Satoshi Yamaguchi1, Jerome C Foo2, Asuka Nishida1, Sayoko Ogawa1, Fumiharu Togo1, Tsukasa Sasaki1. 1. Department of Physical and Health Education, Graduate School of Education, University of Tokyo, Tokyo, Japan. 2. Department of Genetic Epidemiology in Psychiatry, Central Institute of Mental Health, Medical Faculty Mannheim, University of Heidelberg, Mannheim, Germany.
Abstract
AIM: The prevalence of mental disorders increases sharply during adolescence. Therefore, school teachers are in a good position to provide initial assistance to students with mental health problems. Although effects of a number of mental health literacy programs aimed at teachers have been reported, they have not yet been reviewed in a systematic manner. This study conducted a systematic review of the effectiveness of mental health literacy programs for teachers. METHODS: PubMed, PsycINFO, CINAHL, ERIC, Web of Science and reference lists of included studies were searched in September 2018. Studies that quantitatively measured at least one of the main components of mental health literacy, including (a) knowledge of mental illnesses, (b) stigma towards mental illnesses, (c) confidence in helping students, and (d) behaviour of helping students, were included regardless of study design. Risk of bias was rated for each included study according to the Cochrane tool for randomized studies and the Cochrane tool, for raondomized studies, and the Risk of Bias Assessment Tool for Nonrandomized Studies (RoBANS), for nonrandomized studies. RESULTS: Sixteen studies met the inclusion criteria, including 1 randomized controlled trial (RCT), 2 cluster RCTs, 1 controlled before-and-after study and 12 case series. Most of the studies claimed significant improvement of knowledge, attitudes, behaviour and/or confidence. However, the overall quality for all outcomes was relatively low; 15 studies had high/unclear risk of bias due to lack of allocation concealment, not controlling for confounders, and/or inadequate analysis for attrition. CONCLUSIONS: More high quality evidence is required before the effectiveness of mental health literacy programs for teachers can be established.
AIM: The prevalence of mental disorders increases sharply during adolescence. Therefore, school teachers are in a good position to provide initial assistance to students with mental health problems. Although effects of a number of mental health literacy programs aimed at teachers have been reported, they have not yet been reviewed in a systematic manner. This study conducted a systematic review of the effectiveness of mental health literacy programs for teachers. METHODS: PubMed, PsycINFO, CINAHL, ERIC, Web of Science and reference lists of included studies were searched in September 2018. Studies that quantitatively measured at least one of the main components of mental health literacy, including (a) knowledge of mental illnesses, (b) stigma towards mental illnesses, (c) confidence in helping students, and (d) behaviour of helping students, were included regardless of study design. Risk of bias was rated for each included study according to the Cochrane tool for randomized studies and the Cochrane tool, for raondomized studies, and the Risk of Bias Assessment Tool for Nonrandomized Studies (RoBANS), for nonrandomized studies. RESULTS: Sixteen studies met the inclusion criteria, including 1 randomized controlled trial (RCT), 2 cluster RCTs, 1 controlled before-and-after study and 12 case series. Most of the studies claimed significant improvement of knowledge, attitudes, behaviour and/or confidence. However, the overall quality for all outcomes was relatively low; 15 studies had high/unclear risk of bias due to lack of allocation concealment, not controlling for confounders, and/or inadequate analysis for attrition. CONCLUSIONS: More high quality evidence is required before the effectiveness of mental health literacy programs for teachers can be established.
Authors: Omar Al Omari; Atika Khalaf; Iman Al Hashmi; Mohammad Al Qadire; Yousef Abu Shindi; Sulaiman Al Sabei; Nasir Matani; Devanprabudoss Jesudoss Journal: BMC Psychol Date: 2022-04-29
Authors: Paula Klim-Conforti; Anthony J Levitt; Amy H Cheung; Raisa Loureiro; Mark Fefergrad; Ayal Schaffer; Thomas Niederkrotenthaler; Mark Sinyor; Juveria Zaheer Journal: BMC Public Health Date: 2022-09-09 Impact factor: 4.135
Authors: Danran Bu; Pak-Kwong Chung; Chun-Qing Zhang; Jingdong Liu; Xiang Wang Journal: Int J Environ Res Public Health Date: 2020-10-04 Impact factor: 3.390
Authors: S Darling; G Dawson; J Quach; R Smith; A Perkins; A Connolly; A Smith; C L Moore; J Ride; F Oberklaid Journal: BMC Public Health Date: 2021-07-28 Impact factor: 3.295