Mental Health Literacy In Adolescents Research Articles

Effectiveness of Video and Leaflet Educational Media in Increasing Adolescent Mental Health Literacy

Mental health determines the well-being of adolescents, because adolescence is a time when major changes occur in the body, psychology and society. Mental health literacy is important to increase the capacity of adolescents to face unexpected challenges, for this reason education is needed to increase literacy. Delivering education requires interesting media so that information can be conveyed well, video media and leaflets can be used as educational media. The aim of this research is to determine the difference influence of video and leaflet-based on education of adolescent mental health literacy at Bintang Harapan Vocational School Bekasi. This research design uses a two-group pretest-posttest design without control. The sample for this research was taken using proportionate stratified random sampling with a total of 210 adolescents who were divided into105 adolescents ach in the video and leaflet education groups. Mental health literacy was measured using the MHL-q (Mental Health Literacy-Questionnaire) questionnaire. Data analysis used the independent t-test. The results of the research show that there is no difference in the effect of video and leaflet interventions on adolescent mental health literacy with p value = 0.253 (p> 0.005), so it can be concluded that video and leaflet-based education are equally influential in increasing adolescent mental health literacy. Confounding factors that influence adolescent mental health literacy are gender and access to information. It is recommended that video and leaflet educational media can be used as health education media, especially to increase mental health literacy in adolescents.

An international interdisciplinary approach to developing video educational materials promoting mental health literacy among adolescents in the Philippines.

Adolescent mental ill-health is a common international challenge affecting both high- and lower-middle-income countries. The Republic of the Philippines enacted its first mental health law in 2019, underlining the importance of the promotion of adolescent mental health education in schools. In Japan, course instructions about mental ill-health were formulated in a Course of Study that reflects governmental curriculum guidelines. Embedded since 2022, the Course of Study aimed to promote an understanding of current issues of adolescent health. The National Center for Global Health and Medicine in Japan has been sharing experience of promoting public health practices and advancing medical technology in low- and middle-income countries, especially in the Western Pacific region. This paper describes the development process and content of these resources by an interdisciplinary team from Japan and the Philippines. The interdisciplinary team created an embedded mental health education programme using animated videos for the Philippine school curriculum to improve mental health literacy in adolescents. Two six-minute animated videos of age-relevant stories were created. The animation scenarios illustrate: 1) mental health problems and recovery; and 2) major symptoms of mental illnesses, including depression, anxiety, and schizophrenia. Each animated video presents several items for discussion among students and/or teachers, both in class and online for students unable to attend school. Our efforts may provide good opportunities for enhancing adolescents' mental health activities in the Philippines. In the following steps, we should investigate the effectiveness of school-based MHL using these animated videos with rigorous evaluation methods.

Adolescent Mental Health Literacy Scale: Development and Validation in Two Countries

Adolescent Mental Health Literacy Scale: Development and Validation in Two Countries

The predictors of mental health literacy among adolescents students

AimThis study aimed to examine levels of mental health literacy (MHL) and associated factors among adolescents. MethodsA descriptive, cross-sectional, analytical study was conducted with a total of 650 students aged 11–18 years in three middle and three high schools. Data were collected using the Child and Adolescent Mental Health Literacy Scale and evaluated using descriptive statistics and regression analysis to determine whether age, gender, and grade are predictive factors of MHL. ResultsThe mean age of the participants in the study was 16.8 ± 1.35 years, 55 % of the students were girls, and the mean MHL score was 3.96 ± 1.2, indicating moderate MHL. Multiple regression analysis indicated that the variables of age, gender, and grade explained 5.5 % of the variance in MHL score. When these variables were examined individually, gender and grade had no significant effect (p > 0.05), while older age was associated with higher MHL score (p < 0.05). ConclusionThe results of this study showed that MHL improved with age. MHL promotion is important in mental health resilience. Collaboration between school nurses, school counselors, and psychiatric nurses to provide mental health educational interventions may help reduce stigma and increase help-seeking behaviors.

Intergenerational Transmission of Mental Health Literacy and Its Mechanism: The Mediating Effect of Parent-Child Relationship and the Moderating Effect of School Mental Health Service.

