Eric T Goodcase
- Department of Human Development and Family Studies, University of Alabama, 214 Child Development Research Center, Tuscaloosa, AL, 35487, USA.
| | - Alexis M Brewe
- Center of Youth Development and Intervention, University of Alabama, 200 Hackberry Lane, Tuscaloosa, AL, 35487, USA
| | - Susan W White
- Center of Youth Development and Intervention, University of Alabama, 200 Hackberry Lane, Tuscaloosa, AL, 35487, USA
| | - Shane Jones
- Center of Youth Development and Intervention, University of Alabama, 200 Hackberry Lane, Tuscaloosa, AL, 35487, USA
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Baker HJ, Hollywood A, Waite P. Adolescents' lived experience of panic disorder: an interpretative phenomenological analysis. BMC Psychol 2022; 10:143. [PMID: 35668509 PMCID: PMC9167912 DOI: 10.1186/s40359-022-00849-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2021] [Accepted: 05/24/2022] [Indexed: 12/02/2022] Open
Abstract
Background Panic disorder is a debilitating anxiety disorder that has a serious impact on adolescents’ social and academic functioning and general wellbeing. Panic disorder is experienced by around 1 to 3% of the adolescent population. The aim of this study was to examine adolescents’ experiences of having panic disorder. Methods Semi-structured interviews were conducted with eight adolescents with a primary diagnosis of panic disorder. Interpretative Phenomenological Analysis was used to gain an understanding of adolescents’ lived experience of panic disorder. Results Two superordinate themes were identified: (1) Drowning in sensations, and (2) An unacceptable self. The findings show that adolescents experience panic disorder as extremely overwhelming and unpleasant, with debilitating feelings of drowning in sensations. Adolescents’ experiences largely fit with the cognitive model of panic, in which catastrophic misinterpretation of bodily sensations is associated with anxiety, avoidance, and safety behaviours, creating a vicious cycle. Attempts to avoid or prevent the attacks appear to inadvertently make them worse. Social worries, feeling broadly misunderstood, and unhelpful responses from others, contributed to feelings of being different or abnormal and were connected to a negative self-concept. Negative social interactions with teachers and peers in the school environment were particularly damaging. Conclusions These findings offer new insight into these adolescents’ lived experience of panic disorder and highlight the need for adolescents to access timely, evidence-based treatment, as well as the need for increased awareness and understanding of panic disorder in schools. Supplementary Information The online version contains supplementary material available at 10.1186/s40359-022-00849-x.
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Affiliation(s)
- Holly J Baker
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, RG6 6AL, UK.
| | - Amelia Hollywood
- School of Pharmacy, University of Reading, 1.05b Harry Nursten Building, Whiteknights, Reading, RG6 6DZ, UK
| | - Polly Waite
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, RG6 6AL, UK.,Department of Experimental Psychology and Department of Psychiatry, University of Oxford, Radcliffe Observatory, Anna Watts Building, Woodstock Rd, Oxford, OX2 6GG, UK
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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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Mental Health of Czech University Psychology Students: Negative Mental Health Attitudes, Mental Health Shame and Self-Compassion. Healthcare (Basel) 2022; 10:healthcare10040676. [PMID: 35455853 PMCID: PMC9028411 DOI: 10.3390/healthcare10040676] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Revised: 03/22/2022] [Accepted: 03/30/2022] [Indexed: 02/04/2023] Open
Abstract
High rates of mental health problems are a growing concern in Czech higher education, negatively impacting students’ performance and wellbeing. Despite the serious nature of poor mental health, students often do not seek help because of negative attitudes and shame over mental health problems. Recent mental health research reports self-compassion is strongly associated with better mental health and reduced shame. However, relationships between those constructs remain to be evaluated among Czech students. This study aims to appraise the relationships between mental health problems, negative mental health attitudes, mental health shame, and self-compassion in this population. An opportunity sample of 119 psychology students from a Czech university completed questionnaires regarding these constructs. Correlation, regression, and path analyses were conducted. Mental health problems were positively associated with negative mental health attitudes and shame, and negatively associated with self-compassion. Self-compassion negatively predicted mental health problems, while negative attitudes and shame did not. Last, self-compassion fully mediated the negative attitudes-mental health problems relationship, and partially mediated the shame-mental health problems relationship. Findings suggest self-compassion is essential for mental health in Czech students and associated with negative mental health attitudes and mental health shame. Czech universities can benefit from incorporating self-compassion training into their curricula to protect students’ mental health.
