Hassen Hailemariam Mamo, Behera Manas Ranjan, Jena Pratap Kumar, Dewey Rebecca S, Disassa Getachew Abeshu
School of Public Health, KIIT Deemed to Be University, Bhubaneswar, Odisha, India.
School of Medicine, The University of Nottingham, Nottingham, UK.
J Multidiscip Healthc. 2022 May 3;15:979-997. doi: 10.2147/JMDH.S361212. eCollection 2022.
Globally, adolescent mental health problems reportedly manifest more severely in individuals with lower mental health literacy. Mental health curriculum interventions using social media have been associated with positive implementation outcomes. This study aimed to investigate whether such an intervention significantly improves adolescent mental health literacy and is associated with positive implementation outcome measures.
This study employed a quasi-experimental design, comparing the before-and-after difference between the intervention group (n=77) and the control group (n=76). A mental health literacy module was delivered using social media. Data were collected using validated questionnaires. Effect size and difference-in-differences model calculations (and associated 95% confidence intervals, CI) were conducted alongside other descriptive analyses.
The estimated intervention effect size and difference-in-differences estimates were greater than zero. The effect was greater in the intervention than in the control group (p<0.05) despite sex and age differences. The effect size estimate provided by Cohen's d and Hedges' g values was medium-to-large (d/g=0.429-0.767, p<0.05). The difference-in-differences reflected a significant effect (DID=0.348, CI: 0.154-0.542, p<0.001) in increasing mental health literacy despite differences associated with sex, age, and school grade. The intervention program was acceptable, appropriate, feasible, and satisfactory, and more than 80% of participants said they agree to completely agree with these implementation outcomes. Resources and personal and family-related factors were among the perceived influencing factors determining the effectiveness and implementation outcome measures.
The intervention program effectively improved the mental health literacy of adolescents. It has been highlighted that social media interventions for mental health promotion could be practical and scalable; however, there is a need to take into account socio-demographic differences and barriers to inclusion/compliance.
据报道，在全球范围内，心理健康素养较低的青少年心理健康问题表现得更为严重。使用社交媒体的心理健康课程干预已与积极的实施成果相关联。本研究旨在调查这种干预是否能显著提高青少年的心理健康素养，并与积极的实施成果指标相关联。
本研究采用准实验设计，比较干预组（n = 77）和对照组（n = 76）前后的差异。通过社交媒体提供一个心理健康素养模块。使用经过验证的问卷收集数据。除其他描述性分析外，还进行了效应量和差分模型计算（以及相关的95%置信区间，CI）。
估计的干预效应量和差分估计值大于零。尽管存在性别和年龄差异，但干预组的效果大于对照组（p<0.05）。科恩d值和赫奇斯g值提供的效应量估计为中到大（d/g = 0.429 - 0.767，p<0.05）。差分反映出在提高心理健康素养方面有显著效果（DID = 0.348，CI：0.154 - 0.542，p<0.001），尽管存在与性别、年龄和年级相关的差异。干预项目是可接受的、合适的、可行的且令人满意的，超过80%的参与者表示他们同意至完全同意这些实施成果。资源以及个人和家庭相关因素是决定有效性和实施成果指标的感知影响因素。
干预项目有效提高了青少年的心理健康素养。需要强调的是，利用社交媒体进行心理健康促进干预可能是切实可行且可扩展的；然而，有必要考虑社会人口差异以及纳入/依从的障碍。
