Department of Physical and Health Education, Graduate School of Education, University of Tokyo, Tokyo, Japan.
Department of Genetic Epidemiology in Psychiatry, Central Institute of Mental Health, Medical Faculty Mannheim, University of Heidelberg, Mannheim, Germany.
Early Interv Psychiatry. 2020 Feb;14(1):14-25. doi: 10.1111/eip.12793. Epub 2019 Feb 10.
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.
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.
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.
More high quality evidence is required before the effectiveness of mental health literacy programs for teachers can be established.
精神障碍在青少年时期急剧增加。因此，学校教师在为有心理健康问题的学生提供初步帮助方面处于有利地位。尽管已经报道了许多针对教师的心理健康素养计划的效果，但尚未对其进行系统的审查。本研究对教师心理健康素养计划的有效性进行了系统评价。
2018 年 9 月，检索了 PubMed、PsycINFO、CINAHL、ERIC、Web of Science 和纳入研究的参考文献列表。纳入了无论研究设计如何，都定量测量了心理健康素养的至少一个主要组成部分的研究，包括（a）对精神疾病的了解，（b）对精神疾病的污名化，（c）帮助学生的信心，以及（d）帮助学生的行为。根据 Cochrane 随机研究工具、Cochrane 随机研究工具和非随机研究的风险偏倚评估工具（RoBANS）对纳入的每项研究进行风险偏倚评估。
16 项研究符合纳入标准，包括 1 项随机对照试验（RCT）、2 项集群 RCT、1 项对照前后研究和 12 项病例系列研究。大多数研究声称知识、态度、行为和/或信心有显著改善。然而，所有结果的整体质量都相对较低；由于缺乏分配隐藏、未控制混杂因素和/或对流失进行适当分析，15 项研究的偏倚风险较高/不明确。
在确定教师心理健康素养计划的有效性之前，需要更多高质量的证据。