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Effectiveness of Mental Health Literacy Programs in Primary and Secondary Schools: A Systematic Review with Meta-Analysis. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9040480. [PMID: 35455524 PMCID: PMC9026781 DOI: 10.3390/children9040480] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Revised: 03/24/2022] [Accepted: 03/30/2022] [Indexed: 11/29/2022]
Abstract
In recent years, there has been an increase in studies evaluating the effectiveness of mental health literacy programs within the context of education as a universal, preventive intervention. A systematic review and meta-analysis regarding the effectiveness of mental health literacy interventions in schools, from 2013 to the present, on mental health knowledge, stigma, and help-seeking is conducted. Of the 795 identified references, 15 studies met the inclusion criteria. Mental health knowledge increased after the interventions (standardized mean difference: SMD = 0.61; 95% CI (0.05, 0.74)), at two months (SMD = 0.60; 95% CI (0.4, 1.07)) and six months (SMD = 0.39; 95% CI (0.27, 0.51)). No significant differences were observed between stigma and improving help-seeking. Mental health literacy interventions are effective in augmenting mental health knowledge, but not in reducing stigma or improving help-seeking behavior.
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Whitehead J, Schonert-Reichl KA, Oberle E, Boyd L. What do Teachers do to Show They Care? Learning From the Voices of Early Adolescents. JOURNAL OF ADOLESCENT RESEARCH 2022. [DOI: 10.1177/07435584221076055] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This mixed methods study examined how middle school students (ages 11–13) in middle-class neighborhoods in Western Canada characterized a caring teacher. Specifically, qualitative content analysis was conducted on 199 sixth and seventh grade students’ written responses to the question “What are three things that teachers do to show they care?” Guided by recent work in the area of mindfulness in teaching, we identified 19 themes: one was categorized as General Teaching (e.g., “They teach”), and 18 that were grouped into one of three thematic categories associated with mindful teaching: Calm (e.g., calm/not reactive), Clear (e.g., democratic communication), and Kind (e.g., empathy). In their descriptions of caring teachers, almost all students (97.5%) used Kind themes, while many used Clear themes (41%); with fewer students using Calm (13.6%) or General Teaching (10.6%) themes. Chi square analyses revealed that girls were more likely to mention Clear themes compared to boys, while boys were more likely to use the specific themes of nurturance and helpfulness. Additional demographic differences were also explored. This research adds to the growing body of studies aimed at elucidating the role of mindful teaching in caring student-teacher relationships, particularly from the perspectives of early adolescents.
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Affiliation(s)
| | | | - Eva Oberle
- University of British Columbia, Vancouver, Canada
| | - Lara Boyd
- University of British Columbia, Vancouver, Canada
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Nicula M, Pellegrini D, Grennan L, Bhatnagar N, McVey G, Couturier J. Help-seeking attitudes and behaviours among youth with eating disorders: a scoping review. J Eat Disord 2022; 10:21. [PMID: 35164872 PMCID: PMC8845232 DOI: 10.1186/s40337-022-00543-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 01/13/2022] [Indexed: 12/19/2022] Open
Abstract
BACKGROUND Although early intervention is crucial in interrupting the development of eating disorders, little is currently known about help-seeking behaviours among individuals experiencing eating disorder symptoms. Given that eating disorders typically begin early in life, it is necessary to investigate the processes employed by children, adolescents, and emerging adults when seeking services for troubling symptoms. This is a growing concern as the COVID-19 pandemic has resulted in an increase in the number of individuals engaging in disordered eating behaviours. This scoping review explores the current state of the literature for evidence on how youth with eating disorder symptoms seek help, with the aim of better understanding how to identify and treat more individuals earlier. METHODS Using scoping review methodology, we searched seven databases for studies published from January 2000 to April 2021 that reported on help-seeking attitudes, behaviours, and healthcare utilization patterns for children and adolescents (< 18 years), emerging adults (18-25 years), and a mixture of these groups (< 25 years). Seven thousand, two hundred, and eighteen articles were identified for review. After duplicates were removed, three reviewers independently screened titles and abstracts and reviewed full-text articles. Findings related to help-seeking activity were extracted from the 62 articles that were ultimately included in this scoping review. RESULTS Study findings were summarized into help-seeking patterns (i.e., rates, types) as well as factors ranging from the individual level to society that influenced help-seeking behaviour. Many youth meeting eating disorder criteria were not seeking