Mental health literacy of students: evaluation of school-based intervention in Germany

心理健康素养 心理健康 心理干预 课程 背景(考古学) 心理学 干预(咨询) 读写能力 健康素养 医学教育 医学 精神疾病 精神科 教育学 医疗保健 古生物学 经济 生物 经济增长
作者
A Freţian,Sandra Kirchhoff,Orkan Okan
出处
期刊:European journal of public health [Oxford University Press]
卷期号:33 (Supplement_2) 被引量:1
标识
DOI:10.1093/eurpub/ckad160.604
摘要

Abstract Background Low mental health literacy, which encompasses a set of skills related to recognizing, managing, and preventing mental disorders, has been identified as a crucial cause for low rates of mental health help-seeking, especially among young people. Thus, a strategy for strengthening the mental health literacy of youth is through provision of universal school interventions. In order to add to the evidence-base of the effectiveness of such interventions, an already existing program (“Mental Health and High School Curriculum Guide”) was translated into German and carried out in schools. Methods A non-randomized pretest-posttest control group design was chosen to verify whether mental health knowledge, stigmatizing attitudes, help-seeking efficacy (as central indicators for mental health literacy) improved after the implementation of the program. A pen and paper survey was conducted in schools to gather data from participating students. Statistical analysis was conducted through paired sample t-tests for the intervention and control group individually. Results Nine classes with 169 students (Ø 15.7 years old) participated as intervention group, while five classes with 82 students (Ø 15.3 years old) served as a control group. Statistically significant improvements were observed after participating in the program for mental health knowledge, stigmatizing attitudes and help-seeking efficacy in the intervention group. Conclusions This study shows that a mental health literacy resource could be successfully adapted and used in the German school context and was able to improve relevant indicators of mental health literacy. More data needs to be collected in order to inform on the stability of the results in time and to verify whether effectiveness varies with characteristics related to school environment or socio-demographics of participating youth. Further, comprehensive nationwide roll-outs of the intervention can be implemented as a public mental health strategy.
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