Atilola Olayinka, Ayinde Olatunde, Obialo Felix-Kingsley, Adeyemo Sunday Oladotun, Adegbaju Dapo, Anthony Robert
Department of Behavioral Medicine, Lagos State University College of Medicine Ikeja, Lagos, Nigeria.
Department of Psychiatry, College of Medicine, University of Ibadan, Ibadan, Nigeria.
Child Adolesc Psychiatry Ment Health. 2022 Aug 23;16(1):70. doi: 10.1186/s13034-022-00503-9.
Depression-literacy, which is the foundational requirement for symptom recognition, positive attitude and help-seeking, is poor among adolescents in Nigeria. This study, therefore, aims to determine the impact of a school-based training program on depression-literacy among a cohort of high-school students and their teachers in South-West Nigeria.
An adapted version of the Break Free from Depression, a 4-module depression awareness curriculum for staff and students, was implemented among students and their teachers. Paired-sample T-test was used to assess the domain-specific (knowledge, attitude, and confidence) impact of the training by comparing the baseline and immediate (within the week of the training) post-scores.
A total of 3098 students and 294 teachers from 21 schools across three states in South-West Nigeria successfully completed the training. There was a significant positive difference (p < 0.05), at post-test, in the knowledge, attitude, and confidence among the students. The same was observed among teachers except for attitude where positive change did not reach significant level (p = 0.06). When statistically significant, the calculated effect size (eta squared) was highest for knowledge (students: 0.07, p = 0.001; teachers: 0.08, p < 0.000) and least for attitude (students: 0.003, p = 0.002 teachers: 0.085, p = 0.06). Multiple regression analyses result showed that the level of pre-scores predicted the magnitude of change in all domains of depression-literacy (p < 0.05) after controlling for age, gender, and type of school among the students, but not for teachers.
School-based depression-literacy programs can lead to significant positive change in knowledge, attitude, and confidence of students and teachers.
抑郁素养是症状识别、积极态度和寻求帮助的基本要求，但尼日利亚青少年的抑郁素养较差。因此，本研究旨在确定一项基于学校的培训计划对尼日利亚西南部一群高中生及其教师抑郁素养的影响。
在学生及其教师中实施了改编版的《摆脱抑郁》，这是一个针对教职员工和学生的4模块抑郁认知课程。通过比较基线分数和即时（培训当周内）后测分数，使用配对样本T检验来评估培训在特定领域（知识、态度和信心）的影响。
来自尼日利亚西南部三个州21所学校的3098名学生和294名教师成功完成了培训。在测试后，学生在知识、态度和信心方面存在显著的正向差异（p < 0.05）。教师中也观察到了同样的情况，但态度方面的积极变化未达到显著水平（p = 0.06）。当具有统计学意义时，计算出的效应量（eta平方）在知识方面最高（学生：0.07，p = 0.001；教师：0.08，p < 0.000），在态度方面最低（学生：0.003，p = 0.002；教师：0.085，p = 0.06）。多元回归分析结果表明，在控制了学生的年龄、性别和学校类型后，预测试分数水平预测了抑郁素养所有领域的变化幅度（p < 0.05），但教师的情况并非如此。
基于学校的抑郁素养计划可以使学生和教师在知识、态度和信心方面产生显著的积极变化。
