The Impact of Transitions, a Mental Health Literacy Intervention With Embedded Life Skills for Postsecondary Students: Preliminary Findings From a Naturalistic Cohort Study

Objective Mental illness is a common medical condition to onset during adolescence. Young people who leave for postsecondary life are at an especially challenging period of lifetime when many will leave home and familiar environments for prolonged periods of time. These new circumstances may put young people at risk of developing mental health problems or disorders or exacerbate existing mental disorders. Alternatively, some young people may misinterpret the normal negative emotional states occurring as a result of these new challenges as a mental disorder requiring professional intervention. We conducted a quasiexperimental cohort study to investigate the effectiveness of a mental health literacy intervention Transitions with blended life skills to address these challenges for first-year postsecondary students. Methods Students ( n = 2,397) from five Canadian postsecondary institutions were assigned to the intervention or the control group and were administered a survey at baseline, postintervention, and at 2-month follow-up (September 2017 to February 2018). We applied generalized linear mixed effects (PROC Mixed procedure) to test the between-group difference in the post—pre/follow-up—pre and to determine the predicted least-square mean values. Results The findings showed that students who were exposed to the Transitions intervention significantly improved their mental health knowledge, decreased stigma against mental illness, improved help-seeking attitudes and behaviours, and decreased perceived stress when compared to students who had not been exposed to the intervention. However, we did not identify significant changes in general health. This may be due to the relatively short follow-up time (2 months) to determine participants’ general health status. Conclusions Transitions delivered to first-year postsecondary students may be a beneficial intervention to help young people adjust to their new postsecondary life and improve their mental health.

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The relationship between physical activity, mental wellbeing and symptoms of mental health disorder in adolescents: a cohort study

International Journal of Behavioral Nutrition and Physical Activity ◽

10.1186/s12966-019-0901-7 ◽

2019 ◽

Vol 16 (1) ◽

Cited By ~ 10

Author(s):

Sarah Louise Bell ◽

Suzanne Audrey ◽

David Gunnell ◽

Ashley Cooper ◽

Rona Campbell

Keyword(s):

Mental Health ◽

Physical Activity ◽

Mental Illness ◽

Cohort Study ◽

Young People ◽

Emotional Problems ◽

Mental Health Disorder ◽

Mental Wellbeing ◽

Physical Activity Volume

Abstract Background Mental illness is a worldwide public health concern. In the UK, there is a high prevalence of mental illness and poor mental wellbeing among young people. The aim of this study was to investigate whether physical activity is associated with better mental wellbeing and reduced symptoms of mental health disorder in adolescents. Methods A cohort of 928 12–13 year olds (Year 8) from six secondary schools in England, who had participated in the AHEAD trial, ‘Activity and Healthy Eating in Adolescence’, were followed up three years later (when 15–16 years old, Year 11). At baseline, physical activity was measured using accelerometers. At follow-up, mental wellbeing was measured using the ‘Warwick Edinburgh Mental Wellbeing Scale’ (WEMWBS) and symptoms of mental health disorder using the ‘Strengths and Difficulties Questionnaire’ (SDQ). Multivariable linear regression analyses were used to investigate associations between physical activity and both mental wellbeing and symptoms of mental health disorder. Results 794 (86%) of the eligible 928 young people provided valid accelerometer data at baseline. 668 (72%) provided complete mental wellbeing data and 673 (73%) provided complete symptoms of mental health disorder data at follow-up. The multivariable analyses showed no evidence of an association between physical activity volume (counts per minute (cpm)) or intensity (Moderate to Vigorous Physical Activity (MVPA)) and mental wellbeing (WEMWBS overall score) or overall symptoms of mental health disorder (SDQ Total Difficulties Score). However, higher levels of physical activity volume at age 12–13 years were associated with lower scores on the emotional problems subscale of the SDQ at age 15–16 years. Conclusions This cohort study found no strong evidence that physical activity is associated with better mental wellbeing or reduced symptoms of mental health disorder in adolescents. However, a protective association between physical activity and the emotional problems subscale of the SDQ was found. This suggests that physical activity has the potential to reduce symptoms of depression and anxiety in adolescents. Future cohort study designs should allow for repeated measures to fully explore the temporal nature of any relationship.