Adolescents' mental health literacy is a topic ofgrowinginterest and studies have begun to explore thefactors that influenceadolescents' mental health literacy. This study investigated the relationship between parents' mental health literacy and adolescents' mental health literacy,as well asthe mediating roles of parent-child relationship, and the moderating roles of school mental health service. Questionnaires were distributed to adolescents and their parents at two time points with an interval of one month. In the first survey, 835 parents completed a mental health literacy scale and a parent-child relationship scale. In the second, 841 adolescents completed a school mental health service questionnaire and an adolescent mental health literacy assessment questionnaire. A total of 617 paired data points were matched (parents' age: M = 40.47, SD = 5.10; adolescents' age: M = 13.34, SD = 0.99). Bootstrapping results showed that parents' mental health literacy was positively associated with adolescents' mental health literacy. In addition, parent-child intimacy mediated the relationship between parents' mental health literacy and adolescents' mental health literacy. School mental health service moderated therelationship between parents' mental health literacy and parent-child intimacyandadolescents' mental health literacy. Intergenerational transmission of mental health literacy from parents to adolescents and its conditions were revealed. These findings provide new insights for the intervention of adolescents' mental health literacy, and may lead future research to investigate the role of parents within the family context, as well as the influence of home-school cooperation on adolescents' mental health literacy.

A film-based intervention (Intinn) to enhance adolescent mental health literacy and well-being: multi-methods evaluation study

PurposeAdolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience.Design/methodology/approachA pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired-t-test and effect size calculation and thematic analysis.FindingsMatched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience.Originality/valueIntinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.

“It Was a Real Eye-Opener”: Supporting Adolescent Mental Health Literacy Through Contemporary Young Adult Literature

Increased mental health literacy in adolescents is critical, as it can lead to greater empathy and result in less stigmatising behaviour (Mitchell, 2014; Perry et al., 2014). As a prime site of influence, schools are integral to raising adolescent mental health awareness andpromoting pro-social behaviours (Carlisle et al., 2018; Lawrence et al., 2015). The Australian Curriculum, Assessment and Reporting Authority (ACARA) has provided little guidance and resourcing for teachers to select appropriate texts for study. If teachers have been designated as primarily responsible for text selection (Hateley, 2014) they need support from teacher librarians to suggest and source well-written young adult literature dealing with the issues around mental health as texts for the classroom.

Validation of a translated comprehensive mental health literacy measure for adolescents (KAMHS-NL)

Abstract Mental health literacy (MHL) is considered to be of crucial importance for early recognition and self-management of mental health problems, and for the use and acceptance of mental health services. MHL has been identified as an important factor for the promotion and prevention of mental health problems, especially during adolescence. Recently, the Knowledge and Attitudes to Mental Health Scales (KAMHS) has been developed to assess MHL in adolescents. Studies show that the KAMHS is a comprehensive instrument that could potentially be widely used within the research community. However, it has thus far not been validated in different contexts. Therefore, the aim of the current study was to assess the content, structural, and construct validity of a translated version of the KAMHS in another country, namely the Netherlands. First, we established the content validity of the translated KAMHS (KAHMS-NL) through cognitive interviewing with adolescents (n = 16). Next, we collected data among adolescents aged 13-16 attending secondary schools in the Netherlands (n = 404) on mental health literacy (KAMHS-NL), mental health, resilience, and use of mental health support. We then assessed structural validity by applying confirmatory and exploratory factor analysis. Lastly, construct validity was assessed by analyzing convergent and divergent correlations between subscales of the KAMHS-NL and other instruments. Preliminary results suggest that the KAMHS-NL has good content validity, while the factor structure previously identified by the developers was confirmed with two models for the Dutch version. For construct validity, significant although relatively small-to-moderate convergent correlations with the reference scales (r = 0.14-0.40) and small divergent correlations (r = 0.00-0.06) were found. More detailed results will be made available at the time of the presentation. We conclude that the KAMHS-NL is a reliable and valid measure for adolescent MHL which deserves wider implementation. Key messages • The KAMHS-NL is a reliable and valid measure for adolescent mental health literacy. • Cross-cultural translation and validation of the KAMHS is needed for wider and more streamlined measurement of adolescent mental health literacy.

The Effect of Islamic Mental Health Psychoeducation as an Effort to Improve Mental Health Literacy in Adolescents

The lack of public understanding of mental health creates a negative stigma in society, leading to delays and inadequate treatment in addressing mental disorders. Therefore, this study aims to enhance mental health literacy among adolescents by providing Islamic mental health psychoeducation training. The research subjects were 11 students from Class XI Religion, MAN 1 Banjarmasin, utilizing a pre-experimental research design known as the one-group pretest-posttest design. The measurement tool used was the Islamic mental health literacy scale, and data analysis was conducted using a paired sample t-test. The results of this study indicated a significant difference between the pre-and post-intervention phases, as evidenced by the obtained hypothesis of p &lt; 0.000 (p &lt; 0.05). In conclusion, this research highlights the importance of providing Islamic mental health psychoeducation to improve mental health literacy among adolescents.

