基于适应性心理健康素养课程的干预对伊朗高中生态度及求助意愿的影响。
The effect of intervention based on adapted mental health literacy curriculum on attitude and help-seeking intention in high school students in Iran.
作者信息
Saboohi Zahra, Solhi Mahnaz, Lotfi Mozhgan, Nasiri Malihe
机构信息
PhD Candidate of Health Education and Heath Promotion, Department of Health Services, School of Public Health, Iran University of Medical Sciences, Tehran, Iran.
Air Pollution Research Center, Iran University of Medical Sciences, Tehran, Iran.
出版信息
J Educ Health Promot. 2025 Jan 31;14:35. doi: 10.4103/jehp.jehp_176_24. eCollection 2025.
BACKGROUND
Adolescent mental health is a major public health concern in Iran, with 1 of every 5 adolescents suffering from a mental disorder. Mental health literacy (MHL) is an important factor in improving mental health outcomes. To address this issue, a mental health literacy school curriculum used in Canada was adapted, piloted, and evaluated for use in Iranian schools. This study examines the impact of the intervention on the attitude and help-seeking intentions of first and secondary students in Iran.
MATERIALS AND METHODS
This study is semiexperimental research that was conducted on 200 female teenagers who were studying in girls' secondary schools in Saveh, Central part of Iran, in 2023. The participants were divided into two groups, namely, the intervention group and the control group. Both groups completed a valid and reliable questionnaire that assessed their attitude and help-seeking intention at two different time points. To evaluate the intervention's effects, a repeated-measures analysis of variance (ANOVA) was used.
RESULTS
The study used the repeated-measures ANOVA to assess the changes in the mean attitude and help-seeking intention scores between the intervention and control groups. The findings indicated significant improvements in the attitude of help-seeking ( < 0.001), informal help-seeking intention ( < 0.001), and formal help-seeking intention ( < 0.001) for the intervention group as compared to the control group during the study.
CONCLUSION
The adapted mental health literacy school curriculum has been used and evaluated for the first time in Iran, and it has shown a significant increase in attitude and help-seeking intention among first and secondary female students. These results need to be confirmed by further studies, which should also analyze the interrelationships between different dimensions of mental health knowledge and help-seeking practices. Keywords for this study include mental health literacy, help-seeking, attitude, and female students.
背景
青少年心理健康是伊朗的一个主要公共卫生问题，每五名青少年中就有一人患有精神障碍。心理健康素养（MHL）是改善心理健康结果的一个重要因素。为解决这一问题，对加拿大使用的心理健康素养学校课程进行了改编、试点并评估其在伊朗学校的适用性。本研究考察了该干预措施对伊朗中小学生态度和求助意愿的影响。
材料与方法
本研究为半实验性研究，于2023年对伊朗中部萨韦市女子中学就读的200名女青少年进行。参与者分为两组，即干预组和对照组。两组在两个不同时间点完成了一份有效且可靠的问卷，以评估她们的态度和求助意愿。为评估干预效果，采用了重复测量方差分析（ANOVA）。
结果
该研究使用重复测量方差分析来评估干预组和对照组之间平均态度和求助意愿得分的变化。研究结果表明，与对照组相比，干预组在研究期间的求助态度（<0.001）、非正式求助意愿（<0.001）和正式求助意愿（<0.001）有显著改善。
结论
改编后的心理健康素养学校课程首次在伊朗使用并进行了评估，结果显示中小女学生的态度和求助意愿有显著提高。这些结果需要进一步研究加以证实，进一步研究还应分析心理健康知识不同维度与求助行为之间的相互关系。本研究的关键词包括心理健康素养、求助、态度和女学生。
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