scholarly journals Initial Validation of a Chinese Version of the Mental Health Literacy Scale Among Chinese Teachers in Henan Province

2021 ◽  
Vol 12 ◽  
Author(s):  
Shen Chen ◽  
Ke Chen ◽  
Shengnan Wang ◽  
Wei Wang ◽  
Yongxin Li
Keyword(s):  
Mental Health ◽  
Health Status ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Mental Health Problems ◽  
Henan Province ◽  
Mental Health Status ◽  
Chinese Version ◽  
Full Time ◽  
Chinese Teachers

Background: Teachers' Mental health literacy (MHL) is one of the important factors that influence students' mental health literacy and even their mental health status. A valid, comprehensive measure is needed to adequately identify MHL levels in the Chinese teachers. Thus, this study aimed to validate a Chinese version of the Mental Health Literacy Scale (MHLS) among Chinese teachers.Methods: A total of 367 Chinese primary and secondary school teachers in Henan province were enrolled to complete the Chinese version of MHLS and several validation measures.Results: A parallel analysis supported a four-factor structure model of the Chinese version, but because of the low communalities and mean factor loadings, the univariate structure of the original scale was selected. Additionally, the criterion construct validity of the Chinese version was supported by significant correlations with self-efficacy in coping with mental health problems, mental health status, the stigma associated with receiving mental health treatment, and socially distancing from patients with mental illness. The Cronbach's α of the Chinese version was acceptable. Females, younger teachers, teachers with higher educational level, and full-time mental health teachers showed higher levels of MHL.Conclusion: The Chinese version of MHLS is a valid and reliable tool to assess the level of Chinese teachers' MHL.

Changes in rehabilitation actors’ mental health literacy and support to employers: An evaluation of the SEAM intervention

Work ◽  
2021 ◽  
pp. 1-9
Author(s):  
Annika Lexén ◽  
Maria Emmelin ◽  
Lars Hansson ◽  
Bengt Svensson ◽  
Susann Porter ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Return To Work ◽  
Mental Health Literacy ◽  
Mental Health Problems ◽  
Health Problems ◽  
Service Users ◽  
Rehabilitation Professionals ◽  
Knowledge And Beliefs ◽  
The Impact

BACKGROUND: Lack of mental health literacy among rehabilitation professionals and employers in the return-to-work of persons with mental health problems resulted in the development of a three-day group training program, the Support to Employers from rehabilitation Actors about Mental health (SEAM) intervention. OBJECTIVE: To evaluate the impact of SEAM on rehabilitation professionals’ knowledge and beliefs, attitudes, and supporting behaviors towards people with mental health problems and employers as part of the return-to-work process. METHODS: In this longitudinal study, 94 rehabilitation professionals were included. Data were collected prior to (T1), immediately after (T2) and 6 months after SEAM training (T3) using knowledge and attitude scales and a questionnaire on supporting behaviors. SEAM includes training in Mental Health First Aid, presentations and discussions on current research on work and mental health, and strategies and communication guidelines to use when meeting service users and employers as part of the return-to-work of persons with mental health problems. SEAM also includes a homepage with targeted employer information. Data were analyzed using non-parametric statistics. RESULTS: SEAM significantly increased rehabilitation professionals’ knowledge of mental health (T1-T2: z = –2.037, p = 0.042; T2-T3: z = –5.093, p = 0.001), and improved their attitudes towards persons with mental health problems (T1-T2: z = 4.984, p = 0.001). Professionals (50–60%) also estimated that they had increased their use of supporting strategies towards service users and employers. CONCLUSIONS: The study suggests that SEAM can increase mental health literacy among rehabilitation professionals and lead to a greater focus on service users’ resources and work ability, as well as on employers’ support needs.

