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Title

School-Based Mental Health Literacy Educational Interventions in Adolescents: A Systematic Review

Year: 1400
COI: JR_JHL-6-2_007
Language: EnglishView: 13
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Authors

Samira Olyani - Student Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran; Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
Mahdi Gholian Aval - Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.
Hadi Tehrani - Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.
Mehrosadat Mahdiadeh - Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.

Abstract:

Background and Objective: Poor mental health literacy is a major obstacle to seeking help for mental health problems in adolescents. The purpose of this study was to investigate the effect of school-based educational interventions on improving mental health literacy (MHL) in adolescents.   Materials and Methods: In this study, a search was conducted in Scopus, PubMed, Web of Science, Google Scholar, Irandoc, Magiran, and SID databases in both Persian and English language for studies published from ۲۰۱۱ to ۲۰۲۱. The keywords "adolescent", "mental health literacy", "depression literacy", "intervention", "education", and "high school" were searched in both languages. Out of ۱۹۱ articles extracted and finally, ۶ articles were included in this study.   Results: The results of the study conducted in Norway showed that the individual’s health literacy who participated in the all "Mental Health" program was significantly increased compared to those in the control group; findings of a study conducted in Australia reported that MHL in the intervention group was significantly higher than the control group after intervention (P <۰.۰۵). But, attitudes toward seeking help did not change. A Canadian study indicated that the mental health curriculum significantly increased mental health knowledge and reduced mental tagging (P <۰.۰۰۱); furthermore, an Iranian study demonstrated that the mean score of MHL in the intervention group was significantly increased compared to the control group after the educational intervention (P <۰.۰۰۱). In the study, which was conducted in the US, depressive literacy in the intervention group was significantly increased ۴ months after the intervention. However, results of one study showed that education intervention is more effective than contact based intervention with an ill person (P <۰.۰۰۱).   Conclusion: Evidence highlights that although studies have used a variety of methods for adolescent mental health literacy interventions in schools, all studies have had a positive effect on mental health literacy. Given that studies used self-report assessment to measure MHL outcomes. Thus, confirmation of these findings with objective tools is still needed.

Keywords:

Paper COI Code

This Paper COI Code is JR_JHL-6-2_007. Also You can use the following address to link to this article. This link is permanent and is used as an article registration confirmation in the Civilica reference:

https://civilica.com/doc/1271409/

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If you want to refer to this Paper in your research work, you can simply use the following phrase in the resources section:
Olyani, Samira and Gholian Aval, Mahdi and Tehrani, Hadi and Mahdiadeh, Mehrosadat,1400,School-Based Mental Health Literacy Educational Interventions in Adolescents: A Systematic Review,https://civilica.com/doc/1271409

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