His Majesty's Correctional Services, Health Care Services, Box 166, Mbabane, Eswatini; International Health Program, National Yang Ming Chiao Tung University, Taipei, Taiwan.
International Health Program; Institute of Hospital and Health Care Administration; Institute of Public Health, National Yang Ming Chiao Tung University, Taipei, Taiwan.
J Sch Health. 2022 Jun;92(6):561-569. doi: 10.1111/josh.13173. Epub 2022 Mar 22.
Concerns have been raised over teachers' mental health literacy in low-income countries and lower- and middle-income countries wherein pediatric mental health resources are limited. This study aims to investigate adolescent depression literacy among teachers in Eswatini and to explore the role of urbanicity.
We conducted a cross-sectional survey in 59 public high schools in Eswatini in 2019-2020. Data were collected by a paper-and-pencil questionnaire; depression literacy was assessed by the 17-item Adolescent Depression Knowledge Questionnaire.
Teachers' adolescent depression literacy item-level correct rates fell between 27 and 80%. Although the multivariate response models indicated that teaching in urban areas was slightly associated with having higher depression literacy in general (adjusted odds ratio [aOR] = 1.46; 95% confidence interval = 1.00-2.12), such urban-rural differences did not manifest homogeneously across all items: urban teaching was significantly linked with reduced correct responses toward certain items concerning depression etiology and treatment, including "depression runs in some families," "major stress as a necessary cause," and "a curable illness" (aOR = 0.57 ∼ 0.68).
Urban-rural differences in teachers' depression literacy were manifested at both scale- and item-levels. A critical need exists for urban/rural areas-tailored intervention on teachers' literacy toward mental disorders in the resource-limited regions to better improve health and developmental outcomes of students.
人们对低收入国家和中低收入国家教师的心理健康素养表示担忧，因为这些国家的儿科精神卫生资源有限。本研究旨在调查斯威士兰教师对青少年抑郁症的认识，并探讨城市性的作用。
我们于 2019-2020 年在斯威士兰的 59 所公立高中进行了横断面调查。通过纸质问卷收集数据；使用青少年抑郁知识问卷的 17 项评估抑郁知识。
教师对青少年抑郁症的认识项目水平的正确回答率在 27%至 80%之间。尽管多变量反应模型表明，在城市地区教学与总体上更高的抑郁知识水平略有相关（调整后的优势比[aOR] = 1.46；95%置信区间[CI] = 1.00-2.12），但这种城乡差异并没有在所有项目中表现出一致性：城市教学与某些关于抑郁病因和治疗的项目的正确回答率降低有关，包括“某些家庭中存在抑郁症”、“重大压力是必要的原因”和“可治愈的疾病”（aOR = 0.57 至 0.68）。
教师抑郁知识的城乡差异表现在量表和项目水平上。在资源有限的地区，需要针对城市/农村地区的教师对精神障碍的知识进行有针对性的干预，以更好地改善学生的健康和发展结果。
