Anxiety Literacy Research Articles

Validity and reliability of anxiety literacy (A-Lit) and its relationship with demographic variables in the Iranian general population.

Anxiety disorder is one of the most common mental disorders. This cross-sectional research aimed to determine anxiety literacy (A-Lit) psychometric properties among the Iranian population in 2022. This research was conducted on 690 people in Iran in 2022. In this study, people were selected by proportional stratified sampling, and the validity and reliability of the A-Lit designed by Griffiths were assessed. Validity of A-Lit was assessed by face validity, content validity, and confirmatory factor analysis. Reliability of A-Lit was evaluated by the McDonald's omega coefficient, Cronbach's alpha coefficient, and test- retest. In analytical sections, the tests of One-way ANOVA, Chi-squared test, and independent samples t-test were used. The rates of S-CVI/Ave and CVR for A-Lit were 0.922 and 0.774, respectively. In confirmatory factor analysis, three items were deleted because the factor loading was less than 0.4, and goodness-of-fit indexes (Some of goodness-of-fit indexes: χ2/df = 4.175, GFI: 0.909, RMSEA = 0.068, PCFI = 0.745, AGFI = 0.883) were confirmed as the final model with 19 items. For all items, the Cronbach's alpha coefficient was 0.832, the McDonald's omega coefficient was 0.835, and the intraclass correlation coefficient was 0.874. According to the results of this study, 1.3% (n = 9) did not answer any questions correctly and 8.4% (n = 58) were able to answer 1-6 questions correctly. Approximately 72% (n = 495) were able to answer 7-12 questions, and eventually only 18.6% (n = 128) were able to answer 13 questions and more. There was a significant relationship between sex, age group, occupation status, marital status, and get information related to mental illness with A-Lit level (p < 0.05). The Persian version of A-Lit was confirmed with 19 items, and this scale is a reliable tool for measuring A-Lit in the general population. The results also showed that a few people have a higher level of anxiety literacy and that educational and intervention programs need to be designed and implemented for the public population.

Seeking professional help for mental health issues in Slovenia: Prevalence and associated factors

Abstract Background The aim of the study was to examine the prevalence of seeking professional help for mental health issues and explore its association with sociodemographic factors, various aspects of mental health literacy, and symptom severity. Methods A cross-sectional survey was conducted from November 2021 to January 2022 using a probability sample of Slovenians aged 18-64 (prepared by The Statistical Office of the Republic of Slovenia). Of the 9000 participants invited, 2677 (52.2% males) completed the survey (30% response rate) either online (78.9%) or in paper format (21.1%). The prevalence of mental health issues and professional help-seeking was assessed using self-developed questions. Logistic regression was used to test the probability of seeking professional help, with predictor variables including sociodemographic, Depression literacy questionnaire (D-lit), Anxiety literacy questionnaire (A-lit), Inventory of Attitudes Toward Seeking Mental Health Services (IASMHS), General Help-Seeking Questionnaire (GHSQ), Patient Health Questionnaire (PHQ-9), Generalised Anxiety Disorder Assessment (GAD-7), General mental health (self-developed question). Results Among those who reported having mental health issues currently or in the past (44% of the sample), 46.6 % had never sought professional help. The logistic regression model was statistically significant (p &amp;lt; 0.001, χ2 (df)= 214,637(16)), revealing that women, older participants, those with higher score on A-lit, GHSQ, and those participants which reported worse general mental health were more likely to seek professional help. The variable D-lit, as well as PHQ-8, GAD-7, and subjective social status, were not significant predictors. For education and the variable IASMHS, only some of the predictors were statistically significant. Conclusions The study highlights the need for systematic approaches and targeted interventions at the national level to promote and enhance seeking professional help for mental health issues. Key messages • The study found a large help-seeking gap for mental health issues, with only specific aspects of mental health literacy (eg anxiety literacy) being significant predictors of seeking professional help.

