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Limited research into professional rugby union players' experiences of seeking formal support for their mental health exists, despite comparable rates of mental health issues among elite rugby players with the general population. This qualitative study explored professional players' actual experiences of accessing Rugby Players Ireland's mental well-being service, via separate focus group discussions with professional players (n = 5) and player development managers (n = 4) who refer players into the service. An inductive reflexive thematic analysis identified three themes detailing players' (a) journey to disclosure of their mental health difficulties, (b) their expectations and engagement with the well-being service, and (c) participants' reflections on mental health experiences in a high-performance environment. Embedding mental health as a key component of player development in high-performance environments, improving mental health literacy, normalizing mental health experiences, and encouraging help-seeking would help promote player well-being and support holistic development alongside sporting performance. [ABSTRACT FROM AUTHOR]

The aim of this systematic review was to investigate the prevalence of mental health symptoms and disorders in rugby players. Six electronic databases were searched in December 2020. Studies were included if they provided quantitative data on mental health symptoms and disorders and consisted of adult rugby players. Eight studies were included, covering symptoms of anxiety, depression, alcohol use/misuse, distress, sleeping/sleep disturbance, and eating disorders/adverse nutrition behaviors. Prevalence of mental health symptoms ranged from 6% (depression) to 68.8% (alcohol use/misuse). Most rates were similar to the general population, while symptoms of sleeping/sleep disturbance were lower, and symptoms of eating disorders/adverse nutrition behaviors and alcohol use/misuse were higher than the general population. One study included female rugby players. Epidemiological evidence comprising of rigorous diagnostic data and inclusive of gender, race, ethnicity, sexuality, and other protected characteristics is needed to inform future mental health support in this population. [ABSTRACT FROM AUTHOR]

AbstractMental Health First Aid (MHFA) is an 8-h curriculum conducted in various communities to improve mental health literacy. Given the high rates of suicide among law enforcement professionals and the frequency of interactions between police and corrections officers with the severely mentally ill, mental health literacy is a relevant concept for the law enforcement field. This study examined the effectiveness of MHFA in improving mental health literacy in a small sample (n = 56) of law enforcement employees. A preexperimental one-group posttest-only design using nonprobability convenience sampling was used to analyze secondary data from courses taught by the author. The sample was comprised of law enforcement officers in various law enforcement agencies, including community police departments and corrections employees. Based on the posttest, the course improves participants’ confidence in recognizing signs of mental illness, asking about suicide, being aware of personal views, and assisting people in obtaining support. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodsResultsConclusion\nPRISMA/PROSPEROAdolescent mental health problems have increased in prevalence. Teachers' Mental Health Literacy (MHL) may play an important role in public mental health prevention approaches. This systematic review and narrative synthesis aimed to identify what is known globally about the extent of secondary school teachers' MHL and the types and effectiveness of MHL interventions for secondary school teachers.PsycINFO, PubMed, ERIC, EBSCO-Psychological and behavioural sciences collection, Web of Science, and Google Scholar were searched to identify studies until 29/04/2024. Two independent reviewers screened the returns.Twenty eligible studies were reviewed. Most intervention studies were from high-income countries and used a psycho-educative approach. Pre-intervention, teachers' levels of MHL were mixed across MHL domains. Post-intervention, increases in mental health knowledge and attitudes and decreases in mental health stigma were reported. Low use of standardised MHL measures, lack of randomised controlled trials, and lack of follow-up data affect evidence quality.Interventions to improve secondary school teachers' MHL can be effective, at least in the short term. Evidence quality needs to be improved to inform recommendations on whether they should be part of a public mental health approach for adolescents.We performed a systematic review and narrative synthesis based on PRISMA guidelines, and it was registered in PROSPERO on 10th May 2022, from https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022328170 [ABSTRACT FROM AUTHOR]

Introduction: With the increasing prevalence of mental health challenges among college students, understanding how family background and interpersonal dynamics affect mental health literacy is critical. This study examined the relationships between family socioeconomic status, mental health literacy, parenting styles, and interpersonal relationships among 1,107 college students. Methods: Using an online questionnaire, the study explored how family socioeconomic status, parenting styles, and interpersonal relationships influence mental health literacy. Results and discussion: The results showed that family socioeconomic status significantly and positively predicts mental health literacy. Both positive and negative parenting styles were found to partially mediate the relationship between family socioeconomic status and mental health literacy. Additionally, interpersonal relationships partially mediated this relationship. Finally, the study revealed that positive and negative parenting styles acted as sequential mediators between family socioeconomic status and mental health literacy through interpersonal relationships. These findings provide insights into the mechanisms by which family socioeconomic factors shape mental health literacy among college students. [ABSTRACT FROM AUTHOR]

Objective: The development and evaluation of the Professor Hippo-on-Campus Student Mental Health Education Program, a mental health literacy intervention for post-secondary faculty and staff, is described. It includes 3-hour virtual, asynchronous e-modules and an optional 2-hour, synchronous workshop. Participants: All faculty and staff in a single university were invited to participate (February 2020–January 2021). Methods: Pre-and post-module and post-workshop surveys were conducted, assessing knowledge, attitudes, stigma, behavioral intentions, and confidence. Paired t-tests and regressions assessed change. Satisfaction was assessed through closed and open-ended questions, analyzed descriptively and through qualitative content analysis. Results: Four hundred and fifty staff and faculty completed the pre-survey, 262 completed the post-survey, and 122 completed a workshop survey. Participation resulted in improvements in knowledge, attitudes, stigma, and confidence with high levels of satisfaction. Conclusion: The program provides tailored student mental health training to post-secondary staff and faculty, which appears to increase their mental health literacy. [ABSTRACT FROM AUTHOR]

Australia's National Men's Health Strategy 2020–2030 considers men from socio-economically disadvantaged backgrounds to be a priority population and foregrounds the importance of initiatives focused on empowerment. This article seeks to explore young working-class men's experiences with mental health in their years immediately following compulsory schooling. Drawing data from a larger study, we explore five young men who openly discussed their mental health. The analysis focuses on where they struggled, how they struggled and what self-care they enacted. Adopting a health literacy framework, we highlight two broad themes: closing yourself off and opening up. While historically working-class manhood has been centred around stoicism and a reluctance to admitting vulnerability, these case studies suggest that the identity work around masculinities and mental health may be experiencing change. Point of Interest: Historically working-class manhood has been centred around stoicism and a reluctance to admitting vulnerability though this may be changing. This article examines young workingclass men's experiences with mental health in their years immediately following compulsory schooling. To nuance mental health literacy, we adopt a health literacy framework to highlight two broad themes: closing yourself off and opening up. In exploring mental health literacy, we address where working-class boys struggled, how they struggled and what self-care they enacted. The article makes tenuous links between working-class masculinities, mental health and the effects of social change which has implications for treatment. [ABSTRACT FROM AUTHOR]

