Speech pathologists work with populations vulnerable to mental illness. Investigating the mental health literacy of speech pathology students in their final year of study is an important first step in identifying their preparedness for this area of professional practice. This study sought to investigate the mental health literacy of speech pathology students in their final year of undergraduate study by comparing their mental health literacy to that of first year students and considering relevant associates. A cross-sectional between-groups study was conducted with speech pathology students in their first and final year of undergraduate study at an Australian university. Participants completed a 56-item online survey. Participants were 46 final year speech pathology students and 32 first year students. Final year students had higher mental health literacy scores than first years. Across the whole sample, previous engagement in treatment for mental health symptoms was the only predictor variable to account for a statistically significant portion of the variance in mental health literacy scores of students. Preliminary findings suggest that mental health literacy develops over the course of the degree and that final-year students appear prepared, from a knowledge perspective, for their role in supporting individuals with mental health needs. The main source of this knowledge appears to be personal experience of treatment. A review of mental health curriculum content might be appropriate to ensure those without personal treatment experience can develop knowledge, and for those with personal experience, this is comprehensive and evidence based.

The effect of mental illness training provided to clergy on mental health literacy and beliefs about mental illness

ABSTRACT This article reports on the overall wellbeing and positive outlook of 106 pupils in a city secondary school in England. The pupils were in Year 7 (n = 38) [age 11–12], Year 8 (n = 31) [age 12–13], and Year 10 (n = 37) [age 14–15]. The demographic experienced high levels of socio-economic challenge with a range of social, emotional, and mental health needs requiring support. The percentage of Free School Meals (FSM) and Pupil Premium (PP) across the year groups ranged from 32.4% to 48.4%. All pupils were involved in school intervention to support their mental health literacy and wellbeing between April and July 2024. The findings demonstrated that in-school intervention supported pupils to understand aspects of poor mental health and maintain a positive wellbeing. In Year 7 and Year 8, 68% and 90% of pupils respectively knew what caused poor mental health which increased by 32% for Year 8 pupils and slightly decreased by 3% for year 7 pupils post-intervention. There was less surety in the causes of poor mental health amongst Year 10s with a decrease of 11% post-intervention. There was an observable statistical difference (determined by Pearson’s Correlation Coefficient) in the outlook of Year 8 pupils with just 22.6% reporting a positive general attitude to life.

Given the high prevalence of mental illnesses in adolescents, there is an urgent need for effective prevention strategies. The aim of this study was to evaluate the school-based internet intervention StresSOS for the universal prevention of mental illnesses in youth. A two-arm, randomized controlled trial was conducted. Participants were recruited from schools across five regions of Germany. Young people between the ages of 12 and 25 years without mental health problems were invited to the trial and randomly assigned to StresSOS or to the attention placebo control condition, stratified by sex. Participants in both conditions received eight web-based sessions with information and exercises and weekly e-mail teasers about program content and a monitoring survey. StresSOS comprised content on life skills, particularly stress management and mental health literacy, and the control condition content comprised healthy nutrition. The primary outcome was self-reported mental health status at a 12-month follow-up. Intention-to-treat analyses were calculated. The trial was preregistered with the German Register of Clinical Trials (DRKS00014693, see https://drks.de/search/en/trial/DRKS00014693). A total of 5,268 eligible students were invited to participate, 2,327 (44%) activated their account and were randomized to StresSOS (n = 1,154) or to the control condition (n = 1,173). Due to COVID-19-related school closures, 1,209 were lost to follow-up, and data from 1,118 students were analyzed (535 in StresSOS and 583 in the control group). Participation in StresSOS led to significantly reduced incidences of emerging mental health problems at the 12-month follow-up (controls: n = 162 [28%] 'with problems'; StresSOS: n = 113 [21%] 'with problems'; OR 0.70, 95% CI [0.52, 0.92], p = .01). StresSOS was effective in universally preventing the onset of mental health problems, with a small effect. Internet interventions have the potential to contribute to a reduction of the disease burden in young people.