The Impact of Educator Anxiety and Anxiety Literacy on Primary Educators’ Responses to Anxious Children

BackgroundParental anxiety and over-involved parenting behaviour are consistently associated with an increase in child anxiety symptoms. Primary school aged children also often develop a strong and influential relationship with their class teacher and how educators respond to anxiety therefore warrants investigation. Preliminary research has shown that educators use anxiety-promoting techniques, such as avoidance. However, there has been little empirical investigation of the factors that influence the management of anxious children by primary school educators in the classroom setting.ObjectiveThis study investigated the relationship between the anxiety literacy of primary school educators, anxiety symptoms experienced by primary school educators and the management of anxious children by primary school educators.MethodsA total of 73 primary school educators in the United Kingdom completed an online survey. The survey measured participant anxiety and anxiety knowledge, as well as utilising vignettes of hypothetical scenarios to measure the use of anxiety-promoting and autonomy-promoting responses.ResultsEducator anxiety literacy predicted a reduced likelihood of using anxiety-promoting responses but did not predict increased use of autonomy-promoting responses. Educators’ anxiety was not found to predict anxiety-promoting or autonomy-promoting responses when managing anxious children.ConclusionsThe findings suggest that promoting anxiety literacy in primary educators may reduce the frequency with which educators use anxiety promoting responses with anxious students. The findings highlight the importance of further clarifying the quality and forms of anxiety mental health knowledge and training which educators receive. This type of data may be useful in developing ways to equip educators with the skills to respond and manage anxiety in the classroom.

Enhancing Knowledge of Anxiety Disorders in Primary School Students Through Jigsaw Puzzle Activity

The study aims to develop an Anxiety-Related Disorders Jigsaw Puzzle (ADJP) as an intervention tool and to determine its effectiveness in enhancing children's mental health literacy on anxiety-related disorders. The ADJP contained four modules defining anxiety-related disorders, symptoms, risk factors, and prevention strategies. Seven subject-matter experts and participants evaluated these modules, and feedback was used to improve the tool further. A one-group pretest-posttest quasi-experimental design was then used to test the ADJP's efficacy in enhancing knowledge of anxiety-related disorders among primary school students (N=35). The results showed significant differences in anxiety literacy (A-Lit) scores between the intervention and control groups, implying that the ADJP intervention effectively enhanced the knowledge of anxiety-related disorders among study participants. Findings suggest the tool could be used as a mental health literacy resource for classroom activities to improve students' awareness of anxiety-related disorders.&#x0D;

Understanding parental knowledge, attitudes and self-efficacy in professional help-seeking for child anxiety

BackgroundChild anxiety disorders are highly prevalent yet undertreated. As parents are often ‘gatekeepers’ to children receiving treatment and support, this study aimed to investigate modifiable parental factors affecting professional help-seeking for their children from general practitioners (GPs), psychologists, and paediatricians. MethodsIn this study, 257 Australian parents of children aged 5–12 years with elevated anxiety symptoms completed a cross-sectional online survey. The survey assessed help-seeking from a GP, psychologist, and paediatrician (General Help Seeking Questionnaire), as well as anxiety knowledge (Anxiety Literacy Scale), help-seeking attitudes (Attitudes Toward Seeking Professional Psychological Help), personal stigma (Generalised Anxiety Stigma Scale) and self-efficacy (Self-Efficacy in Seeking Mental Health Care). Results66.9% of participants had sought help from a GP, 61.1% from a psychologist, and 33.9% from a paediatrician. Help-seeking from a GP or psychologist was associated with lower personal stigma (p = .02 and p = .03 respectively). Participants who sought help from a psychologist also had more positive attitudes toward seeking professional support (p = .01). Conversely, knowledge of anxiety disorders and self-efficacy were not associated with help-seeking from any source. LimitationsLimitations of the study include the representativeness of our sample (female gender, higher education level); unexplained variance potentially accounted for by other factors (e.g., structural barriers); lack of prior validation of measures in a parent sample. ConclusionsThis research will inform the development of public health policy and psychoeducation interventions for parents, to reduce personal stigma and increase positive attitudes towards professional help-seeking, in turn improving help-seeking for child anxiety.

Associations between teacher and student mathematics, science, and literacy anxiety in fourth grade.

Associations between teacher and student mathematics, science, and literacy anxiety in fourth grade.

Development and pilot testing of an online training program for better use of internet to learn about depression and anxiety (BUILDA).

