Nguyen Amanda J, Dang Hoang-Minh, Bui Dieu, Phoeun Bunna, Weiss Bahr
University of Virginia, Curry School of Education, 417 Emmet St South, Charlottesville, VA 22904 USA.
Vietnam National University, University of Education, 144 Xuan Thuy, Hanoi, Vietnam.
School Ment Health. 2020 Dec;12(4):716-731. doi: 10.1007/s12310-020-09379-6. Epub 2020 Jun 20.
Low mental health literacy (MHL) is a particular challenge in many low and middle-income countries (LMIC). School-based MHL programs hold promise to increase MHL but lack rigorous research assessing their effectiveness in LMIC. The present study evaluated a school-based MHL program, the " (""), implemented separately in two different contexts in Southeast Asia (Vietnam and Cambodia) following adaptations made by the research team.
Participants were 80 teachers and 2,539 students from 20 schools in Vietnam (Study 1), and 67 teachers and 275 students in one school in Cambodia (Study 2). In Vietnam, teachers/classrooms were randomized to either MHL program or a treatment-as-usual control condition, with teachers in the intervention condition receiving a 3-day training in and implementing the 6-module curriculum in their classrooms. In Cambodia, school staff were randomized to either receive training or to the control condition; four teachers who received the training implemented the curriculum in select classrooms. In both studies, teachers' and students' mental health knowledge and attitudes were assessed at baseline and following completion of the classroom curriculum.
In Vietnam, 6 of 7 program effects for teachers were significant with some large effects (e.g., teacher Recognition of Mental Health Disorders, R=.36); effects for both of the student outcomes were significant, but small. Results were similar in Cambodia, with 6 of 9 program effects significant favoring the treatment group; effect sizes in Cambodia were smaller than in Vietnam for teachers/staff but larger for students.
Findings suggest that with limited adaptation, a teacher-delivered MHL intervention can produce measurable increases in MHL among teachers and students in two Southeast Asian countries. These results support the value of school-based MHL training provided via an inexpensive and teacher-friendly program, embedding MHL into classrooms. Some small effect sizes suggest the importance of additional development and research targeting these particular components.
低心理健康素养（MHL）在许多低收入和中等收入国家（LMIC）是一项特殊挑战。基于学校的MHL项目有望提高心理健康素养，但缺乏在低收入和中等收入国家评估其有效性的严谨研究。本研究评估了一个基于学校的MHL项目，即“（项目名称）”，该项目在研究团队进行调整后，于东南亚的两个不同背景地区（越南和柬埔寨）分别实施。
参与者包括越南20所学校的80名教师和2539名学生（研究1），以及柬埔寨一所学校的67名教师和275名学生（研究2）。在越南，教师/班级被随机分配到MHL项目组或常规治疗对照组，干预组的教师接受为期3天的培训，并在其课堂上实施6模块课程。在柬埔寨，学校工作人员被随机分配接受培训或进入对照组；四名接受培训的教师在选定的教室实施课程。在两项研究中，教师和学生的心理健康知识及态度在基线时和课堂课程结束后进行评估。
在越南，教师的7项项目效果中有6项显著，部分效果较大（例如，教师对心理健康障碍的识别，R = 0.36）；两项学生结果的效果均显著，但较小。柬埔寨的结果类似，9项项目效果中有6项显著有利于治疗组；柬埔寨教师/工作人员的效果大小比越南小，但学生的效果大小比越南大。
研究结果表明，经过有限的调整，由教师实施的MHL干预可以使两个东南亚国家的教师和学生的心理健康素养得到可衡量的提高。这些结果支持了通过一个低成本且对教师友好的项目提供基于学校的MHL培训的价值，即将MHL融入课堂。一些较小的效果大小表明针对这些特定组成部分进行进一步开发和研究的重要性。