Teachers play a critical role in school mental health. They aid in the identification and referral of students in need of mental health services and are key players in implementing interventions. Nevertheless, teachers often lack the education and training needed to support youths' mental health. Increasing teachers' mental health literacy (MHL) is recognized as a needed area of focus in improving systems' responses to youths' mental health needs, yet no current tools assess teachers' complete MHL. A measure of MHL for in‐service teachers based on current conceptualizations of MHL in the context of schools was developed and tested. The 24‐item scale was tested in a sample of 407 full‐time teachers in the United States and initial psychometric testing supports its use. The analytic strategy included an exploratory factor analysis (EFA), reliability analysis via Cronbach's α, and convergent validity analysis via zero‐order correlations between the Teachers' MHL Scale and theoretically linked constructs. The final scale includes four subscales that measure teachers' understanding of how to promote well‐being, recognize potential problems, link students in need to appropriate resources, and the link between well‐being and school success. The underlying theory supporting the tool's development and suggestions for its use are discussed. Practitioner Points: Increasing teachers' mental health literacy (MHL) is recognized as a needed area of focus to improve systems' responses to youths' mental health needs, yet no current tools assess teachers' complete MHL.Teachers' MHL is a multidimensional construct that includes promoting well‐being, recognizing potential problems, linking students to resources, and believing students with mental health needs can learn.The Teachers' MHL Scale is a 24‐item scale that can be used to measure in‐service teachers' MHL, gauge teachers' needs, support their professional development, and guide ongoing efforts to engage educators in school mental health. [ABSTRACT FROM AUTHOR]

First-generation college students" (FGCS) are at risk for suffering from mental health issues, which have direct implication for their retention and academic success. Past investigators consistently find that college students are more likely to discuss mental health issues with their peers than with college personnel. The first step in peer-to-peer mental health support is screening students on campus to gain a baseline understanding of how they respond when encountering a peer in mental distress. The Mental Distress Response Scale (MDRS) is a screening tool for appraising students" responses to a peer in mental distress. Score validation is a crucial step, as FGCS are a unique college student population and the psychometric properties of instrumentation can vary between different populations. Psychometric testing yielded support for the validity of scores on the MDRS with FGCS. Findings have direct implications for aiding student affairs officials" universal screening efforts to support FGCS" mental health and retention. [ABSTRACT FROM AUTHOR]

Research evaluating mental health literacy (MHL) of adults who support children with mental health difficulties is relatively scarce. To date, no studies have investigated educator knowledge of conduct problems and callous-unemotional (CU) traits. This is a significant gap in the literature since conduct problems are among the most prevalent childhood mental disorders, while CU traits are associated with poor academic, behavioral, and social outcomes in school settings. In the current study, we assessed educators' knowledge of the characteristics and management of conduct problems and CU traits. Participants were N = 390 preschool and primary/elementary school educators (Mage = 38.62 years, SD = 11.66; 91% woman-identifying; 71% White) who completed a Knowledge Test and survey assessing educator characteristics and various student-educator outcomes. Averaged across items, educators scored 57.1% on the Knowledge Test. We identified gaps in educator knowledge with respect to identifying characteristics associated with distinct domains of externalizing difficulties and evidence-based management strategies. Educators' years of experience and accreditation status were not associated with knowledge. Paraeducators had significantly lower knowledge scores than teachers and leadership. Unexpectedly, greater knowledge was not associated with better student-teacher relationship quality or more positive perceptions of students with conduct problems. Findings support the need for universal MHL programs focused on conduct problems and CU traits, especially among paraeducators, while also suggesting that more intensive interventions may be required to improve educator-student relationship quality. [ABSTRACT FROM AUTHOR]

Increasing mental health literacy (MHL) levels are associated with communities displaying more positive attitudes and less negative attitudes. The myths about schizophrenia (MAS) may affect the balance between these two variables. However, no relevant study has been conducted. This study is designed to examine MAS's mediating role in MHL's effect on Community Attitudes Towards Mental Illness (CAMI). This descriptive and correlational study was completed with 270 participants. Data were collected with MAS Form, MHL Scale and CAMI Scale. Hierarchical regression analysis was used to evaluate the mediating effect. The increase in MHL level decreased the MAS level, the increase in MAS level increased negative community attitudes, and the increase in MHL level increased positive community attitudes and decreased negative community attitudes. As for the mediating effect, MAS mediated negative community attitudes. Thus, we suggest conducting awareness activities, improving MHL, lowering MAS, and implementing mental health policies for CAMI management. [ABSTRACT FROM AUTHOR]

ObjectiveMethodResultsConclusions\nKEYPOINTSTransitioning to university brings challenges and stress that could be mitigated through self-care practices and knowledge and use of mental health services. This study examined these variables in first-year students at an Australian university, exploring any differences between international and domestic students and whether demographic variables and psychological distress influence knowledge and use of mental health services and self-care practices.Participants were 821 first-year students (77.6% female, 25.2% international, Mage = 20.7, SDage = 5.54 years). Measures included the Mental Health Literacy Scale, purpose-written questions about awareness, confidence, and engagement with mental health services, self-care knowledge and use, and PsyCheck. T-tests examined differences between domestic and international students. Hierarchical regression analysis assessed relationships between demographic factors, psychological distress, and mental health-related variables.Compared with international students, domestic students had greater awareness, confidence, and engagement in mental health services, and better self-care knowledge. Demographic variables were associated with mental health outcomes, with limited model strength. Psychological distress was associated with less knowledge and confidence in accessing mental health services yet higher engagement with services, and lower self-care knowledge and use.The findings underscore the need for targeted mental health resources, particularly for international students and those experiencing higher psychological distress.What is already known about this topic:(1) Mental health issues are widespread among university students, but students often display limited knowledge of where to seek help, low engagement in help-seeking, and self-care.(2) Demographic factors such as age and gender, and barriers such as stigma and embarrassment, are associated with general mental health literacy and help-seeking behaviours among university students.(3) International students often show lower levels of awareness and engagement in seeking mental health support than domestic students.What this topic adds:(1) This topic provides up-to-date insights on the state of knowledge and use of mental health services, as well as self-care practices among first-year university students.(2) The study found that domestic students exhibited greater awareness, confidence, and engagement in mental health services, and better self-care knowledge than international students.(3) The study found that first-year students with higher levels of psychological distress had lower knowledge and confidence in accessing mental health services, more engagement with these services, and poorer self-care practices. [ABSTRACT FROM AUTHOR]

Mental health literacy (MHL) is an important part of the help-seeking process, yet there is a lack of knowledge about the MHL of adolescents in the Caribbean. This region is important to study as it is underrepresented in mental health research globally. The aim of this study is to explore the ability of adolescents in Bermuda to recognize depression and social phobia (social anxiety) and their beliefs about the sources of help for a peer with these mental health problems. This cross-sectional study surveyed middle and high school students aged 10–19 years in Bermuda. Online surveys conducted between November 2022 and June 2023 gathered demographic data including age, gender and race, and assessed the ability to recognize depression and social anxiety from descriptions provided in randomly assigned vignettes, and beliefs about sources of help. Across 15 middle and high schools, 2423 adolescents (out of 3593 eligible participants) completed all demographic and MHL survey questions (1139 males, 1272 females). Recognition rates for depression and social anxiety were 60% and 53%, respectively. Compared to females, males endorsed a greater variety of help sources. Reporting symptoms of depression or anxiety reduced the likelihood of endorsing multiple sources of help. MHL of adolescents in Bermuda is sub-optimal, particularly for social anxiety. Mental health promotion programs may be useful in improving recognition rates. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine time trends in the ability to correctly identify schizophrenia and major depression within the German general population from 1990 to 2020, as an indicator of changing mental health literacy (MHL). Additionally, we investigated shifts in the use of stigmatizing language. Methods: Our analysis is based on four waves of representative population surveys in Germany in 1990/1993 (West Germany: N = 2044, East Germany: N = 1563), 2001 (N = 5025), 2011 (N = 2455), and 2020 (N = 3042) using identical methodology. Respondents were presented with an unlabelled case vignette describing a person who exhibited symptoms of either schizophrenia or major depression. Participants were then asked to name the problem described in the vignette using an open-ended question. Results: From 1990/1993 to 2020, correct identification of schizophrenia increased from 18% to 34% and from 27% to 46% for major depression. However, derogatory labels remained constant throughout all survey waves, particularly for schizophrenia (19% in 1990/1993 and 18% in 2020). For depression, more trivializing and potentially devaluing statements were recorded. Conclusion: Despite the increasing use of psychiatric terminology among the general population, the persistence of derogatory labels suggests that improved MHL, reflected in higher recognition rates, may not automatically translate into a reduction in stigmatizing language. With depression, a normalization and trivialization of a severe illness could pose new challenges to people with major depression. Dedicated efforts to combat the stigma of severe mental illness are still needed. [ABSTRACT FROM AUTHOR]

