Mental Health Education Research Articles

Perceptions of Mental Health Challenges and Needs of Indonesian Adolescents: A Descriptive Qualitative Study.

Indonesian adolescents face an increased risk of developing mental health conditions such as depression and anxiety, largely due to insufficient mental health literacy and awareness. This lack of knowledge often leads to delayed recognition and treatment. To address this, the present descriptive qualitative study explores Indonesian adolescents' perceptions of mental health challenges and needs. Fourteen adolescents from two public schools in Indonesia were selected through purposive sampling based on their mental health literacy scores (either high or low). One-on-one semi-structured interviews were conducted in December 2023, and thematic analysis was used to uncover key patterns and themes. The study follows the consolidated criteria for reporting qualitative research guidelines. Three main themes emerged: (1) Transitioning to Adulthood: Journeys Through Emotional Turmoil and Societal Expectations, (2) Navigating Challenges: Diverse Adolescent Responses and (3) Breaking the Silence: Empowering Adolescents Through Comprehensive Mental Health Education and Support. This study found that adolescents faced specific challenges related to emotional regulation, body image and self-esteem, academic pressure and the influence of social media. In response to these difficulties, they employed various coping mechanisms, both adaptive and maladaptive. Despite the adversities, adolescents expressed a strong desire to learn how to better manage these challenges and pursue their future career goals. These findings highlight the importance of developing culturally appropriate mental health education and support programs for Indonesian adolescents. Future studies should include a more diverse sample of adolescents and incorporate perspectives from parents and educators to gain a more comprehensive understanding of adolescent mental health in Indonesia.

Graduate Nurses in Acute Mental Health Settings and Their Viewpoints of Nursing Education to Support Their Transition to Mental Health Nursing: A Q Methodology Study.

Graduate nurses are now comprehensively prepared in Australia and have limited mental health knowledge and experiences to work in acute mental health settings. As such, graduate nurses would need the support that they can get from their respective mental health services to progress from novice to advanced beginner. Nursing education is an important support for graduate nurses to develop the knowledge and skills required for them to transition successfully into acute mental health settings. This study explored 12 graduate nurses' experiences with the nursing education of one mental health services in Western Australia. Q methodology was the approach chosen to conduct this study as it is a 'ready-to-use' mixed method research approach that can enable the researchers to obtain in-depth and accurate understanding of the researched topic. Data analysis generated four factors which revealed that nursing education needs to: (1) be tailored to the area of speciality for graduate nurses who experience challenges of being accepted by their nursing team; (2) provide advanced specialist mental health training for graduate nurses who have low self-confidence about their mental health nursing knowledge and skills to practice in acute mental health settings; (3) provide clinical supervision for graduate nurses who experience challenges to apply their mental health knowledge and skills to difficult clinical situations; and (4) change the way mental health education and training are delivered for graduate nurses who feel confident with their mental health knowledge and skills and accepted by their nursing team. The findings of this study highlighted the usefulness of Q methodology in nursing research. The findings of this study can be used by nurse educators to provide more individualised education and training for graduate nurses. Future research will be conducted to test the use of different teaching and learning approaches for the different categories of graduate nurses in acute mental health settings and develop evidence-based nursing education.

The effect of laughter yoga on well-being, perceived stress, and academic self-efficacy in nursing students: A randomized controlled trial.

Despite rigorous theoretical and clinical training, nursing students face emotional and academic challenges that can harm their well-being. Nonetheless, there is a dearth of research investigating the impact of laughter yoga (LY) on nursing students' well-being, perceived stress, and self-efficacy. The aim of this single-blinded, two-armed randomized controlled trial is to evaluate the effect of LY on nursing students' well-being, perceived stress, and academic self-efficacy (ASE). A total of five sessions of LY were applied to the intervention group. The analysis included a total of 83 nursing students (intervention group n = 41 and control group n = 42). Repeated-measures multivariate analysis of variance (MANOVA) and paired-samples t-test were used for data analysis. Results revealed that the intervention group showed a significant increase in well-being (p< .001) and a decrease in perceived stress after LY (p< .01). However, statistically significant differences between the intervention and control groups were not found in well-being, perceived stress, and ASE (p > .05). These results indicate the potential effects of LY on the students' well-being and perceived stress. Community mental health nurses and educators can use LY to improve well-being in universities.