Depression and anxiety are common issues among college students in the United States. Although college students routinely use the Internet for information regarding their mental health, they might lack the digital health literacy required to search, evaluate, and use Internet resources. A web-based short training program with four modules aimed to improve mental health literacy and digital health literacy for Better Use of Internet to Learn about Depression and Anxiety (BUILDA). BUILDA was tested in a pilot study with 10 undergraduate students who completed the program and provided feedback via online surveys and exit interviews. Participants completed a pretest and a post-test, which included health literacy instruments and realistic case scenarios to assess student knowledge and ability to search and use Internet information on mental health topics. Descriptive analyses and paired t-tests were used. Increased knowledge about mental health topics was observed in pilot participants, with improvement in mean values of depression literacy (P =. 01) and anxiety literacy (P =. 019) from pretest to post-test. Better Internet search performance was also observed as the number of participants who scored >90% in case scenarios increased from two pretest to five post-test. Students used more valid and reliable Internet resources after training, citing more government health agency websites (20% in the pretest and 25% in the post-test) and scholarly resources (6% in the pretest and 30% in the post-test). The pilot participants reported the BUILDA program was useful and provided minor suggestions regarding program improvement. It was feasible to deliver a short training program via a simple website to help students develop mental health literacy and digital health skills.

Reliability and Validity of Personal Stigma Scale Among University Students in Singapore.

The study aims to examine the reliability and validity of the Personal Stigma Scale and the intrapersonal variables that affect the personal stigma level towards depression among university students in Singapore. University students aged 18 to 24 years old who were literate in English were recruited using convenience sampling through online platforms. Participants' stigma towards depression was assessed using the Personal Stigma Scale. Each item of the scale was rated from 1 (strongly disagree) to 5 (strongly agree); higher scores indicate higher stigmatising attitudes. Internal consistency, divergent validity, construct validity, and test-retest reliability of the Personal Stigma Scale were evaluated, as were the intrapersonal variables that affect the personal stigma level towards depression. Personal stigma level was significantly lower in female participants, those from healthcare faculties, those with prior contact with healthcare professionals, those without mental health disorders, and those with loved ones with mental health disorders. Exploratory factor analysis revealed a three-factor structure. The Personal Stigma Scale was negatively correlated with the Depression Literacy Scale weakly and the Anxiety Literacy Scale moderately. Cronbach's alpha for internal consistency was 0.71 for the overall scale and 0.18 to 0.67 for subscales. Test-retest reliability coefficient was 0.74 at 2 weeks and 0.70 at 2 months. The Personal Stigma Scale is valid and reliable to measure self-stigma towards depression among university students in Singapore. Nonetheless, further studies are required to examine its factor structure, especially among various cultures and populations.

Impact of the HOPE Intervention on Mental Health Literacy, Psychological Well-Being and Stress Levels amongst University Undergraduates: A Randomised Controlled Trial.

Mental health literacy (MHL) promotes mental health among youths. We aimed to evaluate the effectiveness of the newly developed HOPE intervention in improving depression literacy, anxiety literacy, psychological well-being, and reducing personal stigma and stress levels amongst young adults at a university in Singapore. After two pilot studies, we conducted a randomised controlled trial (RCT) and recruited 174 participants aged 18–24 years old through social media platforms. The HOPE intervention group received four online sessions over two weeks and the control group received online inspirational quotes. Study outcomes were measured with self-reported questionnaires and they were assessed at baseline, post-intervention, and two-month follow-up (ClinicalTrials.gov: NCT04266119). Compared with the control arm, the intervention group was associated with increased depression and anxiety literacy levels at post-intervention and two-month follow-up. In addition, personal stigma for depression was reduced at the post-intervention juncture. However, there were no statistically significant changes in the ratings of psychological well-being and stress levels between the two groups. Longitudinal studies with larger sample sizes are warranted to replicate and extend the extant findings.