Examining a large number of specific college majors and their association with mental health literacy (MHL) is an important step towards identifying at-risk groups at the college level. Though prior research has investigated MHL across student demographics such as gender, age, ethnicity, and level of education, the present study was the first to compare the MHL of undergraduate students across 19 different college majors. A total of 617 demographically and ethnically diverse undergraduate students (62.1% female; 69.3% non-white; mean age = 22.2 years; mean year in college = 2.8) reported their demographics, college experience, and college major, and completed an MHL measure that assessed knowledge of more than 20 psychological disorders and the application of that knowledge to real life scenarios. After controlling for gender, data were analyzed using ANOVA and post hoc comparisons to determine if differences in mental health literacy level were related to specific college majors. Results revealed that mental health literacy significantly differed across majors, F(18, 598) = 5.09, p <.001. Specifically, students majoring in accounting, nursing, business, biology, and those in a multidisciplinary category had significantly lower mental health literacy scores compared to the highest scoring major, psychology. We present empirical data about variations in mental health literacy across many different majors in higher education. Our findings provide a rationale for interventions for academic majors with lower MHL, as well as a rationale for training of college faculty and staff, for the purpose of improving psychological well-being in at-risk college students. [ABSTRACT FROM AUTHOR]

Disparities in mental health care and access to care disproportionately affect youth from minoritized and low-income communities. School-based prevention programs have the potential to offer a non-stigmatized approach to mental health care as well as the ability to reach many students simultaneously. Advocates 4 All Youth (ALLY) is a program developed for 5-6th grade students aimed at improving self-efficacy and resilience via individualized sessions with a trusted adult (ALLYs). The feasibility of delivering ALLY in a racially and minoritized low-income community is discussed and modifications required to implement the program documented. Students completed questionnaires and sessions with an ALLY. Aspects of program delivery deemed feasible included training ALLYs to delivery program, stakeholder buy-in regarding missing class time, and students attending the sessions. Further modifications included adjustments to materials due to lower reading level and health literacy related-educational needs. Programs designed in one demographic setting may not work in a different setting. [ABSTRACT FROM AUTHOR]

Objective: The prevalence of youth mental illness is increasing, and accessible preventative approaches, such as school-based mental health literacy programs, are needed. Mental health literacy is the ability to understand how to obtain and maintain good mental health. Schools are an ideal and accessible setting to base programs targeting mental health literacy. Method: This study used a non-randomised waitlist control design to evaluate the effects of the Youth Education and Support (YES) program on mental health literacy, help seeking, and resilience for 38 Australian youth (12 male, 26 female) aged 12–16 years (M = 14.05, SD = 1.01). Data was analysed using t-tests, frequency analyses, mixed-model repeated measures analysis of variance, and directed content analysis. Results: No significant interaction effect on mental health literacy from pre to post intervention was found between participants in the YES condition and control condition. Participants (n = 26) were significantly more likely to seek help from a helpline for suicidal ideation than control (n = 12) postintervention. Participants within the YES condition demonstrated significantly improved mental health literacy from pre to postintervention. Conclusions: This study provides initial evidence supporting the inclusion of mental health literacy programs in Australian school environments. KEY POINTS: What is already known about this topic: Mental health literacy can equip young people with tools for supporting their mental health. Young people want to learn about mental health in an accessible learning environment, such as their school. Little research has been conducted in Australian school settings evaluating a mental health literacy program. What this topic adds: The Australian adapted YES program has been adapted based on theory, previous literature, and needs voiced by key stakeholders. Participation in the Australian adapted YES program has produced increased mental health literacy, and improved attitudes towards seeking help. This study provides a starting point for embedding a mental health literacy program into the Australian school curriculum with a preventative and psychoeducational lens. [ABSTRACT FROM AUTHOR]

The Mental Health Literacy Scale (MHLS) is a scale-based measure with 35 items that assesses various aspects of mental health literacy. The original English version was developed in Australia and has been translated into several languages. The present study aimed to translate and culturally adapt the questionnaire for its use in Germany and to determine the psychometric properties of the German version of the MHLS (MHLS-GER) in two different samples. After translation and cultural adaptation, the MHLS-GER was administered via an online survey in a general population sample and via a postal survey in patients with acute myocardial infarction (AMI). Exploratory factor analysis and confirmatory factor analysis were conducted to determine the dimensionality. Furthermore, internal consistency, known-groups-validity and measurement invariance were evaluated. Data of 517 participants of the general population sample and 786 participants of the AMI sample were analyzed. In both samples a four-factor structure yielded good model fit indices. The four subscales of the MHLS-GER including 31 items comprise the topics 'knowledge' (11 items), 'information seeking' (4 items), 'stigmatization' (9 items) and 'social distance' (7 items). All four subscales showed good internal consistency (Cronbach's alpha: 0.80 to 0.90, average inter-item correlation: 0.30–0.59) and were mostly invariant across the two samples. Participants with previous experience with mental disorders (personal or professional context) showed higher scores on the four subscales. In contrast to the unidimensional structure of the original version, the MHLS-GER comprises four subscales. All subscales showed acceptable to good psychometric properties and can now be used to assess mental health literacy. Further validation studies to evaluate test-retest-reliability and responsiveness are required. [ABSTRACT FROM AUTHOR]

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In this study, we looked at the variables affecting Turkish attitudes towards seeking psychological help (ASPH). Thus, we aimed to determine the relationships between mental health literacy (MHL), the self-stigma of seeking help, the social stigma of receiving psychological help, masculinity, emotional expression, and ASPH. The research survey consisted of 557 participants aged between 18 and 60 (399 female, 158 male). The stepwise regression analysis indicated that the self-stigma of seeking help could significantly explain 37.1% of the variation in ASPH. The model incorporated the following factors: knowledge-oriented MHL, beliefs-oriented MHL, resource-oriented MHL, emotional expression, and masculinity. Together with self-stigma of seeking help, these factors explained 44.8% of ASPH. Knowledge-oriented MHL made the second-most substantial contribution, explaining 2.8% of the variance, while self-stigma emerged as the most significant contributor. The findings reinforce the importance of MHL in determining ASPH for clients and mental health professionals. [ABSTRACT FROM AUTHOR]

This cross-national study investigated the mental health and wellbeing literacy of adults through a series of discrimination tasks which assessed their ability to correctly discriminate statements of mental health and wellbeing. A cross-national sample of 1044 adults aged 18 years and older were recruited through Qualtrics Panels. Participants resided in Australia, the United Kingdom, Singapore, South Africa and Malaysia. Quota sampling was undertaken within countries for sex and age-groups (18 to 39 years, 40 to 59 years, and 60 + years). Participants were assigned into one of two conditions in which mental health and wellbeing statements were either negatively or positively framed. In the first task, participants reported moderate levels of mental health and wellbeing literacy and there was consistency between nations in participants' discrimination of statements. In the second discrimination task, participants now classified most statements indicators as reflecting "both mental health and wellbeing". The findings suggest that while community members can mostly discriminate between statements of wellbeing and mental health, they will generally define these statements as reflecting dimensions of both mental health and wellbeing. For community members, it may be less important to discriminate between mental health and wellbeing but instead simply focus on overall psychological health which reflects both absence of pathology and presence of wellbeing. [ABSTRACT FROM AUTHOR]