Mental health literacy among Arab university students in Israel: A qualitative study

2021 ◽  
pp. 002076402110361
Author(s):  
Anwar Khatib ◽  
Fareeda Abo-Rass
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Mental Disorders ◽  
Low Socioeconomic Status ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
Mental Health Problems ◽  
Arab Population ◽  
Professional Help ◽  
Arab Students

Background: There has been a noticeable increase in the number of studies concerned with mental health literacy (MHL), specifically among students. Still, very few studies have examined MHL among students of non-Western minority groups. Aims: This study examined MHL among Arab students in Israel based on Jorm’s conceptual framework. Methods: Twenty-eight Arab students in Israel took part in semi-structured, in-depth interviews. Most were single and Muslim, in their second year of studies, and most reported low socioeconomic status. The data were analyzed thematically, guided by the Jorm’s six MHL dimensions. Results: Different levels of literacy were found in the various MHL dimensions. The participants identified severe mental disorders more easily than mood disorders; reported a variety of possible causes of mental disorders; were well aware of available professional help (apart for rehabilitative services); identified significant barriers to mental health help seeking, as Arabs; and reported the internet as a major source of information about mental health problems and their treatment Conclusions: The participants’ MHL appeared to be associated with their unique sociocultural characteristics. This study stresses the need to raise MHL among Arab students in Israel, and in particular to promote positive attitudes to seeking professional help. It also highlights the need to develop culturally adapted mental health interventions for the Arab population in Israel.

scholarly journals Teacher Mental Health Literacy: Results from a State-wide Survey in Schools

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
U Bauer ◽  
O Okan ◽  
F Faulbaum
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Mental Health Problems ◽  
School Mental Health ◽  
Health Problems ◽  
Mental Health Promotion ◽  
Parental Mental Health ◽  
Whole School

Abstract Background Teachers have an important role to play in context of mental health literacy (MHL) promotion of school-aged children. Their MHL is seen as the counterpart of student`s health literacy. Especially vulnerable schoolchildren such as those affected by adverse life events (e.g. parental mental health problems) can benefit from programs. In addition, the whole school environment has impact on school mental health promotion. Yet, only little evidence is available on teachers MHL in Europe. The aim is to provide evidence from a state-wide survey on the state of MHL of teachers in Germany. Methods Based on semi-structured interviews with school teachers from all school types in one federal state, including primary and secondary schools, a MHL online questionnaire was developed. The survey was conducted in in 2017 in N = 2500 teachers in Germany. Descriptive and regression analyse have been performed. Results Teachers feel considerable uncertainties when working with children affected by adversities related to parental mental health problems. Dealing with the social family background seems hard. Teachers state that they don`t feel comfortable when aiming at mental health promotion of affected children or children in general. Data also show that they may tend to make misjudgements, and that they are not sufficiently trained to address mental health issues in the classrooms. Regression models show that the degree and quality of teaching mental health is affected by differences across school forms, satisfaction with and engagement of school principals in mental health action, learned strategies to respond to parents, and experienced stress, burden and exposure during their work. Conclusions Increasing teacher MHL and the environmental capacities and responsiveness towards school mental health promotion should be an important capacity building strategy. Policy support for school mental health promotion is a critical means to sustain effective whole-school approaches.

scholarly journals Grieving experiences amongst adolescents orphaned by AIDS: Analysis from event history calendars

Curationis ◽  
2012 ◽  
Vol 35 (1) ◽  
Author(s):  
Gloria Thupayagale-Tshweneagae
Keyword(s):  
Mental Health ◽  
Health Status ◽  
Mental Health Problems ◽  
Assessment Tool ◽  
Mental Health Status ◽  
Event History ◽  
Mental Health Practitioners ◽  
Health Practitioners ◽  
Event History Calendar ◽  
Coping Patterns

