Assessing the mental health literacy of young adults from rural and urban communities in Malawi

Lack of knowledge regarding, and the stigma associated with, mental disorders have been identified as major obstacles for the promotion of mental health and early intervention. The present study aimed to evaluate the effectiveness of a school-based intervention program focused on the promotion of mental health literacy (MHL) in young people (“Finding Space for Mental Health”). A sample of 543 students (22 classes), aged between 12 and 14 years old, participated in the study. Each class of students was randomly assigned to the control group (CG; n = 284; 11 classes) or the experimental group (EG; n = 259; 11 classes). MHL was assessed using the Mental Health Literacy questionnaire (MHLq), which is comprised of three dimensions—Knowledge/Stereotypes, First Aid Skills and Help Seeking, and Self-Help Strategies. The scores on these dimensions can also be combined to give an overall or total score. Participants from the EG attended the MHL promotion program (two sessions, 90 min each) delivered at one-week intervals. Sessions followed an interactive methodology, using group dynamics, music, and videos adapted to the target group. All participants responded to the MHLq at three points in time: pre-intervention assessment (one week prior to the intervention), post-intervention assessment (one week after the intervention) and follow-up assessment (six months after the intervention). The intervention effectiveness and the differential impact of sociodemographic variables on the effectiveness of the program were studied using a Generalized Estimation Equation (GEE). Results revealed that participants from the EG demonstrated, on average, significantly higher improvement in MHL from pre-intervention to follow-up when compared to participants from the CG. Different sociodemographic variables affected the effectiveness of the program on distinct dimensions of the MHLq. Overall, “Finding Space for Mental Health” showed efficacy as a short-term promotion program for improving MHL in schools.

Several instruments assess constructs related to mental health literacy and to the stigma associated with mental health problems. However, most of them have conceptualisations that may limit the assessment of the mental health literacy concept in a more up-to-date and comprehensive perspective. Furthermore, some of the instruments’ structure may limit their use in large scale samples, in a short period of time and with repeated measures. This article presents the development of the Mental Health Literacy questionnaire (MHLq) and the studies to assess its psychometric properties. After item-pool generation, content validity was assessed by experts and a think aloud procedure. The MHLq was tested in two samples of students (study 1 n=239; aged between 12 and 15 years old; study 2 n=737; aged between 11 and 17 years old) to determine its psychometric properties. Factor analysis procedures favoured a three-factor solution (with 33 items) of the MHLq. The questionnaire showed good internal consistency (total score α=0.84; Factor 1 first aid skills and help seeking - α=0.79; Factor 2 knowledge/stereotypes - α=0.78; Factor 3 self-help strategies - α=0.72); and excellent test-retest reliability, the ICC for the total score of MHLq was 0.88 and for the three dimensions of MHLq was 0.80 (Factor 1), 0.90 (Factor 2) and 0.86 (Factor 3). The MHLq is a practical, valid and reliable tool for identifying gaps in knowledge, beliefs and behavioural intentions, in large samples, allowing the development and evaluation of interventions aimed at promoting mental health in young people.

Purpose. The article presents the results of the Ukrainian version of the Mental Health Literacy questionnaire adaptation. Methods. To test the methodology, statistical research methods were used, namely: Shapiro-Wilk test, factor analysis, Pearson correlation, and Ferguson delta index. Results. Mental health literacy is recognized as a prerequisite for early recognition and intervention in mental disorders. The Mental Health Literacy Questionnaire (MHLq) was developed by a group of Portuguese scientists L. Campos, P. Dias, F. Palha, A. Duarte, E. Veiga to comprehensively assess awareness in the field of mental health, rather than its individual aspects. The methodology aims to study the following aspects of mental health: knowledge of mental health problems, misconceptions/stereotypes, help-seeking and first aid skills, self-help strategies, and overall mental health awareness. The adaptation of the questionnaire was carried out in accordance with standard algorithms for adapting foreign-language psychodiagnostic tools: the English version was translated into Ukrainian, and test-retest reliability, parallel form reliability and internal consistency were checked. Conclusions. Testing the Mental Health Literacy questionnaire and verifying its psychometric characteristics makes it possible to state that the developed questionnaire can be used to assess this construct, and this thesis is confirmed by the obtained statistical data.