Despite global progress in developing integrated mental healthcare on primary healthcare level, particularly in low-and-middle income countries, descriptions of scaling-up efforts remain scarce. The aim of this study was two-fold. First, to describe a collaborative approach to embed a common mental health conditions screening tool and process within district primary health care systems in KwaZulu-Natal, South Africa. Second, to explore perceptions of participating frontline workers and policy makers of the barriers and facilitators to embedding the tool using this collaborative approach as part of a scale-up process. Following a participatory action research approach, a learning collaborative was established that involved (1) mental health service coordinators from each district of the province of KwaZulu-Natal (n = 11), (2) provincial managers and policymakers (n = 4), and (3) members of the local research team. The capacity building programme was co-developed during a series of participatory workshops, and the common mental health conditions screening tool and associated processes were implemented and workshopped iteratively. The development and implementation of this programme as part of scaling up the screening intervention was assessed drawing from workshop proceedings, individual interviews with district coordinators (n = 11), and a focus group discussion (n = 8). Data were transcribed verbatim and thematically analysed guided by the Consolidated Framework for advancing Implementation Research. The participatory development and implementation process resulted in consensus building, curriculum development, situational analyses, training, and continuous quality improvement. The collaborative and co-development approach to the capacity building curriculum was broadly favoured. Outer Settings emerged in terms of a lack of formal guidance documents for district mental health services, limited intersectoral collaboration, and limited community mental health literacy. In terms of Inner Settings, mental health continued to be under-prioritised in district services, with a lack of ring-fenced funding and data monitoring systems. Regarding Individuals, PHC staff were less well-trained and did not always want to engage in mental healthcare, with limited opportunity for capacity development. In terms of Implementation Processes, the flexibility of programme was particularly well illustrated during the disruptions of COVID-19, and adaptations were added to the programme to help address mental health and containing leadership among primary healthcare workers. While this period resulted in virtual workshops, face-to-face meetings were favoured. The scaling-up of an integrated primary mental health screening innovation requires capacity building among mid-level management, and a co-developed, collaborative programme built on continuous quality improvement provides promise in providing flexibility and communal problem-solving for more sustained implementation.

Background: Adolescent mental health problems are increasing globally, yet help-seeking remains low due to limited mental health literacy and persistent stigma. Objective: This systematic review synthesizes digital mental health literacy interventions and examines their effectiveness in improving help-seeking intentions, reducing stigma, and enhancing mental health literacy among adolescents. Methods: This systematic review followed the PRISMA 2020 guidelines. Studies published between 2021 and 2025 were identified through Scopus, PubMed, and ScienceDirect, appraised using the JBI tools, and synthesized using thematic and narrative analysis. Results: This systematic review followed the PRISMA 2020 guidelines. A search of Scopus, PubMed, and ScienceDirect (2021–2025) identified 2,135 records, of which 11 studies met the inclusion criteria and were synthesized using thematic and narrative analysis after quality appraisal with the JBI tools. Conclusions: Digital interventions effectively improve mental health literacy, reduce stigma, and enhance help-seeking intentions among adolescents, with interactive, theory-based, and culturally tailored approaches showing the greatest potential for implementation in Indonesia. Future research should incorporate longer follow-up periods, objective behavioral measures, and multilevel strategies involving families and schools to support the development of scalable digital mental health literacy programs for Indonesian youth.

This study describes a nurse-led intervention aimed at improving mental health literacy (MHL), reducing stigma, and encouraging help-seeking behaviour. A quasi-experimental design involved 578 responses ranging in age from 13 to 52 years(M = 20.28, SD = 6.29), including secondary school pupils, nursing undergraduates, and trainee secondary school teachers. Pre- and post-intervention assessments examined a wide range of health indicators. These included six scales assessing mental health knowledge (MHLI), mental health support intentions (MHSSA), body dissatisfaction (EBIC), eating disorder risk (SCOFF), problematic pornography use (PPCS-6), and health-protective sexual communication (HPSC). The intervention focused on reducing stigma, encouraging help-seeking behaviour, and developing practical skills to support peers facing mental health challenges. Post-intervention results indicated significant improvements in MHL, attitudes, and behavioural intentions across all groups. Adolescents initially exhibited lower baseline scores than university participants. However, both groups demonstrated substantial gains. The most pronounced improvements were observed among women, individuals with prior experience of mental health issues, and university students. This study underscores the vital role of nurses as facilitators in school-based mental health promotion and in the interdisciplinary education of future health professionals. The nurse-led mental health education into secondary and higher education curricula foster population-wide mental well-being.

