Mental health awareness of secondary schools students: Mediating roles of knowledge on mental health, knowledge on professional help, and attitude towards mental health

Problem It is important to determine the relationship between mental health literacy (MHL), mental well-being and help seeking in young people in terms of guiding research and practices related to MHL. Eligibility criteria A literature scan of the databases of Web of Science, PubMed, Science Direct, EBSCOhost CINAHL Complete, Cochrane Library, Springer Link, Scopus, Wiley Online Library, Ovid, Taylor & Francis and ProQuest Dissertations & Theses Global was conducted in May 2022 and April 2023 without any year limitations. Sample A total of 12 studies with 4659 young people were included. Data synthesis was performed using Comprehensive Meta-Analysis (CMA) software. Pearson correlation coefficient (r) was used to calculate the effect size. Results It was concluded that there was no correlation between MHL and mental well-being in young people (p > 0.05, r = 0.06, 95% CI = -0.05 to 0.16). A positive correlation was found between MHL with help seeking attitude (p < 0.01, r = 0.48, 95% CI = 0.30 to 0.63) and help-seeking intention (p < 0.01, r = 0.23, 95% CI = 0.12 to 0.34). Conclusion While there was a medium effect size between MHL and help seeking attitude in young people, there was a weak effect size between MHL and help seeking intention. No studies were found examining the relationship between MHL and help-seeking behavior in young people. Implications Nurses may provide support for young people in help seeking by giving education and counselling on MHL in schools and health institutions, and by creating reliable and easily accessible sources of information. 

The association of mental health literacy with mental well-being and help-seeking in young people: A systematic review and meta-analysis.

The Improving Mental Health Literacy Among Children and Young People in Indonesia (IMPeTUs) intervention is a co-produced, evidence-based digital intervention designed to improve anxiety and depression focused mental health literacy and self-management among people aged 11-15 in Java, Indonesia. This study aimed to evaluate the usability, feasibility and preliminary impact of our intervention.Mixed methods, multi-site case studies based on a theory of change. Pre-and post-assessments of a range of outcomes and qualitative interviews/focus groups with children and young people (CYP), parents and facilitators. The intervention was implemented in 8 health, school and community sites across Java, Indonesia (Megelang, Jakarta and Bogor). Quantitative data designed to understand the impact of and feasibility of evaluating the intervention collected from 78 CYP who used the intervention were analysed descriptively. Qualitative data from interviews and focus groups collected from 56 CYP, 49 parents/caregivers and 18 facilitators were analysed using framework analysis.Qualitative data analysis indicated high levels of usability and acceptability for the interface aesthetic, personalisation, message presentation and navigation. Participants reported minimal burden and no negative outcomes associated with the intervention. CYP, parents and facilitators identified a range of direct and spill over effects of interventions engagement, some of which were not anticipated at study outset. Quantitative data highlighted the feasibility of intervention evaluation, with high levels of recruitment and retention across study time points. Minimal changes were identified in outcomes pre-to-post intervention, which may in part be due to a lack of scale relevance and/or sensitivity to the intervention mechanisms indicated in the qualitative data.Digital mental health literacy applications are potentially an acceptable and feasible way to prevent burdens of common mental health problems amongst CYP in Indonesia. Our intervention and evaluative processes will be further refined prior to definitive evaluation. 

/pdf/evaluating-a-prototype-digital-mental-health-literacy-2mkkxa6p.pdf

Evaluating a prototype digital mental health literacy intervention for children and young people aged 11–15 in Java, Indonesia: a mixed methods, multi-site case study evaluation

Scientific literacy is one’s scientific knowledge to apply based on scientific problems. It is important for shaping generational readiness to face the challenges of the 21st century. Scientific literacy is necessary for learning Biology because it can support skills in identifying, explaining scientific phenomena, and generalizing scientific facts. However, the scientific literacy level of students in Indonesia is still relatively low, ranking 70th out of 79 countries with an average achievement of 396. Therefore, this study aims to precisely determine the scientific literacy ability of Biology students and its correlation with the scientific learning model that lecturers apply. The data collection technique was carried out by providing 15 multiple-choice Scientific Literacy questions in the field of Genetics issued by the Program for International Student Assessment (PISA). The research data were analyzed descriptively and qualitatively using the Miles and Huberman approach, which consisted of three processing steps: data reduction, data presentation, and data conclusion. The results showed that the level of students’ genetic scientific literacy was still relatively low, with scores of each class being observed at 32.63%, 42.97%, and 43.06%. Factors that indicate students’ low scientific literacy are the use of textual teaching materials, students’ misconceptions about the genetic material being studied, non-contextual learning, and low student reading power. Thus, improving the quality of teaching materials on integrated genetic material on scientific literacy and learning innovations that emphasize contextual learning and students’ reading power is necessary to increase scientific literacy as a form of competency needed in 21st-century learning.