The subject matters: relations among types of anxiety, ADHD symptoms, math performance, and literacy performance

ABSTRACT In this study, we extended a model of the relations among ADHD symptoms, anxiety, and academic performance. Undergraduates (N = 515) completed self-report measures of anxiety (i.e. trait, test, math, and literacy) and ADHD symptoms. During the study, they completed math and literacy measures and reported their current (i.e. state) anxiety three times. There were significant correlations among ADHD symptoms and all measures of anxiety. However, neither ADHD symptoms nor trait anxiety were correlated with math or literacy performance. Test-anxious students reported increasing state anxiety as the study progressed. In contrast, math-anxious students reported increased state anxiety following the math tasks but not the literacy tasks and literacy-anxious students reported increased state anxiety following the literacy tasks but not the math tasks. With respect to performance, math-anxious students had worse math performance and literacy-anxious students had worse literacy performance whereas test anxiety was not directly related to performance on either math or literacy tasks. Patterns of relations did not differ for men and women, but, except for literacy anxiety, women reported higher levels of all types of anxiety. These results could help educators understand how affective responses are related to university students’ academic performance.

Examining an App-Based Mental Health Self-Care Program, IntelliCare for College Students: Single-Arm Pilot Study.

BackgroundIn recent years, there has been an increase in symptoms of depression, anxiety, and other mental illnesses in college student populations alongside a steady rise in the demand for counseling services. Digital mental health programs, such as those delivered through mobile apps, can add to the array of available services but must be tested for usability and acceptability before implementation.ObjectiveThis study aims to examine how students used IntelliCare for College Students over an 8-week period to examine the preliminary associations between app use and psychosocial targets and to gather user feedback about usability issues that need to be remedied before a larger implementation study.MethodsIntelliCare for College Students is an app-based platform that provides symptom assessments with personalized feedback, information about campus resources, lessons on mental health and wellness topics, and access to the suite of interactive skill–focused IntelliCare apps. A total of 20 students were recruited to participate in an 8-week study. To test for a broad range of potential users, we recruited a mixed sample of students with elevated symptoms of depression or anxiety and students without elevated symptoms. Participants completed psychosocial questionnaires at baseline, week 4, and week 8. Participants also completed user feedback interviews at weeks 4 and 8 in which they provided feedback on their experience using the app and suggestions for changes they would like to be made to the app.ResultsOf the 20 students who downloaded the app, 19 completed the study, indicating a high rate of retention. Over the study period, participants completed an average of 5.85 (SD 2.1; range 1-8) symptom assessments. Significant improvements were observed in the Anxiety Literacy Questionnaire scores (Z=−2.006; P=.045) and in the frequency with which participants used both cognitive (Z=−2.091; P=.04) and behavioral (Z=−2.249; P=.03) coping skills. In the feedback interviews, we identified a high degree of usability with minor bugs in the app software, which were quickly fixed. Furthermore, in feedback interviews, we identified that users found the app to be convenient and appreciated the ability to use the program in short bursts of time.ConclusionsThe findings indicate that the IntelliCare for College Students program was perceived as largely usable and engaging. Although the program demonstrated usability and preliminary benefits to students, further testing is needed to determine its clinical utility among college students.Trial RegistrationClinicalTrials.gov NCT04035577; https://clinicaltrials.gov/ct2/show/NCT04035577

An Intervention for Mental Health Literacy and Resilience in Organized Sports.

ABSTRACTPurposeIn this study, we tested the effectiveness of a multicomponent sports-based program aimed at promoting early intervention, help seeking, and resilience among a sample of adolescent male sport participants.MethodsThe Ahead of the Game program comprised four intervention components and a messaging campaign. Two components targeted mental health literacy, intentions to seek and provide help, and resilience among adolescent boys. A mental health literacy program for parents and a coach education program to assist in the support of athletes’ psychological needs were also included. We evaluated the program using a nonrandomized controlled trial matching two regional communities. In total, 350 sport participants (mean, 14.53 yr) were included in an intervention group, whereas 466 (mean, 14.66 yr) received usual practice in a matched control community. One hundred and eighty parents or caregivers and eight coaches also participated in the intervention components. Between-group mean differences on the primary and secondary outcomes were analyzed using linear mixed models, adjusted for clustering at club level, participant age, and socioeconomic status.ResultsSignificant positive group–time interactions were found for the primary outcomes of depression and anxiety literacy, intentions to seek help from formal sources, confidence to seek mental health information, and resilience. We also found a significant positive group–time interaction for the secondary outcome of well-being. There were no group–time interactions for social distance (stigma), intentions to seek help from informal sources, implicit beliefs about adversity, perceived familial support, or psychological distress.ConclusionsGiven the high rates of sport participation worldwide and the increasing focus on mental health in this domain, translation and dissemination of the program may be warranted after replication.