Purpose: Although mental disorders are common in the workplace, they often go unnoticed. There is frequently a gap in the recognition and effective management of these disorders, leading to delayed recovery and worsening conditions. This study evaluates the level of Mental Health Literacy (MHL) among employees of the Finance and Planning Departments in the Federal District, Brazil, and proposes preventive measures and de-stigmatization strategies for mental health in the workplace. Methods: MHL among active employees was assessed using the Mental Health Literacy Scale (MHLS), developed by O'Connor and Casey (2015) and validated for Brazilian Portuguese by Buta et al. (2024). The data analysis included descriptive and inferential statistics, with nonparametric tests used to compare MHL across different groups. Results: The results showed that 27.6% of participants had adequate literacy, 67.9% had problematic levels, and 4.5% had inadequate levels. Women were observed to have higher literacy levels than men. Additionally, significant variations in literacy levels were noted among individuals with different health conditions; those diagnosed with cancer, depression, or other illnesses had higher literacy than those without diagnosed conditions. Conclusion: To address MHL challenges, educational actions such as awareness campaigns, training, and consultancy programs are essential. [ABSTRACT FROM AUTHOR]

Objectives: Considering the importance of mental health help-seeking, researchers have closely examined the relationship between mental health literacy (MHL) and help-seeking intention (HSI). Furthermore, the high impact of stigma and the potential value of social support on HSI have been recognised. However, the relationship between these variables has not been fully tested within the context of Chinese elite athletes. This study addressed this gap by examining the relationship between MHL and HSI. Furthermore, it explored the mediating effects of public stigma, self-stigma, and social support on the relationship between MHL and HSI among Chinese elite athletes. Methods: 450 Chinese elite athletes (Mage = 18.12, SD = 3.20, 46.2% female) selfreported their MHL, public stigma, self-stigma, social support, and HSI. Mediation analysis was conducted using the bootstrap approach of the PROCESS macro version 3.3 of SPSS 25. Results: The results showed a significant positive correlation between MHL and HSI (r = 0.348). The results also demonstrated that MHL was a predictor of HSI (ß = 0.337, 95%CI [0.249, 0.425], p < 0.001). Furthermore, 1) the indirect effect of MHL public stigma HSI was 0.024 and a 95%CI [0.003, 0.053]. Specifically, MHL predicted public stigma (Estimate = -0.151, 95%CI [-0.187, -0.045], p < 0.001), and public stigma predicted HSI (Estimate = -0.161, 95%CI [- 0.549, -0.164], p < 0.001); 2) the indirect effect of MHL→self-stigma→HSI was 0.016 and 95%CI [0.002, 0.038]. Specifically, MHL predicted self-stigma (Estimate = -0.137, 95%CI [-0.069, -0.013], p < 0.01), and self-stigma predicted HSI (Estimate = -0.120, 95%CI [-1.181, -0.186], p < 0.01); as well as 3) the indirect effect of MHL social support HSI was 0.029 and a 95%CI [0.009, 0.055]. Specifically, MHL predicted social support (Estimate = 0.208, 95%CI [0.018, 0.047], p < 0.001), and social support predicted HSI (Estimate = 0.141, 95%CI [0.578, 2.442], p < 0.01). Additionally, the direct effects from MHL to HSI is (ß = 0.452, 95%CI [0.304, 0.600], p < 0.001). Conclusion: Our findings provide empirical support for the roles of public stigma, self-stigma, and social support as mechanisms of behavioural change in MHL interventions. These factors increase HSI among elite athletes. Future studies should further test these mediating effects using experimental designs. [ABSTRACT FROM AUTHOR]

Mental health literacy (MHL) is a major contributor to mental health, and thus the question of how to enhance MHL through online interventions has attracted the attention of many researchers. For this reason, this study aimed to test the effectiveness of three online interventions (i.e., "post WeChat Moments", "article pushing", and "video") at enhancing adolescents' MHL. Subjects: 299 subjects were recruited via convenience sampling from a college in Hunan Province and randomly assigned to four groups (post WeChat Moments group = 45, article pushing group = 87, video group = 79, control group = 88). Intervention: the post WeChat Moments group shared one article related to mental health in their Post WeChat Moments each day for 12 weeks, the article pushing group received one article every day for 12 weeks, the video group watched 1 short MHL video per week for 12 weeks, and the control group shared a topical social event (approximately 5 min) each week for 12 weeks. Outcome measures: 1) MHL (primary): the Mental Health Literacy Questionnaire; 2) mental health (secondary): the Short Warwick-Edinburgh Mental Wellbeing Scale. Analysis: The data were collected at baseline and post-intervention. Statistical methods include descriptive statistics and repeated measures ANOVA. At T1, the differences in MHL and mental health among the groups were not statistically significant. After 12 weeks of experimental intervention, the MHL and mental health of subjects in all three experimental groups were significantly higher at T2 than they had been at T1 (p < 0.05). Meanwhile, the MHL and mental health of the control subjects did not differ from T1 to T2 to a significant degree (p > 0.05). All three online interventions (i.e., "post WeChat Moments", "article pushing", and "video") were effective at improving adolescents' MHL and mental health. The enhancement of MHL may be influenced by the individual's engagement, interest, and the quality of the learning materials. The MHL online course developed by the research team can be used as popular science material for the promotion of mental health. [ABSTRACT FROM AUTHOR]

AbstractPsychological distress (PD) among Canadian undergraduate students continues to be a prevalent issue. Developing an enhanced understanding of the relationship between mental health literacy (MHL), PD and help-seeking behavior (HSB) can provide researchers, educators, and clinicians with additional insight as to what knowledge should be taught and reiterated to undergraduate students that will support their mental health. While many studies across the globe have consistently reported significant positive relationships between MHL and HSB, there remains mixed findings regarding the relationship between MHL and PD. The purpose of this study was to explore Canadian undergraduate students’ degree of MHL, and the influence it has on their levels of PD and HSB. While previous Canadian studies have explored students’ MHL, this is the first Canadian study that has examined the relationships between MHL, PD and HSB. A total of 335 participants completed an online survey. More than half of the students reportedly experienced heightened levels anxiety, depression, and stress. The results suggested that Canadian undergraduate students demonstrate adequate levels of MHL and that some attributes of MHL have significant relationships with PD and HSB. Further research is warranted to strengthen our understanding of the influence of MHL on PD and HSB. [ABSTRACT FROM AUTHOR]