Epidemiological evidence about the prevalence of adolescent mental health issues and their association with mental health literacy is crucial for sustained mental health promotion strategies. Adolescence is a critical life stage for mental health promotion. However, evidence is not available among Ethiopian school adolescents. Hence, the present study examined the prevalence of adolescents' mental health issues and their correlation with mental health literacy. A cross-sectional study was conducted among adolescents (grades 5-12) in Dire Dawa city, Eastern Ethiopia using multistage random sampling. Data was collected using the Strength and Difficulty Questionnaire, WHO-5 well-being index, and mental health literacy questionnaire. SPSS version 25 was used for the descriptive, Chi-square, binary logistic regression, and correlation analyses. Between 14.0-24.5% of adolescents had reported mental health problems: internalizing problems (14.9-28.8%), emotional problems (10.4-25.5%), and peer relationship problems (17.8-25.5%). These mental health problems were significantly greater among adolescents who had either themselves or their family members used psychoactive substances (p≤0.05). Females from upper elementary (5-8 grade) and lower secondary (9-10) grade levels had a higher prevalence of mental health problems (AOR: 2.60 (0.95-7.10, p<0.05)). The effect of age, parental education, or employment status was insignificant (p>0.05). The prevalence of depression ranged from 18.0-25.5%. Mental health literacy was negatively correlated with total difficulties scores and positively associated with mental well-being scores (p<0.05). The prevalence of adolescents' mental health problems was higher. It implied that promoting mental health literacy could enhance adolescents' positive mental health. Intervention programs should prioritize vulnerable groups and individuals reporting symptoms of mental health difficulties. Future studies should involve qualitative studies and consider effect of other determinants.

Mental health literacy is crucial for nursing students to deliver effective patient care; however, its development throughout their academic journey remains underexplored. This study aimed to assess mental health literacy among nursing students in the UAE and examine factors influencing their literacy levels. A quantitative cross-sectional study was conducted from February 2024 to August 2024 using convenience sampling. A total of 295 undergraduate nursing students participated in the study. Data were collected using the Mental Health Literacy Questionnaire (MHLq) and analyzed using SPSS software (version 24). Descriptive and inferential analyses were conducted to calculate means, standard deviations, percentages, and measures of association using t-tests for students' sociodemographic variables, dimensions, and global scores, with a significance level of 0.05 for the tests. The findings indicated that participants (all female, with a mean age of 20.7 ± 1.85 years) had a mean MHLq score of 108.19 ± 10.53. Fourth-year students scored higher (110.78 ± 9.79) than lower-year students (106.85 ± 10.68). Students with family or friends who were affected had higher scores (48.00 ± 6.16) than those without (45.97 ± 6.16). The highest-scoring domain was knowledge of mental health problems (46.59 ± 6.40), while self-help strategies scored lowest (16.99 ± 2.61). Students with a personal history of mental illness had lower scores. The study also indicated a statistically significant association between students' marital status, their level of study, and their first-aid skills and help-seeking behavior. The study highlights the importance of integrating mental health literacy into undergraduate nursing curricula to enhance student's ability to provide patient-centered care for individuals with mental health disorders. Implementing targeted educational strategies focusing on awareness, recognition, and communication may strengthen students' competency and preparedness for mental health care practice.

BackgroundEpidemiological evidence about the prevalence of adolescent mental health issues and their association with mental health literacy is crucial for sustained mental health promotion strategies. Adolescence is a critical life stage for mental health promotion. However, evidence is not available among Ethiopian school adolescents. Hence, the present study examined the prevalence of adolescents’ mental health issues and their correlation with mental health literacy.Materials and methodsA cross-sectional study was conducted among adolescents (grades 5–12) in Dire Dawa city, Eastern Ethiopia using multistage random sampling. Data was collected using the Strength and Difficulty Questionnaire, WHO-5 well-being index, and mental health literacy questionnaire. SPSS version 25 was used for the descriptive, Chi-square, binary logistic regression, and correlation analyses.ResultsBetween 14.0–24.5% of adolescents had reported mental health problems: internalizing problems (14.9–28.8%), emotional problems (10.4–25.5%), and peer relationship problems (17.8–25.5%). These mental health problems were significantly greater among adolescents who had either themselves or their family members used psychoactive substances (p≤0.05). Females from upper elementary (5–8 grade) and lower secondary (9–10) grade levels had a higher prevalence of mental health problems (AOR: 2.60 (0.95–7.10, p<0.05)). The effect of age, parental education, or employment status was insignificant (p>0.05). The prevalence of depression ranged from 18.0–25.5%. Mental health literacy was negatively correlated with total difficulties scores and positively associated with mental well-being scores (p<0.05).ConclusionThe prevalence of adolescents’ mental health problems was higher. It implied that promoting mental health literacy could enhance adolescents’ positive mental health. Intervention programs should prioritize vulnerable groups and individuals reporting symptoms of mental health difficulties. Future studies should involve qualitative studies and consider effect of other determinants.