Help-seeking attitudes and intentions for generalised anxiety disorder in adolescents: the role of anxiety literacy and stigma.

Help seeking for anxiety tends to be low in adolescents. Identifying modifiable factors that may facilitate help seeking is important. The aim of the current study is to test the effects of generalized anxiety disorder (GAD) literacy and stigma (personal and perceived) on attitudes and intentions toward seeking help from professionals and key adult sources. 1767 adolescents aged 12-18years participated in the current study and completed measures of GAD literacy, GAD stigma, professional help-seeking attitudes, and intentions to seek help from a range of sources. The results of the study found that participants had limited GAD literacy and up to 20% personally agreed with stigmatising statements about GAD. Participants reported greater intentions to seek help from parents than from formal sources. More positive attitudes toward seeking help were associated with higher levels of GAD literacy (p < 0.001) and lower personal GAD stigma (p < 0.001). Lower perceived GAD stigma was associated with increased intentions to seek help from their mothers (p < 0.05) or fathers (p < 0.01), while lower personal GAD stigma was also associated with help-seeking intentions from their mothers (p < 0.05). Higher perceived GAD stigma was associated with intentions to seek help from nobody (p < 0.001). Overall, the current study highlights the important role that parents can play in the help-seeking process for adolescents, with parents often the most accessible source of help. Improving parent and adolescent knowledge and attitudes towards GAD may help to improve early help seeking in young people.

Evaluation of validity and reliability of Turkish version of Anxiety Literacy Scale

Evaluation of validity and reliability of Turkish version of Anxiety Literacy Scale

The Development, Pilot, and Process Evaluation of a Parent Mental Health Literacy Intervention Through Community Sports Clubs

The mental health literacy of parents may be critical in facilitating positive child and adolescent mental health outcomes. The purpose of this study was to develop, pilot, and evaluate a targeted parent mental health literacy intervention through community sports clubs. Sixty six parents (Mage = 44.86 ± 5.2 years) participated in either a brief mental health literacy intervention workshop delivered through community sporting clubs (n = 42) or a community-matched control group (n = 24). Participants’ mental health literacy was assessed at baseline, post-intervention and at 1 month follow-up. A mixed methods process evaluation was conducted with intervention participants to determine the acceptability and feasibility of the intervention. Participants in the experimental group showed greater increases in depression literacy, anxiety literacy, knowledge of help seeking options and confidence to assist an adolescent experiencing a mental health disorder, compared to those in the control group. Post-intervention changes in the experimental group were maintained at 1 month follow-up. A mixed methods process evaluation revealed that parents found the intervention content engaging, relevant to their needs, and practically useful in terms of actively supporting adolescent mental health. Findings provide evidence that a brief, targeted intervention through community sports clubs might be a particularly useful method of improving parental mental health literacy and facilitating positive youth mental health outcomes.

Interventions to Promote Mental Health Literacy in University Students and Their Clinical Educators. A Systematic Review of Randomised Control Trials

PurposeThe effects of interventions for improving mental health literacy of health professional students and their clinical educators have not been established. This review analysed interventions to: support mental health literacy, deal with stigma, encourage help-seeking behaviour and improve attitudes towards providing help to those experiencing mental health issues. MethodThe full holdings of Medline, PsycINFO, EBM Reviews, Cinahl Plus, ERIC and EMBASE were searched until 16th November 2016. Inclusion criteria were randomised controlled trials of interventions to support mental health delivered to groups or using face to face and / or online delivery methods compared to alternative education, usual curriculum or no intervention; and post-intervention measurements for intervention and control. Studies were appraised using the PEDro scale. ResultsMental health educational interventions were associated with statistically significant improvements in attitudes toward providing help. In one study, Mental Health First Aid (MHFA) resulted in improvements in social associations with a person with a mental health condition. A mental health literacy program improved anxiety literacy. One study of MHFA improved MHFA knowledge. No significant effects were found for attitudes to seeking professional help or mental health stigma. Studies were limited to English and only short term effects were analysed. Method quality was generally poor. DiscussionPreliminary evidence suggests that interventions such as MHFA may potentially help clinical educators and health professional students develop positive attitudes to providing help and increase MHFA knowledge. MHFA may reduce social distance from a person with a mental health condition but the content needs to be refined if they are to change attitudes toward seeking professional help or stigma. High quality research that includes long term follow up is warranted given the importance of the attitudes of health professionals towards those with mental health issues and the mental health challenges of working as health professionals.

