Marinucci Alexandra, Grové Christine, Allen Kelly-Ann
Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC 3800 Australia.
Educ Psychol Rev. 2023;35(1):3. doi: 10.1007/s10648-023-09725-5. Epub 2023 Jan 21.
Schools are an ideal setting to base mental health literacy programs as the learning environment is already established. Mental health literacy represents how to obtain and maintain good mental health and should be incorporated into the school curriculum. Collaboration with key stakeholders in youth mental health, such as school staff and allied health professionals, is critical in ensuring needs are addressed, and programs are sustainable. This study aimed to understand the perspectives of school staff and allied health professionals towards mental health literacy within Australian schools. An exploratory qualitative and quantitative survey was completed by 88 participants across Australia. Results indicated that school staff feel less competent to deliver mental health literacy content and perceive their training did not address mental health education compared to allied health professionals. Most mental health programs reported to be implemented within schools were social and emotional learning programs. School staff viewed mental health programs to strengthen academic performance less than allied health professionals. Thematic analysis of qualitative data identified that participants viewed mental health knowledge, where and how to seek help, and coping skills as vital content to cover in a school-based mental health literacy program. This study reveals that school staff need sufficient training and resources to address youth mental health literacy. Though mental health literacy is lacking in the Australian school system, the perspectives of school staff and allied health professionals in this study provide key ideas and considerations for the future development of school-based mental health literacy programs for youth.
The online version contains supplementary material available at 10.1007/s10648-023-09725-5.
学校是开展心理健康素养项目的理想场所，因为学习环境已经建立。心理健康素养代表如何获得和保持良好的心理健康，应纳入学校课程。与青少年心理健康的关键利益相关者合作，如学校工作人员和专职医疗专业人员，对于确保需求得到满足以及项目的可持续性至关重要。本研究旨在了解澳大利亚学校工作人员和专职医疗专业人员对心理健康素养的看法。澳大利亚各地的88名参与者完成了一项探索性的定性和定量调查。结果表明，与专职医疗专业人员相比，学校工作人员觉得自己在提供心理健康素养内容方面能力较弱，并且认为他们接受的培训没有涉及心理健康教育。报告称在学校实施的大多数心理健康项目都是社会情感学习项目。与专职医疗专业人员相比，学校工作人员认为心理健康项目对提高学业成绩的作用较小。定性数据的主题分析表明，参与者认为心理健康知识、寻求帮助的地点和方式以及应对技巧是学校心理健康素养项目中至关重要的内容。本研究表明，学校工作人员需要足够的培训和资源来解决青少年心理健康素养问题。尽管澳大利亚学校系统缺乏心理健康素养，但本研究中学校工作人员和专职医疗专业人员的观点为青少年学校心理健康素养项目的未来发展提供了关键思路和考虑因素。
在线版本包含可在10.1007/s10648-023-09725-5获取的补充材料。