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Mental Health Education and Literacy in Schools

Research Anthology on Mental Health Stigma, Education, and Treatment ◽

10.4018/978-1-7998-8544-3.ch035 ◽

2021 ◽

pp. 589-608

Author(s):

Matthew Dale

Keyword(s):

Mental Health ◽

Mental Illness ◽

Health Literacy ◽

Health Education ◽

Young People ◽

Mental Health Literacy ◽

Youth Mental Health ◽

Education Programs ◽

Mental Health Education ◽

Health Promotion And Education

This chapter will look at the current situation concerning youth mental health in Australia and provide information about youth mental health literacy, which was first coined by Jorm in 1997. A literature review of current Australian mental health promotion and education programs being offered in schools will be conducted as well as examples of some of the better-known ones that have been implemented internationally. The evolution of mental health education in Australian schools will be examined so as to provide a perspective of how some of the current programs came into being or existence. The main aim of this chapter will be to highlight the high prevalence of mental illness that exists amongst young people in Australia and how implementing mental health education in schools can be beneficial and helpful in improving their mental health and wellbeing. Mental health education in schools can help in breaking down the stigma surrounding mental illness. Another benefit is that young people will be able to identify mental health problems earlier amongst their peers and in themselves, which can lead to early help seeking, especially due to young people gaining a higher level of mental health literacy through mental health education programs.

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The Long-Term Effectiveness of Interventions Addressing Mental Health Literacy and Stigma of Mental Illness in Children and Adolescents: Systematic Review and Meta-Analysis

International Journal of Public Health ◽

10.3389/ijph.2021.1604072 ◽

2021 ◽

Vol 66 ◽

Author(s):

Alexandra Maria Freţian ◽

Patricia Graf ◽

Sandra Kirchhoff ◽

Gloria Glinphratum ◽

Torsten M. Bollweg ◽

...

Keyword(s):

Mental Health ◽

Systematic Review ◽

Mental Illness ◽

Health Literacy ◽

Social Distance ◽

Mental Health Literacy ◽

Meta Analysis ◽

Stigmatizing Attitudes

Objectives: This study aims to provide a systematic review and meta-analysis of the literature on the long-term effects of interventions addressing children’s and adolescents’ mental health literacy and/or stigmatizing attitudes.Methods: Articles in English or German published between January 1997 and May 2020 were retrieved from five databases, leading to a total of 4,375 original articles identified.Results: 25 studies were included after applying exclusion criteria, 13 of which were eligible for meta-analysis. The overall average of the follow-up period was about 5 months. Long-term improvements were sustained for mental health literacy, d = 0.48, 95% CI = (0.34, 0.62), as well as for stigmatizing attitudes, d = 0.30, 95% CI = (0.24, 0.36), and social distance, d = 0.16, 95% CI = (0.03, 0.29). The combination of educational and contact components within interventions led to worse results for mental health literacy, but not stigmatizing attitudes or social distance.Conclusion: Interventions targeting children and adolescents generally have a brief follow-up period of an average of 5 months. They show a stable improvement in mental health literacy, but are to a lesser degree able to destigmatize mental illness or improve social distance.

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Reducing psychiatric stigma and discrimination: evaluation of educational interventions in UK secondary schools

The British Journal of Psychiatry ◽

10.1192/bjp.182.4.342 ◽

2003 ◽

Vol 182 (4) ◽

pp. 342-346 ◽

Cited By ~ 250

Author(s):

Vanessa Pinfold ◽

Hilary Toulmin ◽

Graham Thornicroft ◽

Peter Huxley ◽

Paul Farmer ◽

...

Keyword(s):

Mental Health ◽

Mental Illness ◽

Young People ◽

Mental Health Problems ◽

Educational Interventions ◽

Health Problems ◽

Personal Contact ◽

School Students ◽

Negative Stereotypes

BackgroundThe persistent and disabling nature of psychiatric stigma has led to the establishment of global programmes to challenge the negative stereotypes and discriminatory responses that generate social disability but these initiatives are rarely evaluated.AimsTo assess the effectiveness of an intervention with young people aimed at increasing mental health literacy and challenging negative stereotypes associated with severe mental illness.MethodA total of 472 secondary school students attended two mental health awareness workshops and completed pre- and post-questionnaires detailing knowledge, attitudes and behavioural intentions.ResultsYoung people use an extensive vocabulary of 270 different words and phrases to describe people with mental health problems: most were derogatory terms. Mean positive attitude scores rose significantly from 1.2 at baseline to 2.8 at 1-week follow-up and 2.3 at a 6-month follow-up. Changes were most marked for female students and those reporting personal contact with people with mental illness.ConclusionsShort educational workshops can produce positive changes in participants' reported attitudes towards people with mental health problems.

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

VNU Journal of Science Education Research ◽

10.25073/2588-1159/vnuer.4480 ◽

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.

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Digital mental health literacy -program for the first-year medical students’ wellbeing: a one group quasi-experimental study

BMC Medical Education ◽

10.1186/s12909-021-02990-4 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Marjo Kurki ◽

Gilbert Sonja ◽

Mishina Kaisa ◽

Lempinen Lotta ◽

Luntamo Terhi ◽

...