The widespread use of social media among college students has become a significant concern due to its potential impact on mental health and addictive behaviors. Social media platforms, while offering numerous benefits, can also foster environments that contribute to addiction, depression, and anxiety. College students, in particular, are vulnerable to these effects due to their high levels of social media engagement and the pressures of academic life. Mental health literacy, which involves understanding and managing mental health issues, is crucial in mitigating these risks. By enhancing mental health literacy, individuals can better navigate the digital landscape, making informed decisions about their social media use and reducing the likelihood of addiction. This study examines the relationship between mental health literacy and social network addiction among allied medical sciences students. This is a cross-sectional study. The statistical population consists of all students of the School of Allied Medical Sciences (n = 606), with a sample of 177 participants. Stratified random sampling by gender and educational level was used to select participants, with a minimum sample size of 120 individuals determined using GPower 3.1.9.7. There are two research questionnaires: 1) Mental Health Literacy Questionnaire which has four dimensions: (D1) Awareness of mental health problems, (D2) Incorrect beliefs about mental health problems, (D3) Help-seeking, (D4) Self-help strategies. 2) Addiction to Social Networks Questionnaire. This questionnaire was classified into four factors: (F1) Individual performance, (F2) Time management, (F3) Self-control, and (F4) Social communication, with a prediction capability of 57.470. The internal reliability coefficient was α = 0.92. The data were analyzed using SPSS 16. The findings revealed that the overall average mental health literacy score among students was 92.07 ± 16.89 (out of 145), indicating moderate mental health literacy. The overall average score of addiction to social networks was also 63.96 ± 19.22 (out of 115), which is in the category of regular users. Among demographic variables, marital status, income, and educational level were associated with mental health literacy and addiction to social networks. Hypothesis testing revealed a significant negative relationship between mental health literacy and addiction to social networks. The findings indicate that while students exhibit a moderate level of mental health literacy, this knowledge is inversely related to their addiction to social networks. Enhancing mental health literacy emerges as a vital strategy for empowering students to make informed decisions regarding their social media use, thereby reducing the risk of addiction and its associated mental health issues, such as anxiety and depression. The study advocates targeted interventions aimed at improving mental health literacy as a preventive measure against the adverse effects of excessive social media engagement, ultimately fostering healthier online behaviors among college students. Establishing facilities for benefiting from mental health literacy components, such as training classes, familiarity with web facilities in the field of mental health, identification of correct information in the web environment, and use of library educational platforms, may help prevent addiction to social networks.

Abstract: Theoretical Background: Mental health literacy plays a crucial role in the recognition, prevention, and management of mental disorders, influencing how individuals and communities respond to mental health challenges. In Romania, despite recent progress, the lack of adequate mental health education and professional resources continues to hinder the effective recognition and treatment of mental health problems. This gap in education and service availability also affects adults, particularly parents and caregivers, whose understanding of mental health is essential for supporting children and adolescents experiencing difficulties. Objective: This study explores mental health literacy (MHL) among adults in Romania regarding five mental illnesses. We included three variants of depression (depression alone, depression with suicidal ideation, and depression with alcohol misuse) to reflect differing clinical presentations and public perceptions of depressive disorders, which may influence recognition and help-seeking behaviors. We selected social anxiety disorder and generalized anxiety disorder because of their high prevalence in youth and often underrecognized symptom profiles. Method: A total of 251 adults participated. The data collection tools included the Mental Health Literacy Questionnaire and a demographic information form. We analyzed the data using descriptive statistics. Results: Almost a third correctly identified diagnoses. Counseling and physical activity were common preventive strategies, with parental migration being the most cited cause of mental illness. Discussion and conclusion: There is a need for MHL training among the Romanian population. The focus of such training should not only be on key symptoms of common mental disorders, but also on relevant, supportive evidence-based interventions.

