Abstract
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.
Highlights
Mental health literacy has been identified as a prerequisite for early recognition and intervention in mental disorders, and for this reason, it has become a focus of research over the past few decades
This paper presents the process of developing the Mental Health Literacy questionnaire (MHLq) and the study of its psychometric properties
The factor structure included: Factor 1) items related to first aid skills and help seeking behavior; Factor 2) items related to knowledge and stereotypes; and Factor 3) items related to self-help strategies
Summary
Mental health literacy has been identified as a prerequisite for early recognition and intervention in mental disorders, and for this reason, it has become a focus of research over the past few decades. The concept was introduced by Jorm and colleagues (1997), who defined mental health literacy as “knowledge and beliefs about mental disorders which aid their recognition, management or prevention” By assessing an individual’s knowledge and beliefs, it is possible to identify the stigma that the individual associates with mental health problems, which is considered to be one of the main obstacles for early recognition and intervention (WHO, 2005). The concept of mental health literacy has evolved to a more articulated model, including the development of increasingly complex cognitive and social skills related to individual and collective empowerment toward mental health promotion (Bourget Management Consulting, 2007; Canadian Alliance on Mental Illness and Mental Health, 2007)
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