Biology Students' Science Literacy Level on Genetic Concepts

To estimate the level of anhedonia among adolescents and explore the association between anhedonia and childhood trauma (CT).A stratified random cluster sample of adolescents participated in a survey, which included three questionnaires: Snaith-Pamilton Pleasure Scale, Childhood Trauma Questionnaire and Patient Health Questionnaire-9.The study was conducted in 60 classes in 10 primary, middle and high schools in five economically developed cities along the Southeast Coast of China from April to October 2022.One thousand seven hundred and forty-five adolescents with ages ranging from 9 to 18 years participated in the study.The primary outcome was the level of anhedonia, CT and depression among adolescents. The association between anhedonia and CT was determined.The mean scores of anhedonia, CT and depression were 24.88 (6.18), 36.75 (8.87) and 4.46 (5.36), respectively. Anhedonia scores of boys (24.24±6.12) and girls (25.62±6.16) were different (t=-4.69, p<0.01). After controlling for sex, age, the presence of siblings and depression, CT was associated with adolescent anhedonia. Emotional abuse (β=0.14), emotional neglect (β=0.15) and physical neglect (β=0.10) positively predicted adolescent anhedonia (p<0.01), whereas physical abuse negatively predicted adolescent anhedonia (β=-0.07, p<0.01). Sex had a moderating effect on the relationship between adolescent anhedonia and emotional neglect during childhood, and the negative effect of emotional neglect on adolescent anhedonia in girls was greater than in boys.CT, including emotional abuse, physical abuse, emotional neglect, and physical neglect, was an independent predictor of adolescents' ability to experience pleasure in daily life. Therefore, awareness of CT should be promoted. Emotional neglect had a more severe effect on anhedonia among girls than among boys, suggesting that emotional neglect should be paid much attention among girls. 

Adolescent’s anhedonia and association with childhood trauma among Chinese adolescents: a cross-sectional study

Mental illnesses are the leading cause of disease burden among children and young people (CYP) globally. Low- and middle-income countries (LMIC) are disproportionately affected. Enhancing mental health literacy (MHL) is one way to combat low levels of help-seeking and effective treatment receipt. We aimed to synthesis evidence about knowledge, beliefs and attitudes of CYP in LMICs about mental illnesses, their treatments and outcomes, evaluating factors that can enhance or impede help-seeking to inform context-specific and developmentally appropriate understandings of MHL. Eight bibliographic databases were searched from inception to July 2020: PsycInfo, EMBASE, Medline (OVID), Scopus, ASSIA (ProQuest), SSCI, SCI (Web of Science) CINAHL PLUS, Social Sciences full text (EBSCO). 58 papers (41 quantitative, 13 qualitative, 4 mixed methods) representing 52 separate studies comprising 36,429 participants with a mean age of 15.3 [10.4-17.4], were appraised and synthesized using narrative synthesis methods. Low levels of recognition and knowledge about mental health problems and illnesses, pervasive levels of stigma and low confidence in professional healthcare services, even when considered a valid treatment option were dominant themes. CYP cited the value of traditional healers and social networks for seeking help. Several important areas were under-researched including the link between specific stigma types and active help-seeking and research is needed to understand more fully the interplay between knowledge, beliefs and attitudes across varied cultural settings. Greater exploration of social networks and the value of collaboration with traditional healers is consistent with promising, yet understudied, areas of community-based MHL interventions combining education and social contact. 

/pdf/mental-health-literacy-in-children-and-adolescents-in-low-i21zcyo6.pdf

Mental health literacy in children and adolescents in low- and middle-income countries: a mixed studies systematic review and narrative synthesis

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Mental health literacy in children and adolescents in low- and middle-income countries: a mixed studies systematic review and narrative synthesis