Introduction and Objectives: Canadians rely on their primary care providers to address their mental health needs, but there are longstanding system gaps that must be addressed to enhance their ability to deliver mental health care. The present study addressed the gap in pediatric mental health care through the development, delivery, and evaluation of a mental health literacy training among non-physician primary care providers. Methods: We delivered the training among 97 participants, with all completed the pre-test survey, and 74 completed the post-test survey on knowledge, attitudes toward mental health, and help-seeking intentions. Additionally, participants explained why they attended the training and shared how they would apply the knowledge learned into their practice (behaviors). Results: Participants improved their knowledge significantly from pre-test to post-test, P <.001, d = 2.51. We didn't find any statistical significance between pre-test and post-test on attitudes, P =.067, nor on help-seeking intentions, P =.274. However, participants' scores were exceedingly high on both outcomes, indicating positive attitudes and intentions at 2 time points and implying a ceiling effect of both outcomes. We did not find outcome differences by demographics, practice year, practice zone, or professional role. While knowledge, years of practice and prior mental health training predicted participants attitudes at pre-test, they didn't at post-test. Attitudes toward mental health predicted help-seeking intentions. Participants indicated this training will change their practice behaviors. Conclusion: This mental health literacy training for primary care providers demonstrated strong evidence of the need to integrate mental health and addiction support into primary care practice. [ABSTRACT FROM AUTHOR]

AbstractObjectiveMethodResultsConclusionsThe current study examined how college students search online for mental health information and the impact of these searches on mental health literacy, stigma, and help-seeking.Undergraduate participants (N = 270; Fall 2015 to Spring 2019) were randomly assigned to search online for information about coping with anxiety for themselves or a friend (experimental activity), or to utilize Google Maps to answer navigational questions (control).Participants who conducted an online search demonstrated greater mental health literacy including optimism about psychotherapy, and lower levels of certain types of stigma, but lower willingness to seek/recommend professional help. Participants were more likely to recommend professional help for a friend compared to themselves.Online searches for mental health information have the potential to increase mental health literacy. Universities can harness the Internet to reduce help-seeking barriers but should also address when it is appropriate to engage in self-help versus seek professional help. [ABSTRACT FROM AUTHOR]

In this study, the validity of a new measure of positive mental health literacy (MHL) is explored in a sample of adolescents: the Positive Mental Health Literacy questionnaire (PosMHLit). The instrument development combined three stages: literature review; conceptual validation by a panel of experts (focusgroup and single analysis); a psychometric study. A sample of 539 adolescents was collected and exploratory factor analysis (EFA) with parallel analysis (PA) were conducted. A unidimensional solution with 23 items emerged from EFA. A confirmatory factor analysis corroborated the 1-factor solution, with 19 items. PosMHLit has good internal consistency and construct validity, because it was correlated in the expected directions with MHL, mental well-being, and psychopathology. Girls reported higher PosMHLit than boys. Flourishers and nonflourishers did not differ in terms of PosMHLit. The PosMHLit appears valid and reliable and can be used with adolescents to measure positive MHL. [ABSTRACT FROM AUTHOR]

Mental health issues are prevalent among young people. An estimated 10% of children and adolescents worldwide experience a mental disorder, yet most do not seek or receive care. Media mental health awareness campaigns, defined as marketing efforts to raise awareness of mental health issues through mass media, are an effort to address this concern. While previous research has evaluated the outcomes of specific media mental health awareness campaigns, there is limited data synthesizing their overall effects. This study addresses the knowledge gap by reviewing the existing literature on the impact of media mental health awareness campaigns on young people. A search was conducted on MEDLINE, EMBASE, PsychINFO, Web of Science, and Google Scholar for studies published between 2004 and 2022 with results specific to people aged 10 to 24. Out of 20,902 total studies identified and screened, 18 studies were included in the review. The following data were extracted from each study: characteristics and descriptions of the campaign, evaluation design and sampling, and summary of impact. The review identified evaluations of 15 campaigns from eight different countries. Outcome evaluation methods commonly comprised of surveys and quantitative data. The campaigns were generally associated with positive changes in the attitudes, beliefs, and intentions of young people (e.g., reduced stigma) and positive changes in behaviors (e.g., increased help-seeking behaviors). The inclusion of few studies in the review indicates a need for ongoing evaluations of media mental health awareness campaigns for young people to inform good practices in their development and distribution. [ABSTRACT FROM AUTHOR]

Objectives: Risky drinking is a concern among UK-based middle-aged adults. We aimed to explore the relationship between risky drinking, drinking motives, wellbeing, and mental health literacy (MHL). Method: Cross-sectional analysis of online survey data completed by 193 UK-based adults aged 40–65 who drank alcohol, incorporating the Alcohol Use Disorders Identification Test (AUDIT); Drinking Motives Questionnaire-Revised (DMQ-R); Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS); Mental Health Literacy Scale (MHLS) and demographic questions. Results: Coping, enhancement and conformity motives and gender significantly predicted higher AUDIT scores (measuring risky drinking). Enhancement motives were found to mediate the relationship between the self-help component of MHL and AUDIT scores, while coping motives mediated the association between wellbeing and AUDIT scores. Conclusion: Findings support research emphasising the influence of drinking motives on risky drinking and highlights how low wellbeing may interact with coping motives to explain risky drinking among middle-aged adults, particularly men. Interventions supporting individuals to understand the relationship between drinking motives and risky drinking, develop adaptive coping strategies, and address the causes of low wellbeing, may be beneficial. However, as the sample was 84% ethnically White, 64% women, 85% educated to at least undergraduate level, and reported a relatively high mean socioeconomic status (6.98 out of 10), the results may not generalise beyond these groups. Future research should use stratified sampling to increase generalisability, as well as exploring whether alcohol-specific, component-specific, or disorder-specific MHL is associated with risky drinking and wellbeing. [ABSTRACT FROM AUTHOR]

Aim: This article aims to assess Mental Health Literacy (MHL) in dialysis patients and examine their impact on anxiety, depression and physical health. Material and Method: The study was conducted in the Hemodialysis Unit of Karaman Training and Research Hospital between March and June 2024. A total of 87 patients who met the inclusion criteria and agreed to participate were included in the study. Data were collected using a semi-structured sociodemographic form, Mental Health Literacy Scale, Hamilton Depression Scale and Hamilton Anxiety Scale. Biochemical parameters were obtained from electronic patient records. Results: The frequency of depression was 45%. There was no significant difference in MHL points among individuals with and without depression. Furthermore, no correlation was found between MHL and duration of disease or dialysis. A significant relationship was found between Total and Resource subscale scores of MHL and estimated glomerular filtration rate (eGFR). Conclusion: The frequency of depression was higher in dialysis patients than in the general population. Albeit no significant difference in MHL was observed between patients diagnosed with depression and those without, the significant relationship between MHL and eGFR suggests that interventions to increase MHL may have positive effects on disease progression. [ABSTRACT FROM AUTHOR]

Purpose: The study aims to understanding the mental health literacy level of urban and rural residents in Guangdong Province, the first major province in China, and its influencing factors is crucial. Methods: A multi-stage stratified equal-volume random sampling method was adopted in October-December 2022 to select permanent residents aged 18 years and above in Guangdong Province for the questionnaire survey, which consisted of a general demographic information questionnaire and a national mental health literacy questionnaire. Rao-Scott χ²-test with correction based on sampling design, independent samples t-test and binary multivariate logistic regression analysis were performed. Results: A total of 51744 individuals completed the questionnaire, including 31822 urban residents and 19200 rural residents. The rate of achievement of mental health literacy was 13.6% among urban residents, which was significantly higher compared to the rate of 8.6% among rural residents. Logistic regression analysis showed that female, higher education, being mental worker, being a retiree, having a higher monthly household income, maintaining a regular diet, and using electronic products for 2– 6 hours per day were protective factors for mental health literacy attainment in urban residents, while having chronic diseases, being a smoker and having a history of drinking were identified as risk factors in urban residents. Among in rural residents, married, younger, higher education, being mental worker and using electronic products for 2– 6 hours per day, maintaining a regular diet, and engaging in regular exercise were protective factors for achieving mental health literacy, while previous smoking was a risk factor. Conclusion: The study revealed a low level of mental health literacy among urban and rural residents of Guangdong Province, with a significant disparity between the two areas. These findings highlight the need for continuing efforts to increase the dissemination of mental health knowledge in rural communities and improve levels of mental health literacy. [ABSTRACT FROM AUTHOR]

