Dedeke Iyabode, Fakorede Omokehinde, Soyannwo Tolulope, Osinubi Medinat, Adekambi Abiodun, Ogundeyi Mojisola, Fasiku Mojirola, Oyewole Omosalewa, Ogunmuyiwa Stella, Adesina Adefunke, Ekundayo Adeola, Eruzegbua Patience
Federal Medical Centre Abeokuta - Community Medicine & Primary Care Bisi Onabanjo way, Idi-Aba Abeokuta Abeokuta Ogun, Nigeria.
Federal Medical Centre Abeokuta - Department of Mental Health and Behavioural Medicine, Abeokuta, Ogun, Nigeria.
J Can Acad Child Adolesc Psychiatry. 2025 Mar;34(1):17-27. Epub 2025 Mar 1.
It is crucial to prioritize mental health (MH) promotion among adolescents, as the initial onset of mental illnesses commonly occurs during this developmental stage. Adopting a multi-pronged approach to mental health literacy (MHL) may help promote adolescent mental well-being.
We aimed to determine baseline adolescents' knowledge and attitudes on mental illness and any changes following a multidimensional MHL program.
A pre-post study was conducted among 600 adolescents in grades 10-12 recruited by multistage sampling in southwest Nigeria. MHL training was implemented using multidimensional tools which included peer-led education, MH booklets, posters, and role plays over a six-week period. Pre- and post-intervention questionnaire data on the knowledge and attitudes of respondents on MH issues were collected and analyzed.
Of 600 students, 594 (99%) [mean age of 14.87 (SD 1.44), a range of 11-21 years, and a female: male ratio of 1.3:1] completed the study. Post-intervention there were significant improvements in some but not all domains assessed. Participants' views on care seeking and willingness for friendship improved post-intervention with a significant reduction in the concern for personal safety as a reason for unwillingness for friendship. Mean knowledge scores significantly increased from 11.89 (SD 2.56) to 13.51 (SD 2.62).
The findings suggest that school-based multidimensional interventions may improve MHL. However, additional studies are needed to more rigorously assess their impact to inform effective integration of MHL into school curricula to enhance adolescent MHL.
在青少年中优先促进心理健康至关重要，因为精神疾病通常在这个发育阶段首次发病。采用多方面的方法提高心理健康素养可能有助于促进青少年的心理健康。
我们旨在确定青少年对精神疾病的基线知识和态度，以及在多维心理健康素养项目实施后的任何变化。
在尼日利亚西南部通过多阶段抽样招募了600名10至12年级的青少年进行一项前后对照研究。使用多维工具实施心理健康素养培训，包括同伴主导的教育、心理健康手册、海报和角色扮演，为期六周。收集并分析了干预前后关于受访者对心理健康问题的知识和态度的问卷数据。
600名学生中，594名（99%）[平均年龄14.87岁（标准差1.44），年龄范围11至21岁，男女比例为1.3:1]完成了研究。干预后，在评估的部分但并非所有领域都有显著改善。干预后，参与者在寻求帮助和对友谊意愿方面的看法有所改善，因担心个人安全而不愿结交朋友的情况显著减少。平均知识得分从11.89（标准差2.56）显著提高到13.51（标准差2.62）。
研究结果表明，基于学校的多维干预可能会提高心理健康素养。然而，需要更多研究来更严格地评估其影响，以便为将心理健康素养有效纳入学校课程以提高青少年心理健康素养提供依据。