help. Notable barriers to help-seeking included poor mental health literacy, experiences with healthcare providers who failed to detect and lacked knowledge about eating disorders, minimal support from family and friends, and stigma surrounding eating disorders and help-seeking for mental health concerns. CONCLUSIONS The results of this scoping review can be used to inform early intervention and health promotion program development. Future research should focus on the help-seeking attitudes and activities among underrepresented groups with eating disorders (e.g., men, ethnic and gender minorities), the perspectives of family and other supporters in the help-seeking process for youth, and retrospective accounts from adults with lived experience of an eating disorder. Plain English summary Addressing and interrupting eating disorder-related thoughts and behaviours as soon as possible, with the help of a mental health professional, leads to better outcomes for youth struggling with an eating disorder. However, little is known about what prompts youth to talk about their weight, body, or eating concerns with someone-like their parent, friend, teacher, guidance counsellor, or primary care practitioner. This review explores the available published research on help-seeking patterns and preferences among youth with eating disorder concerns. Our team followed a standardized process to find 62 relevant articles for this paper. Of note, many young people who reported eating disorder concerns were not seeking help for themselves. Feeling supported by family and their primary care provider, understanding the signs of an eating disorder, and not feeling shame for reaching out for help reportedly led youth to speak up about their concerns. The findings have clinical implications for learning effective ways to help youth feel safe to speak freely about their eating disorder-related concerns, which enhances the chances of intervening early and catching symptoms before they worsen.
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Affiliation(s)
- Maria Nicula
- McMaster University, 1200 Main Street West, Hamilton, ON, L8N 3Z5, Canada
| | | | - Laura Grennan
- McMaster University, 1200 Main Street West, Hamilton, ON, L8N 3Z5, Canada
| | - Neera Bhatnagar
- McMaster University, 1200 Main Street West, Hamilton, ON, L8N 3Z5, Canada
| | - Gail McVey
- University Health Network, Toronto, ON, Canada.,University of Toronto, Toronto, ON, Canada
| | - Jennifer Couturier
- McMaster University, 1200 Main Street West, Hamilton, ON, L8N 3Z5, Canada. .,McMaster Children's Hospital, Hamilton, ON, Canada.
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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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Ma KKY, Anderson JK, Burn AM. Review: School-based interventions to improve mental health literacy and reduce mental health stigma - a systematic review. Child Adolesc Ment Health 2022; 28:230-240. [PMID: 35005830 DOI: 10.1111/camh.12543] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/02/2021] [Indexed: 11/30/2022]
Abstract
BACKGROUND The steadily increasing prevalence of mental disorders in children and adolescents presents itself as a public health challenge, especially given the health, social and economic burden of mental disorders. School-based interventions aimed at improving mental health literacy and reducing mental health stigma have the potential to prevent mental disorders and promote mental well-being, thus reducing the burden of mental disorders. This review identified and synthesised evidence on the effectiveness of school-based interventions designed to improve mental health literacy and reduce mental health stigma. METHODS Electronic bibliographic databases including MEDLINE, Embase, PsycINFO, Education Resources Information Center (ERIC), Child Development and Adolescent Studies, British Education Index and Applied Social Sciences Index and Abstracts (ASSIA) were searched. Randomised controlled trials (RCTs) were included if they assessed the effectiveness or cost-effectiveness of school-based intervention aimed at improving mental health literacy and reducing mental health stigma for children and young people aged 4-18 years. Quality of studies was appraised using the EPHPP tool. A numerical summary and a narrative description of the findings in relation to the research questions were synthesised. This systematic review was registered with PROSPERO (CRD42020191265). RESULTS We identified 21 studies describing 20 unique school-based mental health interventions. Overall, there is moderate evidence suggesting that school-based mental health interventions can be effective in improving mental health literacy and reducing mental health stigma defined as attitudes and beliefs regarding mental disorders. However, there is less evidence for their long-term effectiveness, as most studies did not include follow-ups. CONCLUSIONS Despite exclusively including studies with randomised designs, intervention and methodological heterogeneity poses uncertainties to any conclusions made. Future research should focus on resolving methodological issues concerning how outcomes are assessed and include process evaluations to better inform the design of an intervention in term of its delivery and implementation.