Abstract WP71: Video-based Mental Health Education for Persons who have had a Stroke: A Quality Improvement Initiative

Abstract WP71: Video-based Mental Health Education for Persons who have had a Stroke: A Quality Improvement Initiative

Spirituality and mental health-applying SOPHIE as a therapeutic reflexive tool

ABSTRACT Ontological explorations into the personal sense of ‘being and becoming’ are key for learning and practicing person-centered care. It allows practitioners to engage with philosophical reasoning associated with the meaning to self and others. Humanistic psychological perspectives based on existential approaches are also effective in articulating an understanding of the purpose and meaning in life to promote resilience and post-traumatic growth. However, developing spiritual care competencies, and integrating transformative ontological perspectives into education and practice often remains challenging. Recognizing the centrality of ontological development to this area, the author has developed a reflective framework for mental health practitioners and educators about spirituality, which also addresses existential and cultural issues within a broadly humanistic framework: Self-exploration through Ontological, Phenomenological, Humanistic, Ideological, and Existential Expressions (SOPHIE). This paper presents case studies showcasing SOPHIE’s application in diverse global contexts, where participants across different community settings found it helpful in addressing and reflecting upon their existential and spiritual care needs. Participants reported a personal sense of hope and loss through meaning-making using art and blog writing as narrative inquiry methods to develop reflexivity. An integrated and spiritually competent holistic care approach is highly recommended to embrace transformative care philosophies in education and professional practices.

Assessing the mental health literacy of healthcare workers at a Johannesburg tertiary hospital

Background: Good mental health literacy (MHL) has proven to aid in providing adequate and timely care, promote positive attitudes towards mental health and assist in the integration of mental healthcare with other services. Studies have shown that enhancing the MHL of healthcare workers (HCWs) can help alleviate the burden of mental illness.Aim: The study aims to explore the MHL of HCWs at a tertiary hospital in Johannesburg.Setting: The study was conducted at Helen Joseph Hospital.Methods: A quantitative, descriptive, cross-sectional study via a self-administered questionnaire consisting of: (1) a demographic, work and exposure to mental illness and mental healthcare services questionnaire and (2) the Mental Health Literacy Scale (MHLS) was employed. The MHLS identifies people with low MHL who could benefit from further interventions.Results: Two hundred and fifty-two HCWs participated in the study. The overall median MHLS score was 129, in keeping with a previous study conducted in SA and Zambia. Younger HCWs with less than 5 years of experience scored higher. Among the various professions, doctors scored highest and nurses lowest. The anaesthetic and psychiatric departments obtained the highest MHLS scores. Personal exposure to mental illness and mental health services was associated with higher MHLS scores.Conclusion: This study highlighted areas where mental health awareness and education are lacking, which are crucial for improving MHL. Targeted interventions to fill these identified gaps are therefore recommended.Contribution: To our knowledge, this was the first South African study to assess MHL among tertiary-level HCWs across various professions.

Depression and Anxiety Among Adolescents in Northern Sudan: A School-Based Cross-Sectional Study