Help seeking for social anxiety: A pilot randomised controlled trial.

ObjectiveAlthough social anxiety disorder is a persistent and debilitating condition, only a minority of people with social anxiety disorder seek help and little is known about methods for promoting help seeking for social anxiety disorder. This pilot trial explored the potential effectiveness of an online program designed to increase help-seeking intentions for social anxiety disorder.MethodsAustralian adults with symptoms of untreated social anxiety disorder were recruited online and randomised to either the Shyness Information Online intervention (n = 41) or an online attention control condition (n = 41). Each program together with a baseline and postintervention survey was delivered in one session. The primary outcome was intentions to seek help from a professional. Secondary measures included anxiety literacy, help-seeking attitudes, internalised stigma, and perceived need for treatment. The acceptability of the program content and feasibility of the recruitment method were also examined.ResultsAlthough they did not demonstrate a significantly greater increase in help-seeking intentions relative to the control group (p = 0.097), those receiving the intervention showed more favourable attitudes towards seeking psychological help (Hedges’g = 0.38; p = 0.025) and a higher level of perceived need for treatment (p ≤ 0.001). Participants also showed a greater knowledge about social anxiety disorder at post-intervention than the control participants (adjusted Hedges’ g = 0.46, p < 0.001). Most respondents were satisfied with the intervention content; the recruitment strategy appeared feasible.ConclusionsFurther investigation of the intervention is warranted to test its effectiveness, explore the relationships between factors that influence social anxiety disorder help-seeking behaviour and to further test the validity of the social anxiety disorder help-seeking model on which the intervention was based.

Effectiveness of MH-Guru, a brief online mental health program for the workplace: A randomised controlled trial

BackgroundDepression and anxiety interfere with an individual's quality of life and result in substantial economic costs to the workplace through lost productivity. The internet offers an unparalleled opportunity for the large scale, cost-effective delivery of mental health awareness and destigmatisation programs in the workplace. However, to date high quality assessments of the effectiveness of such workplace programs have been confined to health professional settings. The current study reports the effectiveness of Mental Health Guru (MH-Guru), a two-module online mental health workplace induction program. MethodsA total of 507 employees from a large multi-departmental government workplace were randomised to a 2-week online depression and anxiety educational program (Mental Health Guru; MH-Guru), or a Wait List Control condition. Participants completed online surveys at baseline, 1week post-intervention and at 6-month follow-up. Primary outcome measures included depression and anxiety literacy, personal stigma about depression and anxiety, and help seeking intentions for anxiety and depression at post-test. Secondary measures included help-seeking attitudes and self-reported help seeking behaviour. Satisfaction measures were also collected. ResultsDropout at post intervention was 26.7% and 21.0% for the MH-Guru and Control conditions respectively. Relative to Control, MH-Guru participants showed significantly greater improvements in depression and anxiety literacy at post intervention. Between group standardized effect sizes at post-test and 6-months were 0.78 and 0.81 for depression literacy and 0.80 and 0.79 for anxiety literacy. Compared to the Control participants, the MH-Guru group also showed significantly greater reductions in depression and anxiety personal stigma. Between group effect sizes in stigma for depression were −0.56 and −0.47 at post-test and 6-months respectively and −0.42 at both time points for anxiety. The MH-Guru intervention was not associated with a differentially greater increase in anxiety or depression help-seeking intentions or improvement in help seeking attitudes compared to the Control group. However, self-reported help-seeking behaviour was significantly greater in the MH-Guru group at post-test. In addition, the MH-Guru group showed greater intentions to seek help for depression from the Internet at 6-month follow-up. Satisfaction items suggested that the program was acceptable to employees. ConclusionsBrief online programs such as MH-Guru have the potential to play an important role in increasing mental health awareness and decreasing stigmatizing attitudes in the workplace, and by extension the general community.

