Effects of a school teacher‐led 45‐minute educational program for mental health literacy 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‐minut...

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Bibliographic Details
Published in:Early intervention in psychiatry 2019-08, Vol.13 (4), p.984-988
Main Authors: Ojio, Yasutaka, Foo, Jerome C., Usami, Satoshi, Fuyama, Taruto, Ashikawa, Megumi, Ohnuma, Kumiko, Oshima, Norihito, Ando, Shuntaro, Togo, Fumiharu, Sasaki, Tsukasa
Format: Article
Language:English
Subjects:
adolescent
Child & adolescent psychiatry
early intervention
Health education
Health literacy
Illnesses
Mental health
Schedules
Schools
Teachers
Teenagers
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Summary: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.
ISSN:1751-7885
1751-7893
DOI:10.1111/eip.12746