Abstract Background Situated within a transcultural framework, this article traces the portrayal of psychiatry and mental health in Egyptian cinema, analysing representations of psychiatric disorders, therapeutic practices, and professional roles. It juxtaposes Egyptian productions with films from Europe, North America, India, and elsewhere to identify convergences and divergences in the cinematic depiction of stigma, illness, and care. Early Egyptian films often relied on sensational or comic tropes that mirrored prevailing social misconceptions; by contrast, more recent titles— Bab el Hadid (Cairo Station), Asef ‘ala el Ez‘ag (Sorry for the Disturbance, 2008), and Al Feel al Azraq (The Blue Elephant)—mark a shift towards psychological realism and empathetic engagement. Literary influences, notably Naguib Mahfouz and Ihsan Abdel Quddous, enrich characterisation and deepen the humanistic portrayal of mental suffering. Methodology This narrative review examines selected Egyptian films produced between 1952 and 2014, alongside key international films, to analyse trends in the depiction of mental illness, stigma, and psychiatric care. Films were included if they centrally portrayed psychiatric disorders, therapeutic practices, or professional roles and were culturally or historically significant. Films where mental illness appeared only incidentally or symbolically were excluded. The analysis identifies convergences and divergences across cinematic traditions, situates representations within cultural and historical contexts, and explores narrative, genre, and thematic patterns. Conclusion Ultimately, Egyptian cinema’s evolving representation of mental health presents opportunities for reducing stigma in the psychiatric social discourse. The review ends by arguing that cinema can serve both as a pedagogical resource for psychiatric education and as a vehicle for public engagement. It calls for closer collaboration among filmmakers, psychiatrists, and educators to enhance mental health literacy, and broaden societal understanding of human suffering and associated mental disorders.

Exploring the relationship between childhood trauma, mental health literacy, and psychological resilience in university students: A regression analysis

203. Feasibility of a Peer-Led Online Mental Health Literacy Program for Underserved Youth: A Pilot RCT of SOVA

Serious psychological distress, unmet mental health treatment needs, and help-seeking among Asian American adults in New York City: A population-based study.

Parents are the primary socializing agents from whom youth learn about mental health and help-seeking. Yet youth are not passive receivers, rather, they engage in an active process of interpreting parental messages regarding mental health. To understand this bidirectional process of mental health socialization, we developed and tested a new measure, the Youth Response to Parental Mental Health Socialization (YR-PMHS) scale, to assess how youth interpret parental mental health messages among a sample of 486 East and Southeast Asian American youth. A split-sample approach was used to first identify salient factors of youth response to parental mental health socialization through exploratory factor analyses, followed by confirmatory factor analyses to determine the final factor structure. Bivariate correlations were conducted with attitudes towards mental health and professional help-seeking as well as mental health outcomes. Results showed a correlated five-factor structure, revealing distinct yet interrelated pathways through which youth interpret parental messages of mental health. The five factors are: acknowledging cultural and generational gap, reluctance to burden parents, honoring parental desires, inferring parental dismissal, and preserving autonomy over distress. All factors were positively associated with depression and somatic symptoms, and mental health stigma, and three were negatively associated with attitudes toward professional help seeking. The YR-PMHS is a reliable and valid multidimensional measure of youth processes in parent mental health socialization. Researchers and clinicians can use the scale to identify youth processes in mental health socialization central to developing and culturally responsive family interventions and approaches to mental health literacy and engagement.

Mental health literacy (MHL) is a multidimensional determinant of young people's mental health, referring to knowledge and beliefs about psychological well-being and mental illnesses. To identify factors associated with the dimensions of MHL among emerging adults. This survey study analyzed French university students' MHL using the Mental Health Literacy Scale. Descriptive statistics and multivariate logistic regression models were employed to identify factors associated with total MHL and its six dimensions. The study variables included the 35-items of the Mental Health Literacy Scale (dependent variable), sociodemographic variables, psychological distress, and diagnosed psychological disorders (independent variables). Among the 482 participants, several patterns emerged in relation to MHL and the variables under study. Older students, women, those experiencing psychological distress, and individuals with a diagnosed mental health disorder tended to score higher on at least one dimension of MHL. Income level showed no connection with any dimension of MHL. One of the clearest distinctions appeared between domestic and international students, with domestic students consistently demonstrating higher MHL scores across all its dimensions. Efforts to improve MHL among French university students should prioritize younger students, those in non-health-related fields, and those without prior mental health diagnoses. Major attention should be paid to international students. Since different factors influence each MHL dimension, interventions should be tailored accordingly. Multifaceted approaches, such as university-based programs, digital content, and mobile apps, are recommended to effectively address the diverse components of MHL and their unique determinants.

