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Citation
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Ojio Y, Yonehara H, Taneichi S, Yamasaki S, Ando S, Togo F, Nishida A, Sasaki T. Psychiatry Clin. Neurosci. 2015; 69(9): 572-579. |
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Affiliation
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Department of Physical and Health Education, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo 113-0033, Japan. |
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Abstract
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AIM: Improving knowledge and beliefs about mental health (or mental health literacy: MHL) may promote appropriate help-seeking by adolescents who are suffering from mental health problems. We develop a concise, school-staff led MHL program and examine its effects.
METHODS: The participants comprised 118 grade-9 students (61 males and 57 females). The program consisted of two 50-min sessions, and was given by a school teacher. The effects of the program were evaluated before, immediately after and 3 months after the program, using a self-report questionnaire.
RESULTS: Knowledge of mental health/illnesses and desirable behavior for help-seeking was significantly improved immediately after (post-test, p <.001, and p <.001, respectively) and 3 months after the program (3-month follow-up, p <.001 and p <.001, respectively), compared with the test before the delivery of the program (pre-test, Wilcoxon signed rank test). Proportions of the correct diagnoses of vignette cases of major depression and schizophrenia were significantly (p <.001) elevated from 38.3% and 19.1% (pre-test) to 94.7% and 93.6% (post-test), and 91.5% and 86.2% (3-month follow-up). Intentions to seek help and to provide peers with help with mental health problems were also significantly (p <.001) elevated at post-test and at 3 months compared with the pre-test.
CONCLUSION: A concise, school staff-led program may have a significant effect on the improvement of MHL in secondary school students.
Language: en |