Background and Objective: Adolescents’ mental health, including depression and anxiety, represent a global public health problem. However, there is a paucity of data on depression and anxiety among adolescents in Sudan. Therefore, the current study aimed to investigate the prevalence and associated factors for depression and anxiety among adolescents in Northern Sudan. Methods: This school-based cross-sectional study was conducted at randomly selected schools from August to September 2022 in Almatamah, River Nile State, Sudan. Sociodemographic and clinical data were collected using a face-to-face questionnaire. Depression and anxiety were measured using the questionnaire tools of the Patient Health Questionnaire (PHQ-9) and the General Anxiety Disorder (GAD-7), respectively. Univariate and multivariate binary analyses were performed to determine the associated factors of depression and anxiety using the adjusted odd ratios (AOR) and 95.0% confidence interval (CI). Results: Of 384 adolescents, 178 (46.4%) and 206 (53.6%) were boys and girls, respectively. The median (interquartile range [IQR]) of age was 15.1 (14.0–16.3) years old. Of the total adolescents, 311 (81.0%), 42 (10.9%), 20 (5.2%), 7 (1.8%), and 4 (1.0%) had no, mild, moderate, moderate to severe, and severe depression, respectively. Of the total, 31 (8.1%) adolescents had moderate or severe depression (depression score ≥ 10). In multivariable binary analysis, female gender (AOR = 5.35, 95% CI 1.67–17.09) and anxiety (AOR = 25.98, 95% CI 7.68–87.90) were associated with increased odds of depression; there was no association between age, father’s education, and BMI for age Z-score and depression. Of the 384 adolescents, 320 (83.3%), 47 (12.2%), 11 (2.9%), and 6 (1.6%) had no mild, moderate, and severe anxiety, respectively. Of the total, 17 (4.4%) had moderate and or severe anxiety (anxiety score ≥ 10). In multivariable logistic regressions, while family history of mental disorder (AOR = 6.31, 95% CI 1.36–29.27), being anemic (AOR = 3.95, 95% CI 1.19–13.12), and depression (AOR = 29.03, 95% CI 7.52–112.05) were associated with increased odds of anxiety; there was no association between age, gender, father’s occupation, and BMI for age Z-score and anxiety. Conclusions: The findings indicate that 1 in 10 adolescents in Northern Sudan experiences at least one mental disorder, encompassing depression, anxiety, or a combination of both. Notably, female adolescents are at a higher risk for depression, while factors such as a family history of mental disorders and anemia significantly contribute to anxiety levels. To address these pressing mental health concerns, it is imperative to implement inclusive and holistic programs that incorporate nutritional support, integrate mental health education into school curricula, and introduce community-based interventions aiming to enhance mental well-being among all adolescents, irrespective of gender.

Meaning mindset theory: a transdiagnostic approach to mental health promotion and intervention for children

A transdiagnostic approach is increasingly recognized as crucial in the prevention or treatment of child internalizing and externalizing mental health concerns. There is substantial overlap and comorbidity among various mental health concerns and the onset of one mental illness elevates the risk of others, underscoring the potential limitations of singular-focused mental health education or treatment. Meaning Mindset Theory (MMT) is a transdiagnostic framework developed and evaluated over the past decade in Canada as a promising new approach. MMT emphasizes agency over thoughts and behaviors, empathy and social competence skills, and meaningful engagement to enhance resilience for both internalizing and externalizing symptoms. The DREAM Program—Developing Resilience through Emotions, Attitudes, and Meaning is a mental health education program grounded in MMT principles. This program has enhanced meaning mindset—agency over thoughts and behaviors, hope for a future that is good, positive self-concept, and openness to learning, new experiences, and feelings—as well as both internalizing and externalizing mental health. To date, the DREAM program, as well as MMT more broadly, has been tested in diverse populations with school-aged children, families, neurodiverse and intellectually gifted young people, homeless men, and Black families, among others. Future research should explore the efficacy of an MMT in therapeutic settings compared to standard treatments, potentially enhancing mental health intervention strategies for Canadian children and families.

Mental Health and Moral Education in the Digital Age

The rapid integration of internet technology into higher education has transformed the learning landscape, presenting both opportunities and challenges. This study focuses on the critical role of moral education in addressing college students' mental health needs within this digital context. The exposure to diverse and complex online content can significantly impact students' psychological well-being. Moral education is highlighted as a fundamental facilitator for enhancing psychological resilience and emotional stability, equipping students with the necessary skills to navigate the digital world. The research aims to assess the current state of mental health education, identify key issues, and forecast future trends, while also providing an analysis of effective moral education implementation. It seeks to offer theoretical insights and practical recommendations to improve mental health and moral education practices in higher education, ultimately fostering well-rounded individuals prepared for the 21st-century challenges.

Post-Traumatic Stress Across Color Lines: A History of Anti-Black Exclusion & PTSD.