This study evaluated the factor structure of a measure of mental health literacy (MHL) tailored to the role of helping professionals and assessed its association with help-seeking intentions among a sample of 946 child-serving professionals. Confirmatory factor analysis was used to model different factor structures of MHL for supporting youth, item response theory examined item discrimination, and structural equation modeling tested the relationship between MHL for supporting youth and help-seeking intentions. Results provided support for a higher order factor of MHL for supporting youth, with four first-order factors (i.e., mental health knowledge, attitudes/beliefs, perceived behavior control, subjective peer norms). Item discrimination varied across observed items and first-order factors. The second-order, multidimensional MHL factor was positively correlated with help-seeking intentions. These findings provide an initial step in validating a measure of MHL that accounts for the specific work roles and population characteristics unique to at-risk youth and aligns with prior definitions of MHL and the Theory of Planned Behavior. Future research should seek to replicate these findings across diverse service settings.

Pilot Testing a Narrative Psychoeducational Video to Reduce Stigma and Improve Mental Health Literacy and Help-Seeking Among Latinx Adults: Examining Gender Differences and Contextual Insights.

BACKGROUND: Mental health literacy (MHL) is a key factor influencing mental health outcomes and may affect quality of life (QoL) in people with multiple sclerosis (pwMS), who often experience psychiatric comorbidities. However, research on MHL in multiple sclerosis remains limited. Therefore, this study aims to investigate levels of MHL in pwMS and the relationship with their QoL and sociodemographic factors. METHODS: A multicenter, cross-sectional study was conducted between March and August 2024. Data were collected through an anonymous online survey consisting of a questionnaire divided into 4 sections: sociodemographic and clinical characteristics; patient experience with nursing care; the Mental Health Literacy Questionnaire-Short Version for adults (MHLq-SVa) assessing MHL across 4 domains; and the Multiple Sclerosis Quality of Life Questionnaire to assess QoL. Statistical analyses included psychometric validation procedures. RESULTS: A total of 170 adult pwMS participated. Participants showed moderate MHL levels, with better knowledge of mental health problems than in other domains. Higher MHL was significantly associated with female gender and higher educational attainment. Weak correlations were found between MHL and QoL, with only 1 domain: knowledge of mental health problems, which showed a significant association. The MHLq-SVa demonstrated good internal consistency (α=0.816) and construct validity. CONCLUSION: While MHL appears to be influenced by gender and education, its direct impact on QoL in pwMS remains limited. These findings indicate that improving MHL alone may be insufficient to enhance well-being, and that additional factors must also be addressed. Nurses are strategically positioned to assess and support MHL, and validated tools like the MHLq-SVa can guide targeted educational strategies within multidisciplinary care.

ABSTRACT Our authors propose a framework of core literacies for Sport Psychology Scientist–Practitioners (SPSPs), advancing a literacy-based approach to professional formation beyond fragmented competency models. We conceptualise literacies as metacognitive and practice-oriented understandings that enable SPSPs to interpret, integrate, and ethically apply knowledge across complex sport and performance environments. Drawing on interdisciplinary scholarship, position stands, and applied expertise, we identify five interrelated domains termed core literacies: developmental, mental health, contextual, instrumental, and mental performance literacy. Each domain is theoretically grounded and mapped onto key sub-literacies that reflect contemporary research, applied practice, and emerging professional demands. Collectively, these literacies support ethical, culturally responsive, and developmentally informed practice; strengthen SPSPs’ capacity to navigate organizational systems, relational dynamics, ethical complexity, and technological innovation; and enhance the translation of scientific knowledge into effective interventions for performance, wellbeing, and long-term athlete development. We argue that these literacies function as evolving developmental resources that require continuous education, supervision, reflexivity, and engagement with shifting scientific, cultural, and technological contexts. The proposed framework, with Table 1 as an abbreviated roadmap for practice, offers a coherent foundation for training, accreditation, continuing professional development, and professional self-assessment.