Translation, Cross-Cultural Adaptation, and Psychometric Validation of the Positive Body Image among Adolescents Scale (PBIAS) into Spanish and Catalan

The Positive Body Image among Adolescents Scale (PBIAS) explores the factors that bolster and interfere with developing and maintaining a positive body image during adolescence. The aim of this study was to translate, adapt, and validate the PBIAS into Spanish and Catalan. A cross-sectional study was conducted for the instrument's translation, cross-cultural adaptation, and psychometric validation. A process of translation, back-translation, expert consultation, and piloting was followed. The reliability and statistical validity were evaluated. The Cronbach's alpha was 0.95 in both the Spanish and Catalan versions. Pearson's correlation coefficients were statistically significant (r > 0.087) for all items analyzed. The resulting values of the Spanish and Catalan versions indicate a good level of concordance (p < 0.001) with the original questionnaire, the comparative fit index being 0.914 and 0.913, the Tucker-Lewis index being 0.893 and 0.892, the root mean square error of approximation being 1.31 and 1.28, and the standardized root mean square residual being 0.051 and 0.060, respectively. The instrument presents a good level of internal consistency, a high level of reliability, and statistical validity compared to the original instrument. The PBIAS in Spanish and Catalan can be a useful assessment instrument for educators and health professionals in the context of adolescent mental health literacy. This work contributes to the Sustainable Development Goals (Goal 3) of the United Nations 2030 Agenda.

Assessing the Feasibility of a Peer Education Project to Improve Mental Health Literacy in Adolescents in the UK

Many mental health problems begin in adolescence and occur on a spectrum of severity: early recognition and intervention is important. This study is a quantitative feasibility study of the Mental Health Foundation’s Peer Education Project (PEP). Attrition, psychometric properties of questionnaires, indications of improvement on a range of outcomes, and sample size required for a powered trial of effectiveness were assessed. 203 students completed the survey both pre and post-intervention. It was found that existing previously-validated measures had good psychometric properties, with two new questionnaires demonstrating reasonable reliability (self-help confidence alpha = 0.78, mental health knowledge alpha = 0.59). There were indications of improvement in help-seeking intentions, the number of sources likely to seek help from, and mental health knowledge from pre- to post-intervention. A future trial of PEP with a sample of approximately 36 schools, researcher-led data collections, and help-seeking intentions or sources as a primary outcome appears to be feasible.

Important Systemic Factors for Improving Adolescent Mental Health Literacy.

Objective: Mental health literacy is especially important during adolescence and youth, because the peak of the onset of mental disorders occurs in this period. The present study aimed to identify the effective systemic factors for improving Iranian adolescent mental health literacy from the Perspective of policymakers and experts. Method : This qualitative study was performed on 21 policymakers and health literacy/mental health experts since May 2020 to September 2020 in the workplace of the interviewees in Tehran. Purposive sampling (snowball method) was conducted based on experience, expertise, and the willingness to participate in an interview. All interviews were conducted with the presence of the interviewer at the interviewees' workplace in Tehran. The data were collected through semi-structured interviews and analyzed via the conventional content analysis method. Results: Five themes were extracted as systemic factors for improving adolescent mental health literacy. Themes were "mental health literacy training", "integration and coordination of stakeholder organizations", "resources and facilities", "continuous assessment" and "provision of information." Conclusion: Before policy-making and planning to enhance adolescents' knowledge and awareness of mental health issues, it is necessary to attract policymakers' attention to the macro level and identify direct and indirect strategies for the correct implementation of policies adopted in this field.