Black Americans with Posttraumatic Stress Disorder have less access to mental healthcare compared to White Americans. Many factors contribute to thisinequity, including broader disparities within the healthcare system driven by systemic racism, and an underutilization of mental health services by Black Americans due to provider bias and stigma around mental healthcare. These disparities are rooted in a racist historical context of exclusion and abuse of the Black community by the White psychiatric establishment, and a perpetration of further trauma on Black clients, a context that is largely missing from traditional mental health education and literature on Black mental health today. This article aims to provide a necessary historical context of how the U.S. mental health care system has excluded Black Americans from trauma treatment. We use a contemporary trauma lens to demonstrate the ways in which Black trauma has existed throughout U.S. history, but how White psychiatryhas cast trauma symptoms as evidence of racial inferiority, hasexcluded Black individuals from treatment, and hasabused Black patients, thereby increasing Black trauma. The purpose of this review is to inform and educate mental health providers about our collective history, to counter a narrative of amnesia which identifies Black underutilization of services but forgets the exclusion from and abuse of Black people within the mental health system. We conclude with recommendations that providers can utilize to engage in antiracist practice and create an affirmative space for Black Americans to utilize trauma treatment and mental health care freely.

Psychological process and risk factors of juvenile delinquency: Evidence from a qualitative analysis.

In recent years, juvenile delinquency has continued to occur at a high rate, necessitating attention to its criminal psychological process and underlying risk factors. This study acquired psychological review data from 97 juvenile delinquents in China. Utilizing qualitative analysis, we delved into the psychological processes and risk factors that contribute to juvenile delinquency, aiming to reveal the psychological mechanisms involved. The research summarized the psychological process through stages of cognitive deviation, psychological numbness, and belief remodeling. The risk factors identified in juvenile delinquency encompass three aspects: criminal cognition, criminal motive, and criminal connection. Cognitive bias emerges as the initial and crucial stage in the genesis of juvenile delinquency, stemming from a complex interplay of internal and external factors. This research contributes significantly to the field of mental health education of minors, aiding in the prevention of future juvenile delinquency and providing an empirical reference for improving minors' mental health literacy. Furthermore, it suggests that organizations such as families, schools, and communities should optimize their practices in disseminating mental health knowledge, strengthening mental health protection, optimizing mental health services, and constructing a comprehensive mental health service system.

Association of classroom-level stressors with psychological distress in teachers.

Poor mental health is highly prevalent among schoolteachers. Different occupational, contextual and personal factors have been identified as sources of their psychological distress. To explore the association of classroom-level variables with teachers' mental health over the course of an academic year. This study included 80 primary schoolteachers and 2075 pupils from the STARS trial conducted in England, which explored the impact of the Incredible Years Teacher Classroom Management programme. Linear regression models examined the relationships between classroom-level predictor variables and teachers' psychological distress, as measured by the Everyday Feeling Questionnaire, at 1 and 9 months into the school year. Predictor variables included classroom size and demographic composition, amount of teaching assistant support, and pupils' mental health, as measured by the Strengths and Difficulties Questionnaire and the Pupil Behaviour Questionnaire. Analyses were adjusted for teacher length of service and trial arm status. One month into the school year, fully adjusted analyses showed that having a classroom with a higher proportion of male pupils was associated with worse teacher mental health. None of the classroom-level stressors were associated with teacher mental health at 9 months. Classroom gender balance was associated with teacher's mental health at the beginning but not at the end of the academic year. It is important to consider classroom-level variables when developing interventions and policies for teacher mental health.

