scholarly journals Impact of Mental Health First Aid on Confidence Related to Mental Health Literacy: A National Study With a Focus on Race-Ethnicity

2016 ◽  
Vol 67 (3) ◽  
pp. 350-353 ◽  
Author(s):  
Annette S. Crisanti ◽  
Li Luo ◽  
Mimi McFaul ◽  
Helene Silverblatt ◽  
Clinton Pyeatt
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
First Aid ◽  
National Study ◽  
Mental Health First Aid ◽  
Race Ethnicity

scholarly journals Helping adolescents to better support their peers with a mental health problem: A cluster-randomised crossover trial of teen Mental Health First Aid

2018 ◽  
Vol 52 (7) ◽  
pp. 638-651 ◽  
Author(s):  
Laura M Hart ◽  
Amy J Morgan ◽  
Alyssia Rossetto ◽  
Claire M Kelly ◽  
Andrew Mackinnon ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Crossover Trial ◽  
Training Programme ◽  
First Aid ◽  
Medium Effect ◽  
Mental Health First Aid ◽  
Significant Group ◽  
Cluster Randomised

Background: teen Mental Health First Aid (tMHFA) is a classroom-based training programme for students aged 15–18 years to improve supportive behaviours towards peers, increase mental health literacy and reduce stigma. This research evaluated tMHFA by comparing it to a matched emergency Physical First Aid (PFA) training programme. Methods: A cluster-randomised crossover trial matched four public schools in two pairs and then randomised each to first receive tMHFA or PFA for all Year 10 students. In the subsequent calendar year, the new Year 10 cohort received the opposite intervention, giving eight cohorts. Online surveys were administered at baseline and 1 week post-training, measuring quality of first aid intentions, mental health literacy, problem recognition and stigmatising beliefs, towards fictional adolescents with depression and suicidality (John) and social anxiety (Jeanie). Results: A total of 1942 students were randomised (979 received tMHFA, 948 received PFA), 1605 (84%) analysed for the John vignette at baseline and 1116 (69% of baseline) provided post-training data. The primary outcomes, ‘helpful first aid intentions’ towards John/Jeanie, showed significant group-by-time interactions with medium effect sizes favouring tMHFA ( ds = 0.50–0.58). Compared to PFA, tMHFA students also reported significantly greater improvements in confidence supporting a peer ( ds = 0.22–0.37) and number of adults rated as helpful ( ds = 0.45–0.46) and greater reductions in stigmatising beliefs ( ds = 0.12–0.40) and ‘harmful first aid intentions’ towards John/Jeanie ( ds = 0.15–0.41). Conclusions: tMHFA is an effective and feasible programme for increasing supportive first aid intentions and mental health literacy in adolescents in the short term. tMHFA could be widely disseminated to positively impact on help seeking for adolescent mental illness.

scholarly journals Project SUMS (scaling up of mental health in schools): design and methods for a pragmatic, cluster randomised waitlist-controlled trial on integrated school mental health intervention for adolescents

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Senthil Amudhan ◽  
Kavita Jangam ◽  
Kalaivani Mani ◽  
Nithya Poornima Murugappan ◽  
Eesha Sharma ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Developing Countries ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
School Mental Health ◽  
First Aid ◽  
Mental Health Promotion ◽  
Mental Health Intervention ◽  
Cluster Randomised