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Affiliation(s)
| | | | - Anne-Marie Burn
- Department of Psychiatry, University of Cambridge, Cambridge, UK
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Perception of radiography lecturers towards the proposed doctor of radiography program. THE EGYPTIAN JOURNAL OF RADIOLOGY AND NUCLEAR MEDICINE 2021. [DOI: 10.1186/s43055-021-00488-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Abstract
Abstract
Background
Radiography as a profession has undergone significant changes in recent times with the introduction of new imaging modalities, increase in the ranges of radiological investigations, and a diversification in the role of radiographers. As a result of these, there is a need to step up the radiography program to meet up with these changes. This study aims at ascertaining the perception of radiography lecturers in Nigeria towards the proposed doctor of radiography program. A cross-sectional study of radiography lecturers in Nigeria was conducted from February to July 2020. Subjects were recruited through a convenient sampling technique. Validated questionnaires were sent online to all the lecturers. The questionnaire contained 32 questions divided into 3 sections. Section A captured the demographic data of the lecturers. Section B captured information on the ability of the doctor of radiography program to produce graduates with a broad orientation in all specialties of radiography. Section C elicited information on the ability of the doctor of radiography program to produce high-quality radiographers.
Results
A total of 62 lecturers comprising 51 males (82.3%) and 11 females (17.7%) participated in the study. The grand mean of all the items in sections B and C were 3.03 and 3.25 respectively which show that the respondents are confident that the proposed program will produce high-quality and versatile radiographers.
Conclusion
The lecturers showed a positive perception towards the doctor of radiography program. Hence, they strongly believe that the proposed program will produce more versatile radiographers than the bachelor’s program.
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Stuckey H, Hivner EA, Kraschnewski JL, Molinari AM, Costigan HJ, Sekhar DL. "I wouldn't even know what to do," Adolescent and Parent Perspectives on Identifying, Understanding, and Seeking Help for Adolescent Depression. Psychiatr Q 2021; 92:1459-1472. [PMID: 33909227 PMCID: PMC8542576 DOI: 10.1007/s11126-021-09918-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/04/2021] [Indexed: 11/27/2022]
Abstract
Within the context of a randomized clinical trial (RCT) of school-based depression screening, the study objective was to understand parent and adolescent perspectives on school-based depression screening and barriers to help-seeking for adolescent depression. From May-Nov. 2019, separate focus groups were held with adolescents (8 groups, n = 52) and parents (6 groups, n = 36). Two coders individually coded 20% of transcripts to establish interrater reliability (adolescent k = 0.76 and parent k = 0.80). Remaining transcripts were then separately coded and reviewed to develop three themes: (1) Both recognized depression as a serious issue that needed to be addressed in schools, but had confidentiality and communication concerns; (2) Both parents and adolescents believed the majority of adolescents would seek help with depression from friends more than any other source; and (3) Neither adolescents nor parents could clearly describe steps to take if their peers (adolescents) or adolescents (parents) were depressed. We intend to address identified barriers and concerns in the context of the larger RCT.
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Affiliation(s)
- Heather Stuckey
- Department of Medicine, Penn State College of Medicine, Hershey, PA, 17033, USA
| | - Elizabeth A Hivner
- Department of Pediatrics, Penn State College of Medicine, 500 University Drive, HS83, Hershey, PA, 17033, USA
| | | | - Alissa M Molinari
- Department of Pediatrics, Penn State College of Medicine, 500 University Drive, HS83, Hershey, PA, 17033, USA.