Evaluation of an online psychoeducation intervention to promote mental health help seeking attitudes and intentions among young adults: Randomised controlled trial

BackgroundResearch has consistently identified a disparity between the prevalence of mental health concerns among young adults and their rates of formal help seeking. However, a few randomised controlled trials have identified effective interventions for increasing formal help seeking among young adults. The aim of this study was to evaluate the effectiveness of a brief online psychoeducational intervention, targeting depression, anxiety and suicide stigma, for increasing positive attitudes towards help seeking and increasing help seeking intentions among young adults. MethodThe study followed a single-blind parallel group randomized controlled trial design with 67 young adult (18–25 years) Australian participants, assigned to receive online psychoeducation (n=33) or online attention-matched control information (n=34) over 3 weeks. Participants in the experimental group received information on depression, anxiety, and suicide. The control group received information unrelated to mental health. Primary outcome measures were mental health literacy, mental illness stigma, attitudes toward professional help seeking and intentions to seek help. Secondary outcome variables were symptomology, satisfaction and adherence. ResultsSignificant between-group differences were found for the pre- to post-test, including increased anxiety literacy (Cohen׳s d=0.65), decreased depression stigma (d=0.53), and increased help seeking attitudes and intentions for the experimental group (d=0.58 and d=0.53, respectively). LimitationsDue to the small sample size and homogenous nature of the sample, generalisations should be made with caution. ConclusionsThis study demonstrates the utility and effectiveness of a brief online psychoeducation intervention for promoting help seeking among young adults.

Internet-Based Interventions to Promote Mental Health Help-Seeking in Elite Athletes: An Exploratory Randomized Controlled Trial

BackgroundMental disorders are more common in young adults than at any other life stage. Despite this, young people have low rates of seeking professional help for mental health problems. Young elite athletes have less positive attitudes toward seeking help than nonathletes and thus may be particularly unlikely to seek help. Interventions aimed at increasing help-seeking in young elite athletes are warranted.ObjectiveTo test the feasibility and efficacy of three Internet-based interventions designed to increase mental health help-seeking attitudes, intentions, and behavior in young elite athletes compared with a control condition.MethodsWe conducted a randomized controlled trial (RCT) of three brief fully automated Internet-based mental health help-seeking interventions with 59 young elite athletes recruited online in a closed trial in Australia. The interventions consisted of a mental health literacy and destigmatization condition, a feedback condition providing symptom levels, and a minimal content condition comprising a list of help-seeking resources, compared with a control condition (no intervention). We measured help-seeking attitudes, intentions and behavior using self-assessed surveys. Participation was open to elite athletes regardless of their mental health status or risk of mental illness.ResultsOf 120 athletes initially agreeing to participate, 59 (49%) submitted a preintervention or postintervention survey, or both, and were included in the present study. Adherence was satisfactory, with 48 (81%) participants visiting both weeks of assigned intervention material. None of the interventions yielded a significant increase in help-seeking attitudes, intentions, or behavior relative to control. However, at postintervention, there was a trend toward a greater increase in help-seeking behavior from formal sources for the mental health literacy/destigmatization condition compared with control (P = .06). This intervention was also associated with increased depression literacy (P = .003, P = .005) and anxiety literacy (P = .002, P = .001) relative to control at postintervention and 3-month follow-up, respectively, and a reduction in depression stigma relative to control at postintervention (P = .01, P = .12) and anxiety stigma at 3-month follow-up (P = .18, P = .02). The feedback and help-seeking list interventions did not improve depression or anxiety literacy or decrease stigmatizing attitudes to these conditions. However, the study findings should be treated with caution. Due to recruitment challenges, the achieved sample size fell significantly short of the target size and the study was underpowered. Accordingly, the results should be considered as providing preliminary pilot data only.ConclusionsThis is the first RCT of an Internet-based mental health help-seeking intervention for young elite athletes. The results suggest that brief mental health literacy and destigmatization improves knowledge and may decrease stigma but does not increase help-seeking. However, since the trial was underpowered, a larger trial is warranted.Trial Registration2009/373 (www.clinicaltrials.gov ID: NCT00940732), cited at http://www.webcitation.org/5ymsRLy9r.