Perception of undergraduate emergency medical services students about mental health

Mental illness significantly impacts morbidity and mortality; however, research on paramedic students' perceptions and attitudes toward individuals with mental health presentations is limite. The incidence of mental disorders in Saudi Arabia is increasing, and knowledge about them would enhance the ability of the paramedics to provide more help to the population. This study evaluates the perceptions of undergraduate emergency medical students before and after completing a mental health education block. We conducted a quasi-experimental design study for forth year students who were enrolled in a mental health block and have been added to King Saud bin Abdulaziz University for Health Sciences and were asked to partake in pre- and post-subject surveys. They were requested to share their perspectives on mental health through electronic questionnaires. With a total of 83 participants, averaging 21.33 years old, from three regions in Saudi Arabia, we found significant differences in the following questions before and after the mental health block: participants became more comfortable managing mental health issues (strongly agreeing increased from 10.8% to 36.1%). Moreover, perceptions about psychosis and violence changed (from agreeing to disagreeing). Questions on racism and trauma showed a significant increase in the strongly agreeing. The majority agreed more that neglect can cause mental illness (strongly agreeing increased from 30.1% to 63.9%). Lastly, exposure to rape was significantly strongly associated with mental disorders (69.9%, P value &lt;0.0001). Our study showed positive shifts in attitudes and increased mental health knowledge after introducing a mental health block. The block not only improved understanding but also holds promise for future paramedics in offering empathetic care. Overall, the study underscores the need for continuous mental health education in paramedic curricula for better readiness in addressing diverse population needs.

The role of emotional styles in information avoidance regarding negative news

Introduction. This study explores the influence of emotional styles on students’ information avoidance behaviour, particularly about negative news. Method. Using a sample of participants, we employed the Emotional Styles Questionnaire (ESQ) to measure emotional styles, alongside an information avoidance questionnaire to assess participants' tendencies to avoid distressing news. Cronbach’s Alpha for both questionnaires indicated good reliability. Analysis. Data analysis involved confirmatory factor analysis (CFA) and regression analysis to validate the instruments and explore the relationships between emotional styles and information avoidance. Results. Results demonstrated that higher resilience and greater sensitivity to context are significantly associated with increased information avoidance among students. Conclusion. These findings suggest that students with resilience and sensitivity to context emotional styles engage in strategic information avoidance to manage their emotional well-being. The study's implications highlight the need for tailored interventions to enhance emotional resilience and adaptive coping strategies, offering insights for mental health professionals, educators, and policymakers. Future research should investigate cultural differences and longitudinal changes to further understand the dynamics of information avoidance. This research underscores the importance of considering emotional dispositions in information-seeking behaviours, contributing to the broader theoretical framework of emotional regulation.

Navigating Anxiety through Defense Mechanisms: A Truthist Perspective on Human Ignorance and Awareness.

In a world where the pursuit of truth is paramount, this article explores the intricate relationship between human ignorance, anxiety, and the defense mechanisms employed to cope with these existential challenges. Methods. Through a comprehensive analysis, the study delves into the origins of these defense mechanisms, illustrating how they serve as barriers to self-awareness and personal growth. Results. The findings suggest that the innate human tendency to evade uncomfortable realities fosters a cycle of ignorance and anxiety, ultimately hindering individual development. By recognizing and confronting these defense mechanisms, individuals can cultivate a deeper understanding of their true selves and navigate the complexities of life with greater resilience and authenticity. Discussion. This article contributes to the discourse on psychological resilience, offering insights for mental health professionals, educators, and individuals seeking to embrace truth as a pathway to personal liberation and growth.

Educators’ Role in Mitigating Suicidal Propensities among Zimbabwe Rural Secondary Male Learners: An Exploration of Challenges and Interventions Mechanisms

This qualitative study explores the role of educators in addressing and mitigating suicidal propensities among male rural secondary school learners in Zimbabwe. Then, it focuses on educators’ challenges and intervention mechanisms to provide insights into practical strategies for supporting mental health in this vulnerable population. Grounded in a phenomenological approach, the study utilizes a case study design to explore the lived experiences of 14 participants, including educators, parents, and health professionals. Data collection through focus group discussions enables a nuanced understanding of the complexities surrounding suicide prevention in rural educational settings. Research findings indicate that educators frequently struggle to identify suicidal tendencies among male learners due to cultural stigma surrounding mental health and lack of training in psychological assessment. Communication gaps with parents and health professionals further complicate these challenges. Conversely, successful intervention mechanisms identified in the study include peer support programs and mental health awareness campaigns, which create supportive environments and empower learners to seek help and engage in open discussions about mental health. Based on these findings, the study recommends that educational authorities implement comprehensive training programs for educators to equip them with the necessary skills to identify and address suicidal propensities among learners. Such training should encompass mental health education, communication strategies, and cultural sensitivity. Furthermore, establishing partnerships between schools and local health services can enhance the support system for vulnerable learners. Collaborative initiatives should be developed to facilitate regular mental health screenings and provide accessible resources for learners and their families.