- Penn State PRO Wellness, Penn State College of Medicine, Mail Code A145, 90 Hope Drive, Suite 1103, Hershey, PA, 17033, USA.
| | - Heather J Costigan
- Department of Pediatrics, Penn State College of Medicine, 500 University Drive, HS83, Hershey, PA, 17033, USA
| | - Deepa L Sekhar
- Department of Pediatrics, Penn State College of Medicine, 500 University Drive, HS83, Hershey, PA, 17033, USA
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Patafio B, Miller P, Baldwin R, Taylor N, Hyder S. A systematic mapping review of interventions to improve adolescent mental health literacy, attitudes and behaviours. Early Interv Psychiatry 2021; 15:1470-1501. [PMID: 33393231 DOI: 10.1111/eip.13109] [Citation(s) in RCA: 24] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Revised: 11/18/2020] [Accepted: 12/13/2020] [Indexed: 12/20/2022]
Abstract
AIM The onset of mental illness is most common in adolescence, therefore mental health promotion efforts frequently target this age group. Evaluation literature in this area is largely segmented into specific domains in terms of settings, countries, and/or groups of young people, but an overall understanding and comparison across these areas is lacking. The current review aims to provide such an overview of interventions/programs which attempt to improve adolescents' mental health literacy, attitudes/stigma and behaviours. METHODS A systematic mapping review synthesized the strengths and weaknesses of published interventions/programs to improve mental health outcomes in youth. Ten databases and grey literature sources were searched, and results were categorized according to sample, location/setting, type of information presented, delivery and testing procedures, mental health outcome/s evaluated, and limitations. RESULTS One hundred and forty articles met the inclusion criteria; 126 were original records and 14 were reviews. Mental health literacy and attitudes/stigma were examined most frequently, and studies were predominantly conducted in school-based environments and high income economies. Intervention/program effectiveness varied across outcome/s measured, setting, and control group usage, with mental health literacy exhibiting the most positive changes overall. Common limitations included no long-term follow up or control group inclusion. CONCLUSIONS Despite generally positive changes seen throughout studies in this area, effectiveness differed across a range of methodological domains. Most research is conducted in schools and higher income economies, but the lack of investigation in other contexts (i.e., internet or community) or lower income countries suggests our understanding in this area is constrained.
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Affiliation(s)
- Brittany Patafio
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| | - Peter Miller
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| | - Ryan Baldwin
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| | - Nicholas Taylor
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| | - Shannon Hyder
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
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Chia MS, Wong JYY, Chan IPM, Ng KC. What matters to patients: Parental and caregiver opinions on International Consortium for Health Outcomes Measurements overall health outcomes for children in Singapore. PROCEEDINGS OF SINGAPORE HEALTHCARE 2021. [DOI: 10.1177/2010105820979324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Background: Health in children is multifaceted. More than just the absence of disease, good child health also comprises psychological well-being and social functioning. In paediatrics, optimal health care is a partnership between caregivers and doctors. Value-based medicine strengthens this partnership. Monitoring and tracking these patient-reported outcomes using validated measurement tools in a life-course manner helps us to understand and ultimately improve overall child health better. Objectives: This study aimed to assess parental opinions in Singapore on recommended outcome measures and approach recommended by the International Consortium for Health Outcomes Measurements (ICHOM) Overall Pediatric Health (OPH) working group. Methods: An international working group comprising 25 experts in paediatric health was formed under the auspices of ICHOM. Through a series of literature reviews, patient focus groups and open review periods, a set of health outcomes and case-mix variables was proposed, with the aim of improving paediatric care globally. Parents and caregivers were invited to participate in this survey from around the world, including from the USA, UK, Colombia and Singapore. The survey covered domains that were included in the ICHOM OPH Standard Set. An international anonymised online patient validation survey tool online survey was initiated to evaluate caregiver opinions of these proposed ICHOM OPH outcomes, and this was conducted from November 2019 