Promoting Mental Health Literacy Among Educators: A Critical Aspect of School-Based Prevention and Intervention

2018 ◽  
pp. 143-165 ◽  
Author(s):  
Jessica Whitley ◽  
J. David Smith ◽  
Tracy Vaillancourt ◽  
Jennifer Neufeld
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Critical Aspect ◽  
Prevention And Intervention ◽  
School Based

Innovative approach to adolescent mental health in Japan: School-based education about mental health literacy

2020 ◽  
Author(s):  
Yasutaka Ojio ◽  
Ryoichi Mori ◽  
Kazunori Matsumoto ◽  
Takahiro Nemoto ◽  
Tomiki Sumiyoshi ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Adolescent Mental Health ◽  
Innovative Approach ◽  
School Based

Promoting Mental Health Literacy through Bibliotherapy in School-Based Settings

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Jayna Mumbauer ◽  
Viki Kelchner
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Mental Health Services ◽  
Health Services ◽  
Mental Disorder ◽  
Mental Health Literacy ◽  
School Setting ◽  
School Based ◽  
Literacy Research

Considering that one in five children has or has had a mental disorder in a given year (National Institute of Mental Health, 2010), the demand for mental health services within the school setting is immense. Bibliotherapy can serve as a preventative and responsive treatment for increasing mental health literacy within the school setting. The authors review relevant bibliotherapy and mental health literacy research, introduce the concept of mental health literacy in the school setting, and provide counselors and educators with practical tools to implement the concept.

scholarly journals A qualitative exploration of 14 to 17-year old adolescents’ views of early and preventative mental health support in schools

2020 ◽  
Author(s):  
Liam Spencer ◽  
Ruth McGovern ◽  
Eileen Kaner
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Young People ◽  
Mental Health Literacy ◽  
Health Interventions ◽  
Structured Interviews ◽  
North East ◽  
School Based ◽  
Mental Health Support ◽  
Mental Health Interventions

Abstract Background Preventative interventions may be effective in reducing and preventing symptoms of mental ill health in children and young people. However, there is a paucity of research in this area that explores the views of young people. This paper reports on a qualitative study to inform the future development of attractive and appropriate early and preventative school-based mental health interventions. Methods Semi-structured interviews were conducted with a purposive sample of 12 young people aged 14–17 in North East England. Interviews were audio-recorded, transcribed, anonymised and analysed following a thematic approach. Results Four key themes were identified, relevant to those providing, designing and commissioning early and preventative mental health interventions in schools: ‘mental health literacy’, ‘risk factors for wellbeing decline’, ‘experience of school-based support’ and ‘recommendations for future support’. Conclusions Young people have varying levels of mental health literacy, but are able to identify academic stress, bullying and the transition from primary to secondary school as leading causes of worry. Young people want more regular and in-depth mental health education, tailored levels of support in school and improved training for teachers.

scholarly journals Adaptation of a school-based mental health literacy curriculum: from Canadian to English classrooms

2021 ◽  
Vol 8 ◽  
Author(s):  
Rosie Mansfield ◽  
Neil Humphrey ◽  
Praveetha Patalay ◽  
Anna Moore ◽  
Emily Stapley
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
School Context ◽  
Local Context ◽  
Future Research ◽  
Structured Interviews ◽  
English Classrooms ◽  
School Based ◽  
Pedagogic Practices

Abstract Background School-based mental health literacy (MHL) interventions are increasingly trialled outside of the country in which they were developed. However, there is a lack of published studies that qualitatively explore their cultural adaptation. This study investigated the reasons for adaptations made and suggested to a Canadian MHL curriculum (The Guide) within the English school context. Method Semi-structured interviews were conducted with 11 school staff responsible for the planning and/or implementation of The Guide across three schools in the South East of England, as part of the Education for Wellbeing (EfW) feasibility study. Transcripts were analysed using a hybrid, deductive-inductive thematic analysis. Results Adaptations made and suggested included dropping and emphasising content, and adapting language, examples and references. Most adaptations were proactive and related to The Guide's implementation methods, including developing more interactive and student-led approaches. Staff Capacity and Expertise, Timetabling, and Accessibility of Resources were identified as logistical reasons for adaptations. Philosophical reasons included Consistency of Messages, Student Characteristics, Reducing Stigma and Empowering Students, National and Local Context, and Appropriate Pedagogic Practices. Conclusion Overall, recommendations were for immediately implementable lesson plans informed by teachers' knowledge about best pedagogic practices in England. Adequate training, attended by both senior leadership and those implementing, was also emphasised. While ensuring that the core components are clear, MHL interventions should be developed with a necessary level of flexibility to accommodate contextual characteristics. Future research should ensure that adaptations are captured through process and implementation evaluations conducted alongside efficacy trials.

scholarly journals Assessing the Effectiveness of Teachers’ Mental Health Literacy Training in Cambodia: A Randomized Controlled Trial

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Bunna Phoeun ◽  
Amanda J Nguyen ◽  
Minh Hoang Dang ◽  
Nam Thanh Tran ◽  
Bahr Weiss
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
Controlled Trial ◽  
Implementation Strategies ◽  
Mental Health Stigma ◽  
Phnom Penh ◽  
School Based ◽  
The Impact

School-based mental health literacy (MHL) programs are used to reduce stigma and promote help-seeking among students and teachers. This study aimed to adapt and evaluate a teacher-delivered MHL program in Cambodia, where the impact of MHL programs has not previously been evaluated. 67 teachers and 275 students from a high school in Phnom Penh voluntarily completed the study. School staff were randomly assigned, and classrooms purposively assigned, to either a 2-day MHL training program or a control condition. Four teachers in the intervention condition were also pragmatically selected to deliver a 6-week classroom MHL curriculum to students; these teachers receive an extra day of implementation training. Teacher and student MHL were assessed before and after the intervention. Results showed significant improvements in all indicators of teacher and student knowledge and attitudes about mental illness; largest improvements were in teachers’ perceptions of dangerousness and willingness to interact. This pilot RCT supports the potential benefits of school-based MHL training in Cambodia, where there is substantial mental health stigma and discrimination. However, small to moderate effect sizes, particularly for students outcomes, suggest a need for further refinement and testing of the curriculum to optimize impact, including further consideration of implementation strategies and supports.

Experimental Evaluation of a School-Based Mental Health Literacy Program in two Southeast Asian Nations

2020 ◽  
Vol 12 (4) ◽  
pp. 716-731
Author(s):  
Amanda J. Nguyen ◽  
Hoang-Minh Dang ◽  
Dieu Bui ◽  
Bunna Phoeun ◽  
Bahr Weiss
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Experimental Evaluation ◽  
Mental Health Literacy ◽  
Southeast Asian ◽  
Literacy Program ◽  
School Based
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