Integrating Job Stress and Workplace Mental Health Literacy Intervention: Challenges and Benefits

2015 ◽  
pp. 27-35
Author(s):  
Anthony D. LaMontagne ◽  
Tessa Keegel ◽  
Clare Shann ◽  
Andrew Noblet
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Job Stress ◽  
Mental Health Literacy ◽  
Literacy Intervention ◽  
Workplace Mental Health

scholarly journals Mental health literacy, folic acid and vitamin B12, and physical activity for the prevention of depression in older adults: randomised controlled trial

2010 ◽  
Vol 197 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Janine G. Walker ◽  
Andrew J. Mackinnon ◽  
Philip Batterham ◽  
Anthony F. Jorm ◽  
Ian Hickie ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Older Adults ◽  
Folic Acid ◽  
Depressive Symptoms ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Literacy Intervention ◽  
Vitamin B ◽  
Randomised Controlled

BackgroundFew randomised controlled trials (RCTs) have examined potential preventive agents in high-risk community populations.AimsTo determine whether a mental health literacy intervention, the promotion of physical activity, or folic acid plus vitamin B12reduce depression symptoms in community-dwelling older adults with elevated psychological distress.MethodAn RCT with a completely crossed 2 × 2 × 2 factorial design: (400 mcg/d folic acid + 100 mcg/d vitamin B12v.placebo)×(physical activityv.nutrition promotion control) × (mental health literacyv.pain information control). The initial target sample size was 2000; however, only 909 adults (60–74 years) met the study criteria. Interventions were delivered by mail with telephone calls. The main outcome was depressive symptoms on the Patient Health Questionnaire (PHQ–9) at 6 weeks, 6, 12 and 24 months. The Clinicaltrials.gov registration number is NCT00214682.ResultsThe drop-out rate was low (13.5%) from randomisation to 24-month assessment. Neither folic acid + B12(F(3,856) = 0.83,P= 0.476) nor physical activity (F(3,856) = 1.65,P= 0.177) reduced depressive symptoms at any time point. At 6 weeks, depressive symptoms were lower for the mental health literacy intervention compared with its control condition (t(895) = 2.04,P= 0.042).ConclusionsMental health literacy had a transient effect on depressive symptoms. Other than this, none of the interventions significantly reduced symptoms relative to their comparator at 6 weeks or subsequently. Neither folic acid plus B12nor physical activity were effective in reducing depressive symptoms.

scholarly journals Effectiveness of Shining Mind- A Smartphone App to Increase Mental Health Literacy Among College Students

2020 ◽  
Author(s):  
Vu Hong Van ◽  
Kieu Thi Anh Dao ◽  
Dang Hoang Minh
Keyword(s):  
Mental Health ◽  
College Students ◽  
Mental Illness ◽  
Health Literacy ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
Mobile Apps ◽  
Literacy Intervention ◽  
Control Group ◽  
Global Public Health

Background: Mental illness is a global public health challenge, particularly in low- and middle-income countries such as Vietnam. Improving mental health literacy was found to be associated with early detection and treatment of mental illness and increased help-seeking behaviors. With the development of information technology, IT applications such as websites and mobile applications have become essential tools for mental health literacy intervention. Though there has been a number of mobile apps delivering psychotherpies, little focus on mental health litracy intervention.   Aims: The study aims to a) evaluate the feasibility of a mobile-based mental health literacy intervention called Shining Mind and b) assess the effectiveness of the Shining Mind app in improving mental health literacy among college students. Methods: The study used randomized control trial design with two groups: experimental group (N=68) and control group (N=84). Results: The average number of times of accessing Shining Mind was 22.97 per student (SD=25.13) with one student (1.47%) never logging into the app. In terms of quality, the app was rated moderately good by participants (M=3.3, SD=0.6). Regarding mental health literacy, the results showed that there were group effects over time regarding depression and biopolar recognition, social anxiety labelling, stigma and parent help-seeking intention.

Examining a Mental Health Literacy Intervention Among Economically Disadvantaged Youth

2020 ◽  
Vol 42 (4) ◽  
pp. 339-355
Author(s):  
Jayna Mumbauer-Pisano ◽  
Sejal Mehta Barden
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Mental Health Treatment ◽  
Economically Disadvantaged ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
Health Knowledge ◽  
Mental Health Problems ◽  
Literacy Intervention ◽  
Mental Health Stigma

Although mental health problems in adolescence are increasingly common, 60% of diagnosed youth do not receive appropriate mental health treatment. This service gap is even wider among adolescents from economically disadvantaged backgrounds, who face increased mental health stigma and barriers to treatment. Mental health literacy is a pivotal step in addressing the discrepancy between rates of mental health diagnoses and of individuals treated. This study evaluates the influence of a 6-week mental health literacy intervention on economically disadvantaged adolescents’ mental health literacy, implemented by counselors-in-training. From pretest to posttest, adolescents’ mental health knowledge and attitudes toward help-seeking significantly increased, while mental health stigma significantly decreased. These changes were sustained at 1-month follow-up. The results highlight the importance of brief mental health literacy interventions to encourage healthy coping and help-seeking and to dispel stigmatizing beliefs.

Initial evaluation of a mental health literacy intervention : mental health care in schools

2020 ◽  
Author(s):  
◽  
Amanda N. Allen
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Health Literacy ◽  
Mental Health Care ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
Emotional Behavior ◽  
Literacy Intervention ◽  
Classroom Teachers ◽  
Service Training

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Teacher mental health literacy (MHL) includes their attitudes, knowledge, and help-seeking abilities to support youth mental health. Students' access to support in schools depends on their teacher, but concerningly pre- and in-service training lacks MHL. Therefore, this study used a randomized control trial to evaluate a novel MHL training with elementary teachers. Mental Health CARE in Schools is an in-service training for classroom teachers. Training targets how to create mentally healthy classrooms, actively observe and report risk, and embed supports for students experiencing problems. Primary participants included (n = 82) classroom teachers and their students (n = 1, 497). The training resulted in large-sized effects on teachers' selfreported MHL for the trained participants when compared to those in the waitlist condition and from their pre-test scores. Additionally, the current study explored the correspondence between teacher self-reported MHL and their Social, Academic, and Emotional Behavior Risk Screening (SAEBRS) results for their classroom of students. Multilevel modeling identified that in addition to teacher rater differences, additional variance in student scores could be accounted for by teachers' MHL. Teachers' level of self-reported MHL had a positive relationship with their students' SAEBRS scores and an inverse relationship with SAEBRS base rates of risk. Initial evidence from this empirical investigation extends the theory of teacher MHL, yielding implications for both educators and researchers. Limitations and future directions are discussed.

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