scholarly journals Depression Literacy of Women and Girls in Terms of Prevention and Interventions

2021 ◽  
Author(s):  
Azadeh Sayarifard ◽  
Fatemeh Rajabi ◽  
Azita Shahraki-Mohammadi ◽  
Zahra Khorrami ◽  
Laleh Ghadirian
Keyword(s):  
Mental Health ◽  
Regression Analysis ◽  
Health Literacy ◽  
Social Life ◽  
Mental Health Literacy ◽  
Relaxation Training ◽  
Study Data ◽  
Validity And Reliability ◽  
Depression Literacy ◽  
Women And Girls

Objective: Recognizing the status of mental health literacy among women and girls as effective and key individuals in family and society seem to be essential. Therefore, the present study was conducted to evaluate depression literacy among women and girls in Tehran on prevention and effective interventions for improving depression. Method: This study was part of a large mental health literacy project on residents of Tehran in 2017, with a sample size of 1023 girls and women aged 16-68 years. Random Digit Dialing (RDD) sampling was done using the Australian questionnaire, whose Persian version’s validity and reliability was tested in our previous study. Data were analyzed by SPSS 21 software. In order to determine the effect of demographic variables on predicting depression literacy among participants, multiple regression analysis was performed. Results: Receiving counseling, relaxation training, having physical activity, and studying self-help books were the most helpful items, respectively, from the participations’ point of view. More than 70% of participants agreed with avoiding stressful situations and close relationship with family and friends, while only 49.8% agreed with coping skills learning. Based on the regression analysis, only higher education and the history of exposure to a person with similar Vignette problem were able to predict mental health literacy in the area of intervention and prevention. Conclusion: Considering the effects of women’s and girls’ depression on individual, family, and even social life, more attention should be paid to improve depression literacy in this group.

scholarly journals EVALUATİON OF VALİDİTY AND RELİABİLİTY OF THE TURKİSH VERSİON OF THE MENTAL HEALTH LITERACY SCALE (MHL-SCALE)

2019 ◽  
pp. 424-431
Author(s):  
SANİYE GÖKTAŞ ◽  
BURHANETTİN IŞIKLI ◽  
MUHAMMED FATİH ÖNSÜZ ◽  
ÇINAR YENİLMEZ ◽  
SELMA METİNTAŞ
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Validity And Reliability ◽  
Turkish Version

scholarly journals GAMBARAN TINGKAT LITERASI KESEHATAN MENTAL PADA PESERTA DIDIK SEKOLAH MENENGAH PERTAMA

2021 ◽  
Vol 9 (2) ◽  
pp. 79-85
Author(s):  
RISKA HANDAYANI ◽  
EKA WAHYUNI ◽  
HAPPY KARLINA MARJO
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Social Life ◽  
Mental Health Literacy ◽  
Research Model ◽  
Design Based Research ◽  
Knowledge And Beliefs ◽  
A Value ◽  
Good Mental Health ◽  
Health Disorders

Mental health is an important component that is closely related to social life, productivity, peace and stability in the environment, contributing to sosial life and economic development in Indonesian society. Mental health literacy is knowledge and beliefs about mental disorders that help to recognize, manage and prevent a person’s mental disorder. Mental helath literacy is also knowledge related to actions to provide mental helath benefits to individuals and others. Mental helath literacy is the ability to gain knowledge or information about mental health for adolescents, understand and can maintain good mental health. Mental health literacy includes the ability to recognize specific mental health disorders, knowing how to seek mental health information, knowledge of risks and causes of health disorders. The aim of this study is to improve mental health literacy in students and meet the criteria for eligibility aspects. This study used Reeves Design Based Research model. The subjects in this study were students of class IX SMP Negeri 2 Kramatwatu. Collecting data using a questionnaire, in the form of an adaption instrument from a mental helath literacy question (MHLq). The results of this study indicate the level of mental health literacy in students obtained a value of 49% which is included in the moderate category. 

Depression literacy and help-seeking in Australian police

2018 ◽  
Vol 52 (11) ◽  
pp. 1063-1074 ◽  
Author(s):  
Nicola J Reavley ◽  
Allison J Milner ◽  
Angela Martin ◽  
Lay San Too ◽  
Alicia Papas ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
Mental Health Problems ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
Health Problems ◽  
Professional Help ◽  
Depression Literacy

Objective: To assess depression literacy, help-seeking and help-offering to others in members of the police force in the state of Victoria, Australia. Methods: All staff in police stations involved in a cluster randomised controlled trial of an integrated workplace mental health intervention were invited to participate. Survey questions covered sociodemographic and employment information, recognition of depression in a vignette, stigma, treatment beliefs, willingness to assist co-workers with mental health problems, help-giving and help-seeking behaviours, and intentions to seek help. Using the baseline dataset associated with the trial, the paper presents a descriptive analysis of mental health literacy and helping behaviours, comparing police station leaders and lower ranks. Results: Respondents were 806 staff, comprising 618 lower-ranked staff and 188 leaders. Almost 84% of respondents were able to correctly label the problem described in the vignette. Among those who had helped someone with a mental health problem, both lower ranks and leaders most commonly reported ‘talking to the person’ although leaders were more likely to facilitate professional help. Leaders’ willingness to assist the person and confidence in doing so was very high, and over 80% of leaders appropriately rated police psychologists, general practitioners, psychologists, talking to a peer and contacting welfare as helpful. However, among both leaders and lower ranks with mental health problems, the proportion of those unlikely to seek professional help was greater than those who were likely to seek it. Conclusion: Knowledge about evidence-based interventions for depression was lower in this police sample than surveys in the general population, pointing to the need for education and training to improve mental health literacy. Such education should also aim to overcome barriers to professional help-seeking. Interventions that aim to improve mental health literacy and help-seeking behaviour appear to be suitable targets for better protecting police member mental health.

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.

Mental Health Literacy: A Strategy for Global Adolescent Mental Health Promotion

2020 ◽  
Vol 10 (2) ◽  
pp. 73-83
Author(s):  
Caroline S. Clauss-Ehlers ◽  
Maria Guevara Carpio ◽  
Mark D. Weist
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Global Mental Health ◽  
Public Awareness ◽  
Adolescent Mental Health ◽  
Mental Health Promotion ◽  
Research Practice ◽  
Structural Components

Background: Adolescence is defined by key transitional elements which are considered within a cross-cultural context. The importance of building mental health capacity for adolescents in low- and middle-income countries (LMICs) as well as high-income countries (HICs) is reviewed. Objectives: To review the developmental period of adolescence, global needs for mental health promotion, the needs of LMICs while emphasizing building adolescent mental health capacity, and the importance of efforts to promote mental health literacy. Methods: Mental health literacy (MHL) is presented as a strategy that can increase public awareness regarding mental health issues among adolescents. Increased awareness through an MHL framework is discussed as a way to build adolescent mental health capacity; with this work ideally occurring through global communities of practice (COP), dialogue, collaboration, and mutual support that aim to build innovation in systems of mental health promotion. Results: The authors review structural components in research, practice, and policy that seek to build global adolescent mental health capacity, nested within COPs involving HICs and LMICs working together to advance mental health promotion for children, adolescents, and young people. Conclusion: The article concludes with a discussion of how the three structural components (i.e., research, practice, and policy) can address gaps in the provision of global mental health services for adolescents to meet adolescent mental health needs in LMICs and HICs. A multi-sectoral approach emphasizing a global COP is presented as a way to scale up capacity and maximize outcomes.

Sign in / Sign up

Export Citation Format

Share Document