The “Cool Mind” program (“Programa Cuca Legal”): mental health literacy for middle- and high-school teachers of the public system in Brazil

2015 ◽  
pp. 21-29
Author(s):  
Gustavo M. Estanislau ◽  
Marlene A. Vieira ◽  
Taís S. Moriyama ◽  
Ary G. Araripe Neto ◽  
Isabel A. S. Bordin ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
Health Literacy ◽  
High School Teachers ◽  
Mental Health Literacy ◽  
School Teachers ◽  
Public System ◽  
The Public

scholarly journals A survey of mental health literacy in Japanese high school teachers

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Satoshi Yamaguchi ◽  
Jerome Clifford Foo ◽  
Yuko Kitagawa ◽  
Fumiharu Togo ◽  
Tsukasa Sasaki
Keyword(s):  
Mental Health ◽  
High School ◽  
Health Literacy ◽  
Panic Disorder ◽  
High School Teachers ◽  
Mental Health Literacy ◽  
Health Knowledge ◽  
Mental Health Problems ◽  
School Teachers ◽  
Mental Health Knowledge

Abstract Background School teachers are well-positioned to recognize mental health problems in their students and to help them seek appropriate help. Therefore, teachers need to have high levels of mental health literacy (MHL). In East Asia, however, few studies have examined MHL levels in teachers. In this study, MHL levels were investigated in Japanese teachers. Methods Teachers (n = 665) from 27 Japanese high schools answered a self-administered questionnaire which assessed (a) knowledge about mental health/illnesses, (b) correct recognition of specific illnesses (depression, schizophrenia and panic disorder), (c) confidence in helping students with depressive symptoms, and (d) confidence in teaching mental health knowledge to students. Results The average proportion of correct answers to the knowledge questions (n = 20) was 58.1%. The proportion of those who correctly answered about the presence of a sharp increase of mental illnesses in adolescence was 51.7%. Few teachers correctly answered about the life-time prevalences of major mental illness in general (21.9%), depression (37.8%) and schizophrenia (19.8%). Depression, schizophrenia and panic disorder in vignette were correctly recognized by 54.1, 35.3 and 78.0% of teachers, respectively. Correct recognition was significantly lower in male than in female teachers. Only a small proportion of teachers had confidence in helping depressed students (19.9%) and in teaching mental health knowledge to students (11.1%). Conclusions MHL in Japanese high school teachers appears to be low. Education programs should be developed and implemented to improve teacher MHL with the aim of helping them to support students suffering from mental health problems.

scholarly journals What predicts mental health literacy among school teachers?

2021 ◽  
Vol 55 (2) ◽  
pp. 141-146
Author(s):  
Vidya Prabhu ◽  
Lena Ashok ◽  
Veena G. Kamath ◽  
Varalakshmi C. Sekaran ◽  
Asha Kamath ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
Logistic Regression ◽  
Regression Analysis ◽  
Health Literacy ◽  
High School Teachers ◽  
Mental Health Literacy ◽  
Educational Status ◽  
Mental Health Training ◽  
School Teachers

Objectives: The present study aimed at assessing high school teachers’ mental health literacy (MHL) and predictors related to study outcomes.Design: Cross-sectional studyMethods: We employed 460 high school teachers who engaged with adolescents for at least six hours per week with a minimum of five years of teaching experience in southern India. Semi-structured questionnaires were used to assess their MHL. Descriptive analysis and backward logistic regression analysis were performed. A p-value < 0.05 was set as significant.Results: Teachers’ MHL on depression was less than desirable; however, they identified 288 (62.6%) adolescents with mental health problems during their career, and 172(59.72%) were referred to mental health professionals. On logistic regression analysis, teachers’ educational status, their marital status, teaching a class with an average strength of 31-60 students per class, previous mental health training and having self-efficacy concerning seeking informationon mental health, perceived ability to spread awareness and to provide referrals were found to predict MHL among teachers.Conclusion: Sociodemographic factors including teachers’ educational status, average class strength and having had previous mental health training were predictors for MHL among high school teachers. Establishing training programs and referral networks may be key in early intervention among adolescents.

scholarly journals Vietnamese High School Students’ Perception of Mental Health Literacy

2020 ◽  
Vol 14 (3-4) ◽  
Author(s):  
Hai The Hoang
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Stage Of Development ◽  
Search For Information

ABSTRACT Literacy in mental health includes the ability to identify specific disorders; the ability to find information on mental health; awareness about risk factors and causes, available self-treatment and care; and attitudes which encourage identification and effective assistance. High school students, with solid yet inconsistent growth both physically and mentally, are a critical stage of development. In addition, most psychological disorders typically occur around the age of 14 years. However, few studies, especially in Vietnam, have considered the mental health literacy of high school learners. The goal of this research was to examine and analyze the mental health literacy of Vietnamese high school students. A cross-sectional study utilizing Mental Health Literacy Scale was conducted with 580 high school students. Vietnamese high school students did not have full understanding of mental health disorders despite their willingness to search for information about mental illness.

Sign in / Sign up

Export Citation Format

Share Document