Entering higher education can represent significant challenges to the adaptation of young students. Supportive family relationships and mental health literacy can act as protective factors, favoring regulatory mechanisms that promote adaptive experiences. This study aims to analyze the role of attachment to parents in well-being and psychopathological symptoms, as well as the role of mental health literacy in these outcomes, testing the mediating role of emotional regulation in the above associations. The sample consisted of 2258 young adults aged 18 to 35, collected using a random probabilistic method. The measures for data collection were a demographic questionnaire, the Psychological Well-Being Manifestation Measure Scale, the Affect Regulation Checklist, the Mental Health Literacy Scale, and the Short Form Version of the Father and Mother Attachment Questionnaire. The results reveal indirect effects of emotional regulation on the association between parental attachment and well-being, as well as with psychopathological symptoms. Similarly, there are positive associations between mental health literacy and well-being and psychopathological symptoms in young students. The results will be discussed in light of attachment theory, emphasizing individual and relational resources in promoting well-being and mental health among university students. The study's practical implication involves designing interventions that bolster parental engagement while concurrently fostering student autonomy.

Public attitudes towards people with mental illnesses (PMI) shape their inclusion in society. In recent years, Singapore has introduced several nationwide mental health initiatives, including destigmatisation efforts. The present study explored the differences in attitudes among the Singapore public in 2023 compared to 2015, and the sociodemographic correlates of attitudes in 2023. Nationwide studies were conducted with residents in 2014–2015 (N = 3006) and 2022–2023 (N = 4195). Attitudes towards PMI included four factors: (1) social distancing, (2) tolerance/support for community care, (3) social restrictiveness, and (4) prejudice and misconception. Lower scores indicate better attitudes except for tolerance/support, where higher scores indicate better attitudes. Linear regression analysis was conducted to evaluate the differences in attitudes between 2015 and 2023, and multivariate linear regression was conducted to examine the sociodemographic correlates for each factor score. Respondents scored significantly better in 2023 as compared to 2015 for all factors (p < 0.001): social distancing (7.19 vs. 8.07), tolerance/support (15.23 vs. 14.81), social restrictiveness (6.22 vs. 7.21), and prejudice and misconception (14.06 vs. 15.36). Age, gender, marital status, ethnicity, educational levels and income levels were associated with attitudes in various domains. Improved public attitudes indicate a less stigmatising society. However, certain demographics continue to display poorer attitudes, underscoring the need for targeted interventions. Future efforts should integrate mental health promotion with primary care settings, engage community leaders, and provide opportunities for contact with PMI. Further research could also examine how factors such as prior contact with PMI shape these attitudes.

Suicidal thoughts among physicians are common and increased during the COVID-19 pandemic, yet many hesitate to seek mental health support. We sought to examine factors influencing seeking help for suicidality among physicians and trainees, their narrative descriptions of suicidality, and the impacts of losing a physician in their lives to suicide. We conducted a qualitative analysis of published narratives from physicians and trainees describing experiences in seeking help for suicidality. We systematically searched MEDLINE and PsycInfo (March 2000 to March 2023) and manually reviewed reference lists of included articles. We analyzed narratives and generated themes using reflexive thematic analysis. Across 52 narratives, authors commonly described preceding pressures, ways of coping, and intense emotional distress and altered self-perceptions. Barriers to seeking help were rooted in pressures that contributed to suicidality, including a medical culture that values achievement and stoicism, the growing severity of illness, stigma regarding mental health, fears about losing one's license, reluctance to burden others, and limited access to timely, confidential care. In contrast, facilitators to seeking help included access to confidential services, mental health literacy and, most notably, the care and role modelling of seeking help by others. Narratives advocated for cultural and systemic changes within the profession. Intense pressures to achieve in medicine discourage physicians from acknowledging distress and seeking help, but role modelling of seeking help can attenuate the stigma. Understanding these intersecting factors can inform changes needed to develop targeted suicide prevention strategies for physicians and promote physician well-being.