Mental health is an essential component of adolescent health and wellbeing. Mental health practitioners assess adolescents’ mental health status to identify possible issues that may lead to mental health problems. However, very few of the tools used to assess the mental health status of adolescents include assessment for grieving and coping patterns. The current tools used for assessing an individual’s mental health are lengthy and not comprehensive. The purpose of this study was to assess grieving patterns of adolescents orphaned by AIDS and to appraise the sefulness of an event history calendar as an assessment tool for identifying grieving experiences, in order to guide and support these adolescents through the grieving process. One hundred and two adolescents aged 14–18 years, who had been orphaned by AIDS, completed an event history calendar, reviewed it with the researcher and reported their perceptions of it. Thematic analysis of the event history calendar content revealed that it is an effective, time-efficient, adolescent-friendly tool that facilitated identification and discussion of the orphaned adolescents’ grieving patterns. Crying, isolation, silence and violent outbursts were the main grieving patterns reported by adolescents orphaned by AIDS. The researcher recommends use of the event history calendar for identification of orphaned adolescents’ grieving experiences. Early identification would enable mental health practitioners to support them in order to prevent the occurrence of mental illness due to maladaptive grieving.

scholarly journals Promotion of Mental Health Literacy in Adolescents: A Scoping Review

2021 ◽  
Vol 18 (18) ◽  
pp. 9500
Author(s):  
Joana Nobre ◽  
Ana Paula Oliveira ◽  
Francisco Monteiro ◽  
Carlos Sequeira ◽  
Carme Ferré-Grau
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Scoping Review ◽  
Classroom Environment ◽  
Mental Health Literacy ◽  
Mental Health Problems ◽  
Stigma Reduction ◽  
Face To Face ◽  
School Settings ◽  
Good Mental Health

In recent years, there has been an important commitment to the development of programs to promote mental health literacy (MHL) among adolescents, due to the prevalence of mental health problems and the low level of MHL that affects this group. The aim of this study was to map the structure and context of programmes/interventions for promoting MHL among adolescents in school settings. A scoping review was conducted following the guidelines of The Joanna Briggs Institute. We searched for studies on programmes/interventions promoting at least one of the components of MHL of adolescents, written in Portuguese, English or Spanish, published from 2013 to 2020, in MEDLINE, CINAHL Plus with Full Text, SciELO, SCOPUS, OpenGrey, RCAAP and in the article reference lists. This review included 29 articles. The majority of programmes/interventions addressed one or more of the four components of MHL, with the knowledge of mental disorders and stigma reduction components being the most covered; were taught by adolescent’s regular teachers; used face to face interventions; had a height variable duration; used non-validated instruments; were implemented in a classroom environment; and showed statistically significant improvements in adolescent’s MHL levels. More research is needed to implement/construct programmes/interventions promoting adolescents’ MHL concerning knowledge on how to obtain and maintain good mental health.

scholarly journals Parental mental health during COVID-19 pandemic in Tamil Nadu: a cross sectional study

2021 ◽  
Vol 8 (12) ◽  
pp. 6047
Author(s):  
Hari Krishnan R. ◽  
Hanitha Rajasekar ◽  
Suganthi S.
Keyword(s):  
Mental Health ◽  
Health Status ◽  
Mental Health Problems ◽  
Cross Sectional Study ◽  
Poor Mental Health ◽  
Mental Health Status ◽  
Online Classes ◽  
Sectional Study ◽  
Parental Mental Health ◽  
Cross Sectional

Background: The whole world became still, when a major pandemic COVID-19 started its toll across all developed and developing countries. It has caused both physical and emotional disturbances among all age groups. This study was done to evaluate the parental mental health in COVID-19 as this group is not given much importance. The major mental health problems associated with COVID-19 among parents are due to online classes which has caused depression, anxiety and stress.Methods: A cross-sectional study done among all parents, especially those of whose children are attending online class were included in the study. Convenient sampling was used to select 204 participants, GHQ 12 questionnaire was used for data collection on mental health status among parents.Results: Overall prevalence of parents with better mental health <19 was 108 (52.9%) and prevalence of parents with poor mental health >19 was 96 (47.1%).Conclusions: This study concluded that parental age of 31 to 40 years who are employed and have children studying in primary school to have a poor mental health status. The most important contributing factors for poor parental health were online classes for children and work place stress.

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