to January 2020. Singapore participated in this caregiver survey on overall paediatric health outcomes. Of the 270 respondents in this ICHOM OPH consumer international open review online survey, 160 were from Singapore. We report here a cross-sectional study with data from the Singapore group of respondents. Results: Of the 160 responses from Singapore, 73.8% had no more than two children, and 38.8% of caregivers had children between 0 and 5 years old. In general, 76.9% of caregivers were satisfied with the health care that they received, and 60% of caregivers had had between one and four health-care appointments in the last 12 months. Assessment was done on a scale of 1 to 9, with importance defined as a score of ⩾7. All outcome measures were ranked to be important, with an overall mean score of 7.9 on a scale ranging from 1 to 9. Development was assessed as being the most important ( M=8.34±0.93), and sexual health was assessed as being the least important ( M=7.09±1.71). Almost all respondents felt that the list of ICHOM-recommended outcomes proposed was complete. Parents and caregivers in Singapore placed development and mental health as the most important across all age groups surveyed. They felt that the framework provided by the ICHOM OPH working group was adequate in addressing their concerns. Most parents and caregivers were satisfied with the health care they had received. Conclusion: Child health is a continuum that requires longitudinal attention from both the family and the clinician, and should take a life-course approach, utilising validated measurement tools to monitor and track key parameters. Parents and caregivers in Singapore place high importance on their child’s development and mental functioning. While there has been much community effort on development and mental functioning in children, more can be done in these two areas and to increase the emphasis and awareness on sex education both within the home and in schools. A framework for evaluating children during follow-up clinic visits would be helpful in continuing longitudinal care of children to provide holistic care and to improve adult health in the long term, guided by the framework set down by the ICHOM OPH standard set. As we recognise and embrace the importance not just of health care but the health of the next generation, we will need to use validated measurement tools to monitor and track these importance parameters in the journey of our children, so that we can identify and improve these outcomes in a timely manner.
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Affiliation(s)
- Moira Suyin Chia
- Department of Paediatrics, KK Women’s and Children’s Hospital, Singapore
| | | | | | - Kee Chong Ng
- Division of Medicine, KK Women’s and Children’s Hospital, Singapore
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Simkiss NJ, Gray NS, Dunne C, Snowden RJ. Development and psychometric properties of the Knowledge and Attitudes to Mental Health Scales (KAMHS): a psychometric measure of mental health literacy in children and adolescents. BMC Pediatr 2021; 21:508. [PMID: 34774022 PMCID: PMC8590271 DOI: 10.1186/s12887-021-02964-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 10/06/2021] [Indexed: 02/05/2023] Open
Abstract
BACKGROUND Adolescence is a crucial period for the acquisition of good mental health behaviours, which are the foundation for health and wellbeing in later life. Improved knowledge about mental health and improved help-seeking behaviours have been shown to lead to better mental health outcomes. Mental health literacy (MHL) is multifaceted (e.g., knowledge about symptoms, the stigma around mental health, good mental health practices, etc.). Measures are needed that can assess these different aspects of MHL. Measurement of mental health literacy is currently limited due to a lack of reported psychometric instruments with known psychometric properties. Given that most mental health problems start in early adolescence, a scale is needed that is reliable and valid in this age group. METHODS The development and validation of the psychometric instrument (termed the Knowledge and Attitudes to Mental Health Scales: KAMHS) entailed two phases: 1) item generation based on an evidence-based intervention programme: The Guide; and 2) item reduction through exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) for factor structure and psychometric assessment. Participants were 559 Year 9 pupils in secondary schools across Wales aged between 13 and 14 years. RESULTS Results from the CFA indicated an acceptable fit of the model to the data. The KAMHS showed good internal constancy and moderate test-retest validity (.40-.64). CONCLUSIONS The final version of the KAMHS contains 50 items that are appropriate for use in children and adolescents. These results suggest that the KAMHS can be used over time to assess the efficacy of interventions aimed at increasing the mental health literacy of adolescent populations.