Förderung der mentalen Gesundheitskompetenz im Jugendalter

HintergrundInternational und national wird der Ruf laut, Gesundheitsförderung in Schulen zu verankern, nicht erst, aber insbesondere im Zusammenhang mit dem Anstieg der Rate psychischer Auffälligkeiten seit dem Beginn der „coronavirus disease 2019“(COVID-19)-Pandemie. Die Förderung mentaler Gesundheitskompetenz (mGeKo) erfährt in den vergangenen Jahren als möglicher Ansatzpunkt zunehmende Aufmerksamkeit.FragestellungWelche Evidenzen gibt es für die Förderung der mGeKo im Jugendalter im schulischen Setting, und wie gestaltet sich die praktische Umsetzung in Deutschland?MethodeLiteraturübersicht, Recherche in Datenbanken zu Programmen zur Förderung der mGeKo im schulischen Kontext (Sekundarstufe I).ErgebnisseDie Förderung der mGeKo erscheint, gerade bei einer Implementierung im Schulkontext, als ein vielversprechender Ansatz: Erste Programme existieren, Metaanalysen weisen auf signifikante Effektstärken im unteren bis mittleren Bereich hin. Es bestehen jedoch ein weiterer Forschungsbedarf (z. B. hinsichtlich distaler Endpunkte) und Schwierigkeiten bei der Umsetzung in die Praxis.SchlussfolgerungenDurch eine theorie- und evidenzbasierte Umsetzung kann Schule als Lern- und Lebensort für das wichtige Thema psychische Gesundheit sensibilisiert und für unterstützende Maßnahmen motiviert werden; eine Berücksichtigung der Hürden im deutschen Schulsystem erscheint für eine erfolgreiche Umsetzung maßgeblich.Zusatzmaterial onlineDie Online-Version dieses Beitrags (10.1007/s00278-022-00622-w) enthält eine Liste mit universellen Programmen zur Förderung der mentalen Gesundheitskompetenz (mGeKo) im Schulkontext.

Mental health literacy of school-going adolescents in sub-Saharan Africa: a regional systematic review protocol

IntroductionAssessing mental health literacy has implications for the identification and treatment of mental health problems. Adolescents have been identified as a particularly important target group for initiating and improving mental...

Adolescent Mental Health Literacy Questionnaire: Investigating Psychometric Properties in Iranian Female Students.

Objectives Mental Health Literacy (MHL) is an important factor in promoting mental health. Assessing this structure is required for early recognition and intervention in mental health problems. To date, there was no tool to assess it among Iranian adolescents, so this study was aimed at examining the psychometric properties of the Persian version of the Adolescent Mental Health Literacy Questionnaire (AMHLQ) among Iranian female students. Method The study instrument was a Persian version of the AMHLQ prepared through a translation and back-translation process. In this cross-sectional study, 275 female students completed the AMHLQ, and the Adolescent Strengths, and Difficulties Questionnaire (SDQ). Results Findings of content, construct validity tests, Cronbach's alpha, and split-half coefficient demonstrated that the AMHLQ had satisfactory validity and suitable reliability. The exploratory factor analysis showed four dimensions of the AMHLQ: (1) knowledge of mental health problems (α = 0.89); (2) erroneous beliefs/stereotypes (α = 0.89); (3) help-seeking and first aid skills (α = 0.86); and (4) self-help strategies (α = 0.74). Conclusion The findings showed that the tool was confirmed by questions and subscales, and this questionnaire was a valid and reliable tool in assessing level differences of MHL and in determining the impact of programs designed to improve MHL in Iranian female adolescents.

Effectiveness and Implementation Outcome Measures of Mental Health Curriculum Intervention Using Social Media to Improve the Mental Health Literacy of Adolescents.

PurposeGlobally, adolescent mental health problems reportedly manifest more severely in individuals with lower mental health literacy. Mental health curriculum interventions using social media have been associated with positive implementation outcomes. This study aimed to investigate whether such an intervention significantly improves adolescent mental health literacy and is associated with positive implementation outcome measures.MethodsThis study employed a quasi-experimental design, comparing the before-and-after difference between the intervention group (n1=77) and the control group (n1=76). A mental health literacy module was delivered using social media. Data were collected using validated questionnaires. Effect size and difference-in-differences model calculations (and associated 95% confidence intervals, CI) were conducted alongside other descriptive analyses.ResultsThe estimated intervention effect size and difference-in-differences estimates were greater than zero. The effect was greater in the intervention than in the control group (p<0.05) despite sex and age differences. The effect size estimate provided by Cohen’s d and Hedges’ g values was medium-to-large (d/g=0.429–0.767, p<0.05). The difference-in-differences reflected a significant effect (DID=0.348, CI: 0.154–0.542, p<0.001) in increasing mental health literacy despite differences associated with sex, age, and school grade. The intervention program was acceptable, appropriate, feasible, and satisfactory, and more than 80% of participants said they agree to completely agree with these implementation outcomes. Resources and personal and family-related factors were among the perceived influencing factors determining the effectiveness and implementation outcome measures.ConclusionThe intervention program effectively improved the mental health literacy of adolescents. It has been highlighted that social media interventions for mental health promotion could be practical and scalable; however, there is a need to take into account socio-demographic differences and barriers to inclusion/compliance.

Reliability and Validity of the Positive Mental Health Literacy Scale in Turkish Adolescents.