Abstract Examining a large number of specific college majors and their association with mental health literacy (MHL) is an important step towards identifying at-risk groups at the college level. Though prior research has investigated MHL across student demographics such as gender, age, ethnicity, and level of education, the present study was the first to compare the MHL of undergraduate students across 19 different college majors. A total of 617 demographically and ethnically diverse undergraduate students (62.1% female; 69.3% non-white; mean age = 22.2 years; mean year in college = 2.8) reported their demographics, college experience, and college major, and completed an MHL measure that assessed knowledge of more than 20 psychological disorders and the application of that knowledge to real life scenarios. After controlling for gender, data were analyzed using ANOVA and post hoc comparisons to determine if differences in mental health literacy level were related to specific college majors. Results revealed that mental health literacy significantly differed across majors, F(18, 598) = 5.09, p

Abstract Purpose Although mental disorders are common in the workplace, they often go unnoticed. There is frequently a gap in the recognition and effective management of these disorders, leading to delayed recovery and worsening conditions. This study evaluates the level of Mental Health Literacy (MHL) among employees of the Finance and Planning Departments in the Federal District, Brazil, and proposes preventive measures and de-stigmatization strategies for mental health in the workplace. Methods MHL among active employees was assessed using the Mental Health Literacy Scale (MHLS), developed by O’Connor and Casey (2015) and validated for Brazilian Portuguese by Buta et al. (2024). The data analysis included descriptive and inferential statistics, with nonparametric tests used to compare MHL across different groups. Results The results showed that 27.6% of participants had adequate literacy, 67.9% had problematic levels, and 4.5% had inadequate levels. Women were observed to have higher literacy levels than men. Additionally, significant variations in literacy levels were noted among individuals with different health conditions; those diagnosed with cancer, depression, or other illnesses had higher literacy than those without diagnosed conditions. Conclusion To address MHL challenges, educational actions such as awareness campaigns, training, and consultancy programs are essential.

A large proportion of jockeys report symptoms associated with mental health difficulties (MHDs), yet most do not seek help from professional mental health support services. Due to the paucity of literature in this field, this study sought to explore jockeys' barriers to, and facilitators of, help-seeking for MHDs. Twelve jockeys participated in semistructured interviews, subsequently analyzed via reflexive thematic analysis. Barriers to help-seeking included the negative perceptions of others (stigma and career implications), cultural norms (masculinity and self-reliance), and low mental health literacy (not knowing where to seek help, minimization of MHDs, negative perceptions of treatment, and recognizing symptoms). Facilitators to help-seeking included education (exposure to psychological support at a younger age), social support (from professionals, jockeys, family, and friends), and media campaigns (high-profile disclosures from jockeys). Findings are consistent with barrier and facilitator studies among general and athletic populations. Applied recommendations and future research considerations are presented throughout the manuscript. [ABSTRACT FROM AUTHOR]

Mental health issues among elite athletes have received much attention in recent years. A supportive sport promotes the mental health of its athletes, team officials and staff play a crucial role in assisting athletes to seek help for their mental health when needed. However, studies have demonstrated that these individuals do not have sufficient knowledge to provide the appropriate support and assistance. Mental health literacy (MHL) is a major factor influencing support and help-seeking attitudes. Therefore, the current study aimed to provide support staff with knowledge about MHL to increase their MHL levels, reduce their stigma towards mental health issues, and improve their help-seeking attitude and their confidence in helping athletes with mental health issues. To this end, a two-arm non-randomised controlled trial was used, during which one 4-hour MHL workshop was delivered to 74 team officials and staff between the ages of 22–54 (M = 35.65, SD = 8.16). Data were collected at three time points (pre-intervention, post- intervention and follow-up). The results showed that the participants in the MHL group significantly outperformed those in the wait list control (WLC) group in terms of improved MHL and help-seeking attitude and reduced stigma. However, compared with the WLC group, the participants' confidence in helping athletes with mental health issues did not significantly improve at post- and follow-up examinations. This study has practical implications for interventions designed to promote MHL among Chinese team officials and staff in elite sports and provides suggestions for future research on MHL and help-seeking. [ABSTRACT FROM AUTHOR]

Introduction: The mental well-being of teachers profoundly influences educational quality and directly impacts the mental health of students. Recognizing the challenges faced by schoolteachers is crucial for policymakers to address these issues. Objective: The objective of this study is to investigate Indian schoolteachers’ mental health, aiming to uncover issues such as stigma, resilience, and mental health literacy. Methods: This cross-sectional study employed an online survey method, incorporating demographic information, Depression, Anxiety, and Stress Scale, Connor-Davidson Resilience Scale, Reported and Intended Behaviour Scale, and Mental Health Literacy Questionnaire. Google Form survey was disseminated through e-mail to teachers across 65 schools. The study targeted full-time teachers aged between 25 and 50 years, with at least 3 years of experience. Results: Among the 404 completed surveys, a significant majority (59.4%) of teachers demonstrated elevated scores, signaling a need for diagnostic evaluation for anxiety and depression, with 37.4% experiencing comorbid symptoms, and 30.7% reporting elevated stress levels. Teachers with anxiety and depression symptomatology had significantly lower hardiness (t = 3.616, P ≤ 0.001), coping (t = 2.946, P = 0.003), optimism (t = 2.156, P = 0.032), emotion regulation (t = 3.133, P = 0.002), self-efficacy (t = 5.042, P ≤ 0.001), and total resilience scores (t = 3.213, P = 0.001). Despite the majority reporting no personal experience with mental health issues, a substantial number expressed neutrality toward living (42.8%), working (36.1%), or residing nearby (37.6%) with individuals with mental health problems. However, 34.9% slightly disagreed with maintaining relationships with friends facing mental health challenges. While teachers exhibited above-average knowledge of mental health problems and related skills, they also displayed higher levels of erroneous beliefs or stereotypes. Conclusion: These results provide preliminary, data-based insights into the mental health, resilience, stigma, and mental health literacy of schoolteachers in India. The findings underscore the need for targeted programs to empower teachers as effective gatekeepers of child and adolescent mental health.

Abstract Background Ensuring mental health literacy among students aged 10–25 is of utmost importance, and the efficacy of educational programs in this domain holds significant value. This systematic review assesses the influence of The Guide (Mental Health and High School Curriculum Guide) on mental health literacy within this demographic. Materials and methods This review examined how effective The Guide was in increasing students’ mental health literacy, help-seeking attitudes, and stigma reduction. It also looked at what factors influenced its implementation and sustainability in different settings. It followed the PRISMA guidelines and searched for studies that used The Guide or a modified version of it with students aged 10–25 from 1975 to 2023. Studies were assessed for quality using the QuADS Quality Appraisal tool. Results Our systematic review encompassed a comprehensive analysis of 10 reports derived from five primary articles originating from six countries, with a combined participant pool of 4298 individuals. The selected studies exhibited variations in design, duration, delivery modes, and outcome measures. The synthesized findings underscored the positive impact of The Guide educational program on enhancing students' mental health literacy. However, the effects on students' help-seeking attitudes and stigma were varied. Additionally, the results illuminated that the success and sustainability of The Guide were contingent on several factors, including the mode of delivery, the role of facilitators or teachers, and the unique characteristics of the student population. Conclusion The review showed that The Guide was effective in improving students’ mental health literacy in different settings. It also suggested that The Guide needed to be adapted and tailored to the local context and culture, and that the facilitators or teachers and the students needed to be trained and involved in the process.