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Affiliation(s)
- Nicola J Simkiss
- Department of Psychology, Swansea University, Swansea, SA2 8PP, Wales, UK.
| | - Nicola S Gray
- Department of Psychology, Swansea University, Swansea, SA2 8PP, Wales, UK
- Caswell Clinic, Swansea Bay University Health Board, Bridgend, UK
| | - Chris Dunne
- Action for Children, Head Office: 3 The Boulevard, Ascot Road, Watford, UK
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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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Mansfield R, Humphrey N, Patalay P, Moore A, Stapley E. Adaptation of a school-based mental health literacy curriculum: from Canadian to English classrooms. Glob Ment Health (Camb) 2021; 8:e39. [PMID: 34703613 PMCID: PMC8518024 DOI: 10.1017/gmh.2021.38] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Revised: 08/16/2021] [Accepted: 09/10/2021] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND School-based mental health literacy (MHL) interventions are increasingly trialled outside of the country in which they were developed. However, there is a lack of published studies that qualitatively explore their cultural adaptation. This study investigated the reasons for adaptations made and suggested to a Canadian MHL curriculum (The Guide) within the English school context. METHOD Semi-structured interviews were conducted with 11 school staff responsible for the planning and/or implementation of The Guide across three schools in the South East of England, as part of the Education for Wellbeing (EfW) feasibility study. Transcripts were analysed using a hybrid, deductive-inductive thematic analysis. RESULTS Adaptations made and suggested included dropping and emphasising content, and adapting language, examples and references. Most adaptations were proactive and related to The Guide's implementation methods, including developing more interactive and student-led approaches. Staff Capacity and Expertise, Timetabling, and Accessibility of Resources were identified as logistical reasons for adaptations. Philosophical reasons included Consistency of Messages, Student Characteristics, Reducing Stigma and Empowering Students, National and Local Context, and Appropriate Pedagogic Practices. CONCLUSION Overall, recommendations were for immediately implementable lesson plans informed by teachers' knowledge about best pedagogic practices in England. Adequate training, attended by both senior leadership and those implementing, was also emphasised. While ensuring that the core components are clear, MHL interventions should be developed with a necessary level of flexibility to accommodate contextual characteristics. Future research should ensure that adaptations are captured through process and implementation evaluations conducted alongside efficacy trials.
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Affiliation(s)
- Rosie Mansfield
- Centre for Longitudinal Studies, University College London, London, UK
- Manchester Institute of Education, University of Manchester, Manchester, UK
| | - Neil Humphrey
- Manchester Institute of Education, University of Manchester, Manchester, UK
| | - Praveetha Patalay
- Centre for Longitudinal Studies, University College London, London, UK
- MRC Unit for Lifelong Health and Aging, University College London, London, UK
| | - Anna Moore
- Evidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UK
| | - Emily Stapley
- Evidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UK
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Yamaguchi S, Foo JC, Kitagawa Y, Togo F, Sasaki T. A survey of mental health literacy in Japanese high school teachers. BMC Psychiatry 2021; 21:478. [PMID: 34592962 PMCID: PMC8482625 DOI: 10.1186/s12888-021-03481-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2021] [Accepted: 08/31/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND School teachers are well-positioned to recognize mental health problems in their students and to help them seek appropriate help. Therefore, teachers need to have high levels of mental health literacy (MHL). In East Asia, however, few studies have examined MHL levels in teachers. In this study, MHL levels were investigated in Japanese teachers. METHODS Teachers (n = 665) from 27 Japanese high schools answered a self-administered questionnaire which assessed (a) knowledge about mental health/illnesses, (b) correct recognition of specific illnesses (depression, schizophrenia and panic disorder), (c) confidence in helping students with depressive symptoms, and (d) confidence in teaching mental health knowledge to students. RESULTS The average proportion of correct answers to the knowledge questions (n = 20) was 58.1%. The proportion of those who correctly answered about the presence of a sharp increase of mental illnesses in adolescence was 51.7%. Few teachers correctly answered about the life-time prevalences of major mental illness in general (21.9%), depression (37.8%) and schizophrenia (19.8%). Depression, schizophrenia and panic disorder in vignette were correctly recognized by 54.1, 35.3 and 78.0% of teachers, respectively. Correct recognition was significantly lower in male than in female teachers. Only a small proportion of teachers had confidence in helping depressed students (19.9%) and in teaching mental health knowledge to students (11.1%). CONCLUSIONS MHL in Japanese high school teachers appears to be low. Education programs should be developed and implemented to improve teacher MHL with the aim of helping them to support students suffering from mental health problems.