The Research on Ideological and Political Construction Based on Intelligent Algorithm in College Students’ Mental Health Education

The Research on Ideological and Political Construction Based on Intelligent Algorithm in College Students’ Mental Health Education

Strengthening educational support systems through breathing and art therapy: Impacts on college students’ well-being

Background: The prevalence of anxiety among college students is a growing global concern, with a median prevalence of 32%. This study addresses the need for effective interventions within an educational policy framework to alleviate anxiety and promote mental health among college students. Objective: The study aims to evaluate the impact of breathing relaxation exercises and tactile art therapy on college students’ self-understanding and psychological well-being, providing reference information for policies and practices in mental health education. Methods: We enrolled 10 college students from X University in South Korea, dividing them into an experimental group and a control group. The experimental group underwent 10 sessions of breathing exercises and tactile art therapy, while the control group received standard psychological counseling. Pre- and post-tests assessed breathing function, self-understanding, and psychological well-being. Results: The experimental group demonstrated significant improvements in breathing function, particularly in forced vital capacity (FVC), and in psychological well-being, as measured by the Psychological Well-Being Scale (PWBS). Sub-factors such as safety, goal orientation, and self-acceptance within self-understanding, self-acceptance, positive relationships, purpose in life, and environmental mastery within psychological well-being, showed notable enhancements. In contrast, the control group did not show significant effects in terms of FVC and FEV1（p &gt; 0.05）, and there were no statistically significant differences in the various sub-factors of self-understanding and psychological well-being. Conclusion: The study demonstrates that integrating breathing relaxation exercises and tactile art therapy into educational policy can significantly reduce anxiety and enhance the psychological well-being of college students. These findings suggest that such interventions can be effective components of a comprehensive educational policy aimed at improving student mental health.

The place of school-based strategies for universal, selective, and indicated prevention for depression

Abstract In response to the question ‘what is the place of universal, selective and indicated prevention strategies for depression and other mood disorders’ posed by Hickie et al. (2024) we examine the role of school-based strategies for universal and targeted (including selective and indicated) prevention of depression. Schools represent a unique opportunity for systematic evidence-based depression prevention, targeting key developmental risk periods before peak depression onset. However, the realisation of this potential has been challenging particularly for universal approaches. We summarise the evidence for each of these tiers of prevention, including recent large-scale trials of universal prevention in high-income countries. Targeted approaches show more consistent preventive effects on depression however hold significant implementation challenges in the school context. We provide recommendations about next steps for the field including a continuum of support across all levels of prevention outlined above and broadening current strategies to focus on the school contexts and structural factors in which prevention programs are delivered, as well as teacher mental health.

Exploring the Perception of Adolescent Students on Self-Stigma towards Mental Health and Counseling

In my five years of experience as a psycho-social counselor, I have consistently observed significant stigma surrounding mental health and counseling among adolescents, often exacerbated by peer pressure and societal norms. Even in critical circumstances, counseling is routinely refused because of the prevailing stigma. Mindful of this experience, during my MEd in School Counseling studies at Kathmandu University, I conducted this research on self-stigma among adolescent using Social Identity Theory (SIT) and Self-Discrepancy Theory (SDT). I employed qualitative methods that involved in-depth interviews with four adolescent students of Mahendra Ratna Secondary School, and Mechi Multiple Campus, Jhapa, who were purposefully selected. In-depth interviews, and thematic analysis, providing verbatim accounts to highlight the influence of stigma were used to make the interpretations. My findings revealed that fear of social rejection among the adolescents and the need to maintain a strong public appearance contribute to reluctance in seeking help. Addressing self-stigma and incorporating mental health education into school curricula are imperative for improving access to mental health care.