Background: Unemployed people with mental health problems often do not use available mental health services. Help-seeking may depend on knowledge, recognition and attitudes associated with mental health – a concept referred to as mental health literacy (MHL).Aim: To investigate the influence of MHL on help-seeking intentions and behaviors among unemployed individuals with mental health problems.Methods: A total of 301 unemployed individuals with mental health problems were recruited mainly from employment agencies in Southern Germany. MHL was assessed by the Mental Health Knowledge Schedule (MAKS), the Depression Literacy Scale (DLS), and the Depression with Suicidal Thoughts Vignette. Help-seeking intentions and behaviors were measured using the General Help-Seeking Questionnaire (GHSQ). Associations between MHL and help-seeking intentions and behaviors were tested using regression analyses and structural equation modeling (SEM).Results: All three MHL scales were significantly positively associated with help-seeking intentions and behaviors. In our SEM model, greater MHL was significantly associated with increased intentions and behaviors to seek help from health professionals (formal help) and from family and friends (informal help).Conclusions: Among unemployed persons with mental health problems, programs to improve MHL could facilitate formal as well as informal help-seeking. Future research should examine the efficacy of MHL-interventions to increase help-seeking.

Background: The Covid-19 pandemic generated great fear and anxiety across the world. Debates concerning mental health promotion and mental illness prevention have reinforced the importance of promoting mental health literacy and providing psychological help to the population. Nonetheless, no study has examined the effect of mental health literacy and psychological help in levels of fear of covid. Aims: This study aims to explore the relationship between literacy about mental illness, literacy about mental well-being, having consulted a psychologist / psychiatrist in the past and levels of fear of covid, in a sample of Portuguese adolescents. Methods: Using cross-sectional design we collected a sample of 345 adolescents (53.2% of the participants are female) aged between 15-18 years old, that filled during the months of May-June 2021 an online survey composed of a sociodemographic questionnaire, two mental health literacy scales – one measuring literacy about mental illness (Mental Health Literacy Questionnaire - MHLq), one measuring literacy about mental well-being (Positive Mental Health Literacy Questionnaire - PosMHLit) - and two questionnaires measuring coronavirus anxiety and fear of Covid (CAS and FCV-19S). In order to assess professional psychological help,subjects werealso asked if they had consulted a psychologist or psychiatrist in the past. Results: Fear of covid is related to mental health literacy and having psychological support in the past. Results from multiple regression analysis, on the other hand, suggest that variance in fear of covid is better explained by sociodemographic variables, such as gender, than by mental health literacy. Conclusions: Exploring the main findings and the relationships between variables, the implications of the results will be addressed.

Background Mental health literacy (MHL) is critical to reduce health inequality and for raising awareness and early recognition of mental illnesses. This study among students and teachers in Istanbul, Turkey, aimed to (1) determine the knowledge levels towards mental illnesses, (2) identify barriers to help-seeking behaviors and (3) assess stigmatizing attitudes towards mental illnesses. Methodology A cross-sectional, descriptive study design was used, and 810 high school students and 241 teachers were included in our study between Mar-Jul 2019. Data was collected through the Mental Health Literacy Questionnaire and the Beliefs towards Mental Illness Scale. Results Students' recognition percentages of depression, schizophrenia and social phobia vignettes were found to be 27.5%, 47.7% and 6.2%, respectively. Teachers' were found to be 46.5%, 42.7% and 26.1%, respectively. A statistically significant relationship was found between students' correct recognition of vignettes and gender, age group, mother education levels, and father education levels (p &amp;lt; 0,005). Female sex, older age, and having a parent with higher level of education were more likely to correct identify the vignettes. Among teachers, a significant relationship was found between correct recognition of vignettes and gender (p &amp;lt; 0,005). Females were more likely to correct identify the vignettes. Regarding the BMI subscales, students' average score was 21,6±9,8 for “poor social and interpersonal skills and incurability”, 19,9±6,9 for “dangerousness”, 1,5±2,3 for “shame” and 42,9±16,2 for total scale and the teachers' average scores were 23,6±10,1, 21,3±6,6, 1,2±1,7 and 46,2±16,6 in the same order. Conclusions The findings show that efforts are needed among both pupils and teachers in order to encourage help seeking behavior and to increase the belief that the solution of mental health problems is possible. Strengthening accessible mental health services and reducing stigma towards mental illnesses are also crucial.