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Affiliation(s)
- Satoshi Yamaguchi
- grid.26999.3d0000 0001 2151 536XDepartment of Physical and Health Education, Graduate School of Education, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo, 113-0033 Japan
| | - Jerome Clifford Foo
- grid.413757.30000 0004 0477 2235Central Institute of Mental Health, Medical Faculty Mannheim, University of Heidelberg, J5, 68159 Mannheim, Germany
| | - Yuko Kitagawa
- grid.26999.3d0000 0001 2151 536XDepartment of Physical and Health Education, Graduate School of Education, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo, 113-0033 Japan ,grid.26999.3d0000 0001 2151 536XCenter for Research on Counseling and Support Services, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo, 113-0033 Japan
| | - Fumiharu Togo
- grid.26999.3d0000 0001 2151 536XDepartment of Physical and Health Education, Graduate School of Education, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo, 113-0033 Japan
| | - Tsukasa Sasaki
- Department of Physical and Health Education, Graduate School of Education, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo, 113-0033, Japan.
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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: 27] [Impact Index Per Article: 9.0] [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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Jiang T, Zhou X, Lin L, Pan Y, Zhong Y, Wang X, Zhu H. COVID-19-related stigma and its influencing factors: a nationwide cross-sectional study during the early stage of the pandemic in China. BMJ Open 2021; 11:e048983. [PMID: 34389575 PMCID: PMC8366283 DOI: 10.1136/bmjopen-2021-048983] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
OBJECTIVES To describe the situation of COVID-19-related stigma towards patients with COVID-19 and people from the city of Wuhan in China and to assess the associations between COVID-19-related stigma, health literacy and sociodemographic characteristics during March 2020, the early stage of the pandemic. DESIGN A cross-sectional online survey. SETTING The study surveyed 31 provinces in China. PARTICIPANTS This study surveyed 5039 respondents in China. OUTCOME MEASURES Public stigma towards both patients with COVID-19 and Wuhan residents was measured. Binary logistic regression was used to identify the factors associated with public COVID-19-related stigma. RESULTS Among the participants, 122 (2.4%) reported themselves and 254 (5.0%) reported the communities they lived in as holding a stigmatising attitude towards patients with COVID-19, respectively. Additionally, 114 (2.5%) and 475 (10.3%) reported that themselves and the communities they lived in, respectively, held a stigma against people from Wuhan, which was the most severely affected area in China. People aged over 40, lived in areas with severe epidemics (adjusted OR (aOR)=2.03, 95% CI (1.05 to 3.92)) and who felt it difficult to find and understand information about COVID-19 (aOR=1.91, 95% CI (1.08 to 3.37); aOR=1.88, 95% CI (1.08 to 3.29)) were more likely to stigmatise patients with COVID-19. People who were male, aged 41-50 and had difficulty understanding information (aOR=2.08, 95% CI (1.17 to 3.69)) were more likely to stigmatise people from Wuhan. CONCLUSIONS Patients with COVID-19 and Wuhan residents suffered stigma at both the individual and the community levels. Those who had low health literacy, who lived in areas with a large number of COVID-19 cases and who were of ethnic minorities were more likely to stigmatise others. Tailored interventions are encouraged to improve health literacy and consequently to reduce public COVID-19-related stigma.
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Affiliation(s)
- Tianyu Jiang
- Institute of Social Medicine, School of Medicine, Zhejiang University, Hangzhou, China
| | - Xudong Zhou
- Institute of Social Medicine, School of Medicine, Zhejiang University, Hangzhou, China
| | - Leesa Lin
- Department of Global Health and Development, Faculty of Public Health and Policy, London School of Hygiene & Tropical Medicine, London, UK
- Laboratory of Data Discovery for Health (D24H), Hong Kong Science Park, Hong Kong, SAR, China
| | - Yanzheng Pan
- Institute of Social Medicine, School of Medicine, Zhejiang University, Hangzhou, China
| | - Yuyuan Zhong
- Institute of Social Medicine, School of Medicine, Zhejiang University, Hangzhou, China
| | - Xiaomin Wang
- Institute of Social Medicine, School of Medicine, Zhejiang University, Hangzhou, China
| | - Hui Zhu
- Institute of Social Medicine, School of Medicine, Zhejiang University, Hangzhou, China
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