Abstract Background Mental health literacy (MHL) is crucial for early recognition of and coping with mental health problems, and for the use and acceptance of mental health services, leading to better health outcomes, especially in adolescence. The prevalence of mental health problems among adolescents is seen as a major public health concern and MHL is an important factor in facilitating positive mental health outcomes. However, the availability of valid measurement instruments for assessing the multifaceted nature of MHL is limited, hindering the ability to make meaningful comparisons across studies. The Knowledge and Attitudes to Mental Health Scales (KAMHS) is a promising comprehensive instrument for measuring adolescents’ mental health literacy but its psychometric properties have not been explored in any other contexts than the Welsh. The aim of this study was to translate the KAMHS into Dutch, adapt it in this context, and evaluate its psychometric properties. Methods We performed a cross-sectional study with Dutch adolescents between the ages 11–16. We translated the KAHMS and assessed its content validity using cognitive interviewing with n = 16 adolescents. Next, n = 406 adolescents were asked to fill in the translated KAMHS-NL and reference scales, on mental health (SDQ and WHO-5), resilience (BRS), and mental health help-seeking behaviors. We assessed construct validity based on a priori hypotheses regarding convergent and divergent correlations between subscales of KAMHS-NL and the reference scales. Finally, we assessed structural validity via confirmatory factor analysis and exploratory structural equation modeling. Results The KAMHS-NL showed good content validity and satisfactory construct validity. In total, 28 of the 48 hypotheses regarding convergent and divergent correlations between the KAMHS and reference scales were confirmed. Contrary to our expectations, weak, but significant associations were found between MHL and resilience. The KAMHS showed an acceptable to good internal consistency (McDonald’s omega ranging from 0.62 to 0.84). Finally, we could generally confirm the postulated structure of the KAMHS-NL in the Dutch sample with a 5-factor solution (RMSEA = 0.033; CFI = 0.96). Conclusions The Dutch version of the KAMHS is a valid measure for detecting differences in MHL levels in adolescents. The KAMHS is a promising instrument for assessing MHL in adolescents in a multifaceted manner in other countries which may facilitate rigorous global MHL research. The instrument therefore deserves further validation research in other settings and comparisons across various cultural contexts.

Abstract Mental health literacy (MHL) was introduced 25 years ago as knowledge and beliefs about mental disorders which aid in their recognition, management, or prevention. This scoping review mapped the peer-reviewed literature to assess characteristics of secondary school-based surveys in school-attending youth and explore components of school-based programs for fostering MHL in this population. The search was performed following the method for scoping reviews by the Joanna Briggs Institute (JBI). Searches were conducted in four scientific databases with no time limit, although all sources had to be written in English. Primary studies (N = 44) provided insight into MHL surveys and programs for school-attending youth across 6 continents. Studies reported that most youth experience moderate or low MHL prior to program participation. School-based MHL programs are relatively unified in their definition and measures of MHL, using closed-ended scales, vignettes, or a combination of the two to measure youth MHL. However, before developing additional interventions, steps should be taken to address areas of weakness in current programming, such as the lack of a standardized tool for assessing MHL levels. Future research could assess the feasibility of developing and implementing a standard measurement protocol, with educator perspectives on integrating MHL efforts into the classroom. Identifying the base levels of MHL amongst school-attending youth promotes the development of targeted programs and reviewing the alignment with program components would allow researchers to build on what works, alter what does not, and come away with new ways to approach these complex challenges, ultimately advancing knowledge of MHL and improving levels of MHL.

Abstract Mental health literacy is vital for well-being in educational settings, extending beyond academics to include social and emotional development. It empowers individuals, allowing them to recognize and address their mental health needs and provide essential support to their peers. Despite the acknowledged importance of modifiable factors, there is a noticeable research gap in those amenable to change through educational interventions. Thus, this systematic review aims to identify potentially modifiable predictors of mental health literacy in the educational context. A systematic search was conducted for quantitative studies published between 2019 and October 2023 using several databases following PRISMA guidelines. Studies needed to focus on potentially modifiable predictors of mental health literacy in the educational context. Study quality was assessed using the Appraisal tool for Cross-Sectional Studies (AXIS tool). In total, 3747 titles and abstracts were screened, 60 articles were assessed in full-text screening, and 21 were included in the review. Significant correlations between mental health literacy and modifiable predictors, including stigma toward professional help, self-efficacy, attitudes toward help-seeking, social support, positive psychological states, receiving mental health training, and psychological distress, were identified. By addressing these factors, educational institutions can cultivate community’s adept in mental health, fostering an environment marked by empathy, understanding, and proactive engagement in addressing mental health issues. The implications serve as a foundation for future research, policy development, and implementing of practical strategies to enhance mental health literacy in diverse educational settings.

Background. Mental health stigma and mental health literacy can be potential targets of public education and health development. These areas are culturally specific and have so far been almost unexplored in Russia. Objective. This study aimed at examining mental health stigma and mental health literacy in Russia, their prevalence, and their associations with somatic, anxiety, and depressive symptoms. Design. The participants were 1,068 Russian adults. They completed the online questionnaire with measures assessing their mental health stigma (Perceived Devaluation and Discrimination Scale; Link et al., 2001); somatic symptoms (Somatic Symptom Scale-8; Gierk et al., 2014); anxiety symptoms (Generalized Anxiety Disorder-7; Spitzer et al., 2006); and depressive symptoms (Patient Health Questionnaire-9; Kroenke et al., 2001). To examine their mental health literacy, we used a series of questions exploring a person’s awareness of mental health and mental health problems. Results. Mental health stigma was found in 67% of the participants, who were less confident that most mental disorders can be prevented and more confident that mental disorders can be cured in most cases. Higher devaluation, discrimination, and mental health stigma were related to more severe somatic symptoms. Lower mental health literacy and higher devaluation, discrimination, and mental health stigma were associated with more severe anxiety and depressive symptoms. These associations were the same when adding covariates such as sex, age, partnership, parenthood, and educational background. Conclusion. This study highlighted the obvious need for measures to reduce mental health stigma and improve mental health literacy in Russian society. In general, these measures can contribute to the promotion of better mental health in Russia.

Abstract Background Mental health literacy is a promising avenue of intervention for addressing the development of psychopathology, as well as its associated consequences, such as a decrease in academic performance. The current study aims to test the effectiveness of such an intervention in high school students, focusing on two main formats of delivery: (1) automated and (2) blended. Methods To achieve this aim, a randomized clinical trial with direct comparisons at three time points between three conditions (automated, blended, and waitlist) was designed. Power analyses yielded a necessary sample size of 264 high school students. The participants will be selected from Romanian high schools. Discussion The current study aims to contribute to the mental health literacy literature by testing the effectiveness of an educational intervention concerning mental health in terms of its benefits for reducing psychopathology and increasing academic performance. The success of such an intervention bears important implications for addressing mental health in the educational system. Trial registration Clinicaltrials.gov Identifier: NCT06217744, version 1, 22 January 2024.

