Yasutaka Ojio1,2, Jerome C Foo1,3, Satoshi Usami4, Taruto Fuyama5, Megumi Ashikawa6, Kumiko Ohnuma7, Norihito Oshima8, Shuntaro Ando9,10, Fumiharu Togo1, Tsukasa Sasaki1. 1. Department of Physical and Health Education, The University of Tokyo, Tokyo, Japan. 2. Department of Community Mental Health & Law, National Institute of Mental Health, National Center of Neurology and Psychiatry, Tokyo, Japan. 3. Central Institute of Mental Health, Department of Genetic Epidemiology in Psychiatry, Medical Faculty Mannheim, University of Heidelberg, Mannheim, Germany. 4. Center for Research and Development on Transition from Secondary to Higher Education, The University of Tokyo, Tokyo, Japan. 5. Graduate School of Film and New Media, Tokyo University of the Arts, Yokohama, Kanagawa, Japan. 6. Saitama Prefectural Board of Education, Education Bureau, Health and Physical Education Division, Saitama, Japan. 7. Department of Health and Information Studies, Kagawa Nutrition University, Saitama, Japan. 8. Office for Mental Health Support, Division for Counseling and Support, The University of Tokyo, Tokyo, Japan. 9. Department of Psychiatry and Behavioral Science, Tokyo Metropolitan Institute of Medical Science, Tokyo, Japan. 10. Department of Neuropsychiatry, The University of Tokyo, Tokyo, Japan.
Abstract
AIM: A concise teacher-led program for mental health literacy (MHL), suitable for schools with tight schedules was developed, and its effects were examined in pre-teens. METHODS: Participants comprised 662 grade 5 to 6 students from nine Japanese elementary schools. The program consisted of a 45-minute session, delivered by school teachers using a 10-minute animated film. Program focuses included: mental health problems are common, can be associated with lifestyle and that seeking help from reliable adults is a key to finding solutions. Participants filled out self-report questionnaires before, immediately after and 3 months post-intervention. Changes in MHL were analyzed using multilevel models. RESULTS: Knowledge about mental health/illnesses, recognition of mental health state and intention to help peers/seek help when suffering from mental health problems, were significantly improved immediately and 3 months post-intervention. CONCLUSIONS: Concise teacher-led programs administered in schools can have positive and lasting effects on MHL in pre-teens.
AIM: A concise teacher-led program for mental health literacy (MHL), suitable for schools with tight schedules was developed, and its effects were examined in pre-teens. METHODS:Participants comprised 662 grade 5 to 6 students from nine Japanese elementary schools. The program consisted of a 45-minute session, delivered by school teachers using a 10-minute animated film. Program focuses included: mental health problems are common, can be associated with lifestyle and that seeking help from reliable adults is a key to finding solutions. Participants filled out self-report questionnaires before, immediately after and 3 months post-intervention. Changes in MHL were analyzed using multilevel models. RESULTS: Knowledge about mental health/illnesses, recognition of mental health state and intention to help peers/seek help when suffering from mental health problems, were significantly improved immediately and 3 months post-intervention. CONCLUSIONS: Concise teacher-led programs administered in schools can have positive and lasting effects on MHL in pre-teens.
Authors: Isaac Daniel Amado-Rodríguez; Rocio Casañas; Laia Mas-Expósito; Pere Castellví; Juan Francisco Roldan-Merino; Irma Casas; Lluís Lalucat-Jo; Mª Isabel Fernández-San Martín Journal: Children (Basel) Date: 2022-03-31