Keyword(s):

Mental Health ◽

Health Literacy ◽

Medical Students ◽

Help Seeking ◽

Mental Health Literacy ◽

Health Knowledge ◽

First Year ◽

Quasi Experimental ◽

The University

Abstract Background Medical students are prone to mental disorders, such as depression and anxiety, and their psychological burden is mainly related to their highly demanding studies. Interventions are needed to improve medical students’ mental health literacy (MHL) and wellbeing. This study assessed the digital Transitions, a MHL program for medical students that covered blended life skills and mindfulness activities. Methodology This was a one group, quasi-experimental pretest-posttest study. The study population was 374 first-year students who started attending the medical faculty at the University of Turku, Finland, in 2018-2019. Transitions was provided as an elective course and 220 students chose to attend and 182 agreed to participate in our research. Transitions included two 60-minute lectures, four weeks apart, with online self-learning material in between. The content focused on life and academic skills, stress management, positive mental health, mental health problems and disorders. It included mindfulness audiotapes. Mental health knowledge, stigma and help-seeking questionnaires were used to measure MHL. The Perceived Stress Scale and General Health Questionnaire measured the students’ stress and health, respectively. A single group design, with repeated measurements of analysis of variance, was used to analyze the differences in the mean outcome scores for the 158 students who completed all three stages: the pre-test (before the first lecture), the post-test (after the second lecture) and the two-month follow-up evaluation. Results The students’ mean scores for mental health knowledge improved (-1.6, 95% Cl -1.9 to -1.3, P<.001) and their emotional symptoms were alleviated immediately after the program (0.5, 95% Cl 0.0 to 1.1, P=.040). The changes were maintained at the two-month follow up (-1.7, 95% Cl -2.0 to -1.4, P<.001 and 1.0, 95% Cl 0.2 to 1.8, P=.019, respectively). The students’ stress levels reduced (P=.022) and their attitudes towards help-seeking improved after the program (P<.001), but these changes were not maintained at the two-month follow up. The stigma of mental illness did not change during the study (P=.13). Conclusions The digital Transitions program was easily integrated into the university curriculum and it improved the students’ mental health literacy and wellbeing. The program may respond to the increasing global need for universal digital services, especially during the lockdowns due to the COVID-19 pandemic. Trial registration The trial was registered at the ISRCTN registry (26 May 2021), registration number 10.1186/ISRCTN10565335).

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Mental Health Education and Literacy in Schools

Mental Health Policy, Practice, and Service Accessibility in Contemporary Society - Advances in Human Services and Public Health ◽

10.4018/978-1-5225-7402-6.ch011 ◽

2019 ◽

pp. 205-225

Author(s):

Matthew Dale

Keyword(s):

Mental Health ◽

Mental Illness ◽

Health Literacy ◽

Health Education ◽

Young People ◽

Mental Health Literacy ◽

Youth Mental Health ◽

Education Programs ◽

Mental Health Education ◽

Health Promotion And Education

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Intersection of Cultural and Religious Beliefs About Mental Health: Latinos in the Faith-Based Setting

Hispanic Health Care International ◽

10.1177/1540415319828265 ◽

2019 ◽

Vol 17 (1) ◽

pp. 4-10 ◽

Cited By ~ 5

Author(s):

Susan Caplan

Keyword(s):

Mental Health ◽

Health Care ◽

Mental Illness ◽

Health Literacy ◽

Mental Health Care ◽

Cultural Values ◽

Mental Health Literacy ◽

Literacy Intervention ◽

Care Utilization ◽

Faith Based

Introduction: Hispanics/Latinos utilize mental health care at a rate that is about half that of non-Hispanic Whites. Stigma and cultural and religious values play a significant role in mental health care utilization disparities. The purpose of this study was to explore beliefs about mental illness among Latino faith-based communities. Methods: A qualitative approach was used to explore perceptions of mental illness that were elicited during “El Buen Consejo,” a mental health literacy intervention delivered within three faith-based settings. Results: Participants were socialized to believe that persons with mental illness were dangerous, out of control, and suffering from an incurable illness that resulted in rejection and ostracism. Most families would deny the existence of depression and mental illness, unless symptoms greatly interfered with daily functioning or were life-threatening. Religious coping such as prayer, and faith in God, were believed to be protective factors. Causal attributions for depression were both biomedical and religious, such as lack of faith, not praying, demons, and sinful behaviors of parents. Conclusion: Latinos rely upon churches as a major social, educational, and spiritual resource. The cultural values among Latinos can be a source of strength but also contribute to stigma. The faith-based community is an important target for mental health literacy and antistigma interventions.

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