Objective To explore potential classifications and characteristics of mental health literacy among HIV - positive men who have sex with men. Methods From November 2023 to January 2024, 226 HIV - positive MSM in a tertiary hospital in Nanjing were selected by the convenience sampling method and were investigated by general information questionnaire and multicomponent mental health literacy scale. Latent class analysis and multivariate logistic regression analysis were used to explore the categorical characteristics and influencing factors of mental health literacy in this group. Results The mental health literacy characteristics of HIV - positive MSM could be classified into low literacy group (22. 1%), resource deficient group (38. 1%), and high literacy group (39. 8%). Multiple logistic regression analysis showed that patients aged 18 - 34 (OR = 5. 573, 95% CI = 1, 020 -30.449) were more likely to be in the resource deficient group than the low literacy group, and those who had participated in learning mental health skills {OR = 0. 126, 95% CI = 0. 033 - 0. 476) were more likely to be in the high literacy group. Compared with the high literacy group, patients with literacy level of junior high school or below (OR = 15. 992, 95% Cf = 2. 036 -125.591), high school or junior college (OR = 2. 805, 95% G = 1. 098 - 7. 166), length of time to diagnosis of HIV infection < 1 year (OR = 8. 440, 95% CI = 1. 628 - 43. 742), and with comorbidities (OR = 6.619, 95% CI = 1. 077 - 40.663) were more likely to be in the low literacy group; and patients with a monthly per capita family income of < 3000 yuan (OR = 6. 241, 95% CI = 1. 088 - 35. 814) were more likely to be in the resource deprived group. Conclusion There are three potential categories of mental health literacy among HIV - positive MSM. In the future - targeted intervention strategies should be developed to improve the level of their mental health literacy and further improve their mental health according to this group's different category characteristics and influencing factors. [ABSTRACT FROM AUTHOR]

Background: Ensuring mental health literacy among students aged 10–25 is of utmost importance, and the efficacy of educational programs in this domain holds significant value. This systematic review assesses the influence of The Guide (Mental Health and High School Curriculum Guide) on mental health literacy within this demographic. Materials and methods: This review examined how effective The Guide was in increasing students' mental health literacy, help-seeking attitudes, and stigma reduction. It also looked at what factors influenced its implementation and sustainability in different settings. It followed the PRISMA guidelines and searched for studies that used The Guide or a modified version of it with students aged 10–25 from 1975 to 2023. Studies were assessed for quality using the QuADS Quality Appraisal tool. Results: Our systematic review encompassed a comprehensive analysis of 10 reports derived from five primary articles originating from six countries, with a combined participant pool of 4298 individuals. The selected studies exhibited variations in design, duration, delivery modes, and outcome measures. The synthesized findings underscored the positive impact of The Guide educational program on enhancing students' mental health literacy. However, the effects on students' help-seeking attitudes and stigma were varied. Additionally, the results illuminated that the success and sustainability of The Guide were contingent on several factors, including the mode of delivery, the role of facilitators or teachers, and the unique characteristics of the student population. Conclusion: The review showed that The Guide was effective in improving students' mental health literacy in different settings. It also suggested that The Guide needed to be adapted and tailored to the local context and culture, and that the facilitators or teachers and the students needed to be trained and involved in the process. [ABSTRACT FROM AUTHOR]

Introduction and objective: Mental Health Literacy (MHL) is important in promoting youth mental health. One key aspect of MHL is knowledge about mental disorders, which is particularly relevant for populations at risk for developing mental disorders, such as children of parents with a mental illness (COPMI), representing a mechanism within the transgenerational transmission. Currently, COPMI's level of disorder knowledge in general, and about the specific parental disorder has not been comprehensively researched. We, therefore, aimed to assess COPMI's disorder knowledge and clarify its association with COPMI's age and sex exploratively. To assess both general and disorder-specific knowledge, we took a novel approach that makes disorder knowledge comparable across samples and over time. Methods: A mixed method analysis of N = 181 semi-structured MHL interviews with COPMI (aged 5 to 17 years) was carried out in the COMPARE--family study in Germany. We conducted a DSM-oriented deductive qualitative content analysis to assess COPMI's general and specific disorder knowledge. Chi-square tests served to identify age and sex differences. Results: Children revealed limited knowledge of mental disorders in general, whereas adolescents displayed more knowledge that was also partly consistent with descriptions of classification systems like the DSM-5. The level of specific knowledge about the parent's disorder depended on the disorder group. More children displayed adequate knowledge of somatic and anxiety disorders compared to trauma and depressive disorders, and more adolescents displayed adequate knowledge of depressive and anxiety disorders. COPMI's age and sex were found to be significantly associated with disorder knowledge: adolescents exhibited higher levels of adequate general and specific disorder knowledge, and males exhibited higher levels of adequate general disorder knowledge. Conclusion: Assessing COPMI's disorder knowledge and identifying associated age and sex differences yield valuable insights into the knowledge component of the MHL theory. Our findings can help to improve psychoeducational interventions for COPMI by orienting them to their prevailing levels of disorder knowledge. We recommend employing and extending the DSM-oriented deductive approach to assess knowledge within MHL. Analyses involving additional assessments within the COMPARE--family study are in preparation to identify potential knowledge gains over time, and associations to COPMI's own well-being and mental health symptoms. [ABSTRACT FROM AUTHOR]

Mental health literacy (MHL) programs, which aim to improve knowledge, reduce stigma and promote help-seeking behavior, are a promising approach to meeting the growing mental and behavioral health needs of youth. This study aimed to understand the relational impacts of a MHL curriculum on students and teachers. A MHL curriculum was delivered in middle school classrooms across 11 schools in two diverse school districts in the Mid-Atlantic and Southeast regions. Fifteen teachers and counselors who delivered the MHL curriculum participated in focus groups to describe their experiences using the curriculum and perceptions of its impact. Qualitative focus group data were analyzed via team-based inductive thematic analysis following a grounded theory approach. Findings indicate that educators perceived the universal school MHL program to have a positive impact on relationships amongst students and between students and teachers. Participants reported that the MHL curriculum helped to open conversations about mental health and related topics by developing common language and providing an opportunity to model vulnerability. Having these conversations improved classroom rapport and helped teachers develop deeper connections with students. As a result, teachers and students achieved greater empathy and students advocated more for themselves and their peers. Implications for integrating MHL programs into multi-tiered frameworks in schools to expand access to mental health supports are discussed. [ABSTRACT FROM AUTHOR]

Background: In this study, the Universal Mental Health Literacy Scale for Adolescents (UMHL-A) was revised and tested for its reliability and validity in Chinese middle school students, thus establishing a useful tool for assessing the mental health of individuals in this occupation. Methods: Our sample comprised 1208 junior high school students (58.85% male), aged between 11 and 15 years old. The Chinese version of the scale includes a mental health attitude subscale and mental health knowledge subscale, including attitudes towards seeking help, attitudes related to stigma, general mental health knowledge, and knowledge about specific mental illnesses, encapsulated in a total of 17 items. A series of psychometric analyses such as exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and internal consistency reliability estimation were carried out in this study. Results: The results of the CFA indicated that the two-factor model had an acceptable model fit (Attitude (UMHL-A Likert): χ 2/df = 4.107; RMSEA = 0.072; SRMR = 0.045; TLI = 0.932; CFI = 0.954; Knowledge (UMHL-A T/F): χ 2/df = 3.647; RMSEA = 0.066; SRMR = 0.044; TLI = 0.923; CFI = 0.945). The Cronbach's alpha coefficient of subscales of the Chinese version UMHL-A were 0.80 and 0.78, respectively. Conclusion: In general, the Chinese version of the Universal Mental Health Literacy Scale for adolescents has good reliability and validity and can be used as a tool to measure the mental health literacy of Chinese adolescents. [ABSTRACT FROM AUTHOR]