The Push-Up Challenge is an Australian health promotion event combining mental health awareness with an exercise goal. This study aimed to evaluate its impact on participants' resilience, wellbeing and mental health, physical activity, social connectedness, and mental health literacy. Using a pre-post design, we analysed survey data across three timepoints: pre-event (N = 29,069), two weeks post-event (N = 9,970), and three months post-event (N = 4,346). Outcomes included resilience, depression and anxiety symptoms, wellbeing, help-seeking behaviours, self-care activities, and physical activity levels. Survey respondents were mostly male (64.8%) with a mean age of 35.68 years (SD = 12.8). Mixed-effects models were used to assess change over time, adjusting for factors associated with missingness. At three-month follow-up, results showed very small significant reductions in depression (d = -0.09, p < 0.001) and anxiety symptoms (d = -0.09, p < 0.001), and small improvements in positive wellbeing (d = 0.15, p < 0.001). There were no significant changes in resilience, physical activity, social connection, or odds of experiencing a mental health problem. Participants were more likely to seek help for mental health problems (OR = 2.05 [1.31, 3.19]) and adopt self-care strategies (OR = 3.79 [2.64, 5.45]). Physical activity levels increased significantly post-event (d = 0.10, p < 0.001) but were not maintained at follow-up. While improvements in mental health symptoms were small, this is consistent with similar population-level mental health promotion interventions. Findings suggest that The Push-Up Challenge shows promise as a multifaceted intervention combining exercise-based mental health promotion with mental health awareness and literacy components.

PurposeMany university students in the UK experience mental health problems and little is known about their overall mental health literacy and help-seeking behaviours. The purpose of this paper is to ascertain levels of mental health literacy in UK university students and to examine whether mental health literacy is associated with better mental health outcomes and intentions to seek professional care.Design/methodology/approachA total of 380 university students at a university in the south of England completed online surveys measuring multiple dimensions of mental health literacy, help-seeking behaviour, distress, and well-being.FindingsMental health literacy in the students sampled was lower than seen in previous research. Women exhibited higher levels of mental health literacy than men and postgraduate students scored higher than undergraduate students. Participants with previous mental health problems had higher levels of mental health literacy than those with no history of mental health problems. Individuals were most likely to want to seek support from a partner or family member and most participants indicated they would be able to access mental health information online. Mental health literacy was significantly positively correlated with help-seeking behaviour, but not significantly correlated with distress or well-being.Practical implicationsStrategies, such as anonymous online resources, should be designed to help UK university students become more knowledgeable about mental health and comfortable with seeking appropriate support.Originality/valueThis study is the first to examine multiple dimensions of mental health literacy in UK university students and compare it to help-seeking behaviour, distress, and well-being.

County-Level Estimates of Need for Mental Health Professionals in the United States

Background: Adolescent mental illness contributes significantly to both the global and South African burden of mental health. Mental health literacy (MHL) promotes early recognition and intervention and consequently, determines mental health-promoting behaviours. We aimed to explore adolescent MHL and its intersection with help-seeking behaviour and gender in adolescents in the Western Cape. Method: The study instrument was a self-report survey/questionnaire. One hundred learners from public and independent schools in the Western Cape completed the survey. Results: There was a significant difference between first aid skills and help-seeking behaviours between the different genders. Specifically, girls were more prone to first aid skills and help-seeking behaviours than boys and other genders. Boys, on the other hand, were significantly more prone to using self-help strategies than girls and other genders. While gender differences were evident, these results are not sufficient to generalise to the larger population due to the limited sample. Conclusion: The results of this study are relevant to practitioners who wish to improve MHL and help-seeking behaviours among adolescents.