Abstract Background There is an increasing need for Mental Health Promotion (MHP) among adolescents, especially in developing countries with limited resources and rapid socio-demographic transition. With the growing burden of mental health problems among adolescents (suicide, depression) and their preferences to seek help from their peers, improving Mental Health Literacy (MHL) and behaviours for First Aid in Mental Health (MH-FA) becomes crucial to promote their mental health. Methods Schools are ideal settings for reaching the vulnerable adolescents. The proposed study evaluates the effectiveness of a classroom-based teacher-led integrated school mental health intervention called SUMS (MHP + MHL + MH-FA). The study will involve a pragmatic, cluster-randomised waitlist-controlled design to evaluate the effectiveness of SUMS intervention using schools as unit-of-randomisation. The study will be conducted in Srinivaspura taluka (Sub-district) of Kolar district (administrative unit of health) of Karnataka in collaboration with a multi-disciplinary expert team from NIMHANS (National Institute of Mental Health And Neuro Sciences), Bangalore-India and Department of Education, Government of Karnataka, India. A total of 8 schools (400 students studying in 6–8 grade) from Srinivaspura taluka will be randomised into intervention and waitlist control group. The intervention group will receive SUMS intervention through 10–15 h of classroom sessions. The primary outcome is the improvement in positive mental health literacy, as measured by the Mental Health-Promoting Knowledge (MHPK-10) scale. Changes in MH-FA knowledge and intentions, Mental health stigma, help-seeking and resilience are assessed as secondary outcomes. Data will be collected at baseline, 6-weeks, 6-months and 12-months post-intervention. The waitlist-control schools will receive the interventions at the end of the 12-month follow-up assessment in intervention-schools. Discussion This is the first study to integrate Mental Health Literacy with Mental Health Promotion and behaviours for First Aid in Mental Health to promote mental health well-being among adolescent school children in India. With a need to build a more substantial evidence base on School Mental Health Promotion approaches in developing countries, the study findings will have implications for implementing and operationalising Health and Wellness Ambassador initiative in India. Trial registration Clinical Trials Registry - India, CTRI/2019/07/020394. Registered prospectively on 29 July 2019. (ctri.nic.in/Clinicaltrials/pmaindet2.php?trialid=35724&EncHid=&userName=sums).

scholarly journals A Game-Based School Program for Mental Health Literacy and Stigma Regarding Depression (Moving Stories): Protocol for a Randomized Controlled Trial (Preprint)

2018 ◽  
Author(s):  
Anouk Tuijnman ◽  
Marloes Kleinjan ◽  
Evert Hoogendoorn ◽  
Isabela Granic ◽  
Rutger CME Engels
Keyword(s):  
Mental Health ◽  
Randomized Controlled Trial ◽  
Health Literacy ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
Controlled Trial ◽  
First Aid ◽  
School Program ◽  
Randomized Controlled

BACKGROUND The prevalence of elevated depressive symptoms among youth in most western societies is high. Yet, most adolescents who are experiencing depressive symptoms do not seek help. Low mental health literacy, high stigma, and low social support have been shown to hinder help-seeking. A small number of interventions has been developed to target mental health literacy and stigma, but few focus on actual help-seeking and first aid behavior. We have developed a game-based school program called Moving Stories that targets mental health literacy, including knowledge and behavior, and stigma among adolescents, in regard to depression specifically. OBJECTIVE Our aim is to describe the protocol for a study that will test the effectiveness of the program Moving Stories in a Dutch adolescent sample. We hypothesize that adolescents who participate in the program Moving Stories will have better mental health literacy and less stigma regarding depression compared to adolescents in the nonintervention control group at posttest and at 3- and 6-months follow-up. We also expect a positive change in actual help-seeking and first aid behavior at 3- and 6-months follow-up. METHODS Moving Stories has been developed by a professional game design company in collaboration with researchers and relevant stakeholders. The effectiveness of Moving Stories will be tested through a randomized controlled trial with two conditions: Moving Stories versus control. Participants will fill in questionnaires at pretest, posttest, and 3- and 6-months follow-up. Our power analysis showed a required sample size of 180 adolescents. RESULTS Four high schools have agreed to participate with a total of 10 classes. A total of 185 adolescents filled in the pretest questionnaire. The last of the follow-up data was collected in December 2018. CONCLUSIONS If Moving Stories proves to be effective, it could be implemented as a school-based program to target mental health literacy and stigma regarding depression; this could, in turn, improve early help-seeking in adolescents suffering from depression. CLINICALTRIAL Nederlands Trial Register NTR7033; https://www.trialregister.nl/trial/6855 INTERNATIONAL REGISTERED REPOR DERR1-10.2196/11255

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