The present study aims to determine the reliability and validity of the Positive Mental Health Literacy Scale in the Turkish language. The sample of the present methodological study included 457 adolescents. The data were collected between February 10, 2019, and May 31, 2019, with a socio-demographic data form and the Positive Mental Health Literacy Scale. The scale was first translated to the Turkish language, expert opinion was obtained, and a pilot scheme was conducted. The content validity index was employed to test the validity of the scale, confirmatory and exploratory factor analyses were conducted to test the construct validity, item analysis was conducted to test the reliability of the scale, Cronbach's alpha analysis was employed to determine internal consistency, and the test-retest scores were compared to determine time invariance. The scale is unidimensional. The content validity analysis of the scale was 0.97. Scale item loads varied between 0.56 and 0.72 based on the confirmatory factor analysis. The Cronbach's alpha coefficient of the scale was 0.87, and the test-retest score was intraclass correlation coefficient = 0.739 (P < . 001). The mean participant score on the positive mental health literacy scale was 2.9 (SD=0.9). The validity and reliability findings in the study that was conducted to adapt the Positive Mental Health Literacy Scale to the Turkish language revealed that the scale could be used to measure the mental health literacy of adolescents. The Turkish version of the scale could be used in programs that aim to identify positive mental health literacy levels of adolescents in Turkish society.

Adolescent Mental Health Literacy: Definitions and Program Highlights

Worldwide statistics about adolescent mental health are startling and disturbing. To counteract these growing numbers, worldwide school based and community-based efforts to enhance adolescent mental health literacy have been tried and evaluated. This column defines mental health literacy and highlights school based efforts such as the Knowledge and Attitudes to Mental Health Scales (KAMHS), SchoolSpace Project, HeadStrong, teen Mental Health First Aid (tMHFA), Our Own Voice, FloraMind, and “Mental Health for Everyone”. It also discusses a community-based program from Sri Lanka.

3.O. Workshop: Children and adolescents’ mental health during the corona pandemic

Abstract The COVID-19 pandemic is an unprecedented public health crisis impacting all age groups and all areas of society, irrespective of the risk of exposure or disease severity. In fact, containment measures put into place, such as social distancing, limiting mobility or closing of schools, carry many risks for health, especially for mental health. It is also said, that the pandemic accentuates existing health risks. Childhood and adolescence is characterized by ongoing physical, social, emotional and academic developments and dependencies, and is therefore considered a population of increased vulnerability. While this age group is not a high risk group for SARS-CoV 2 diseases, they are heavily impacted by the containment measures, which caused a drastic change to their everyday lives with closures of schools and recreational activities, social distancing and stay at home orders. Loss of day structure and contact to friends can be destabilizing. Children and adolescents rely on their parents for stability and security. However, the general and specific fears related to health and economic situation during the pandemic may affect parents' ability to provide this support. First evidence indicates a drastic rise in mental health problems in children and adolescents with potential long-term impact. The workshop addresses mental health in children and adolescents during the pandemic and will provide the opportunity to discuss public health reactions to this mental health crisis. We present four studies with data collected during the lock-down or pandemic, of which two present data on psychological difficulties and associated risk factors, underlining the role of parents in mental health of children and adolescents, while the other two address solutions, namely interventions for improving mental health literacy in adolescents and parental support groups. While the workshop topic relates to COVID-19 pandemic, the lessons-to be learned go beyond the current public health crisis. Key messages Covid-19 containment measures come with serious side-effects for mental health in children in Europe, strongly associated with parental health and economic situation. Public health must address the rise in mental health problems in children during and after the pandemic to ensure a healthy development of this generation.

Promotion of Mental Health Literacy in Adolescents: A Scoping Review.

In recent years, there has been an important commitment to the development of programs to promote mental health literacy (MHL) among adolescents, due to the prevalence of mental health problems and the low level of MHL that affects this group. The aim of this study was to map the structure and context of programmes/interventions for promoting MHL among adolescents in school settings. A scoping review was conducted following the guidelines of The Joanna Briggs Institute. We searched for studies on programmes/interventions promoting at least one of the components of MHL of adolescents, written in Portuguese, English or Spanish, published from 2013 to 2020, in MEDLINE, CINAHL Plus with Full Text, SciELO, SCOPUS, OpenGrey, RCAAP and in the article reference lists. This review included 29 articles. The majority of programmes/interventions addressed one or more of the four components of MHL, with the knowledge of mental disorders and stigma reduction components being the most covered; were taught by adolescent’s regular teachers; used face to face interventions; had a height variable duration; used non-validated instruments; were implemented in a classroom environment; and showed statistically significant improvements in adolescent’s MHL levels. More research is needed to implement/construct programmes/interventions promoting adolescents’ MHL concerning knowledge on how to obtain and maintain good mental health.