scholarly journals A Game-Based School Program for Mental Health Literacy and Stigma Regarding Depression (Moving Stories): Protocol for a Randomized Controlled Trial

10.2196/11255 ◽  
2019 ◽  
Vol 8 (3) ◽  
pp. e11255 ◽  
Author(s):  
Anouk Tuijnman ◽  
Marloes Kleinjan ◽  
Evert Hoogendoorn ◽  
Isabela Granic ◽  
Rutger CME Engels
Keyword(s):  
Mental Health ◽  
Randomized Controlled Trial ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Controlled Trial ◽  
School Program ◽  
Randomized Controlled

scholarly journals A Game-Based School Program for Mental Health Literacy and Stigma Regarding Depression (Moving Stories): Protocol for a Randomized Controlled Trial (Preprint)

2018 ◽  
Author(s):  
Anouk Tuijnman ◽  
Marloes Kleinjan ◽  
Evert Hoogendoorn ◽  
Isabela Granic ◽  
Rutger CME Engels
Keyword(s):  
Mental Health ◽  
Randomized Controlled Trial ◽  
Health Literacy ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
Controlled Trial ◽  
First Aid ◽  
School Program ◽  
Randomized Controlled

BACKGROUND The prevalence of elevated depressive symptoms among youth in most western societies is high. Yet, most adolescents who are experiencing depressive symptoms do not seek help. Low mental health literacy, high stigma, and low social support have been shown to hinder help-seeking. A small number of interventions has been developed to target mental health literacy and stigma, but few focus on actual help-seeking and first aid behavior. We have developed a game-based school program called Moving Stories that targets mental health literacy, including knowledge and behavior, and stigma among adolescents, in regard to depression specifically. OBJECTIVE Our aim is to describe the protocol for a study that will test the effectiveness of the program Moving Stories in a Dutch adolescent sample. We hypothesize that adolescents who participate in the program Moving Stories will have better mental health literacy and less stigma regarding depression compared to adolescents in the nonintervention control group at posttest and at 3- and 6-months follow-up. We also expect a positive change in actual help-seeking and first aid behavior at 3- and 6-months follow-up. METHODS Moving Stories has been developed by a professional game design company in collaboration with researchers and relevant stakeholders. The effectiveness of Moving Stories will be tested through a randomized controlled trial with two conditions: Moving Stories versus control. Participants will fill in questionnaires at pretest, posttest, and 3- and 6-months follow-up. Our power analysis showed a required sample size of 180 adolescents. RESULTS Four high schools have agreed to participate with a total of 10 classes. A total of 185 adolescents filled in the pretest questionnaire. The last of the follow-up data was collected in December 2018. CONCLUSIONS If Moving Stories proves to be effective, it could be implemented as a school-based program to target mental health literacy and stigma regarding depression; this could, in turn, improve early help-seeking in adolescents suffering from depression. CLINICALTRIAL Nederlands Trial Register NTR7033; https://www.trialregister.nl/trial/6855 INTERNATIONAL REGISTERED REPOR DERR1-10.2196/11255

The effectiveness of a web-based psycho-education program in a community in Selangor, Malaysia: A randomized controlled trial (Preprint)

2020 ◽  
Author(s):  
Sherina Mohd-Sidik ◽  
Siti Fatimah Kader Maideen ◽  
Lekhraj Rampal ◽  
Firdaus Mukhtar
Keyword(s):  
Mental Health ◽  
Randomized Controlled Trial ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Controlled Trial ◽  
Control Group ◽  
Depression And Anxiety ◽  
Web Based ◽  
Randomized Controlled ◽  
Significant Difference

BACKGROUND Background Mental health problems namely depression and anxiety are the most common problems in the community. Often patients do not seek professional care due to the stigma attached to it. OBJECTIVE The study aimed to determine the effectiveness of a web-based psycho-education program in managing mild depression and anxiety. Methods METHODS A two-arm randomized controlled trial of a single blinded, parallel study comparing a four weeks of web-based psycho-education intervention program versus a wait list control group was carried out. The intervention program consisted of four sessions, with each session accessed on a weekly basis. Participants aged 18 years and above, who have participated in the first phase of this study, having access to internet and who are internet literate were invited to participate in the study. By using a random number table, 119 eligible and consented participants were randomly assigned to either the intervention or the control group using random number table. The primary outcomes were depression and anxiety score while the secondary outcome was mental health literacy score, which were all assessed at baseline, week 5 and week 12. Analysis was based on intention to treat analysis. RESULTS Significant difference in the mental health literacy score between the intervention and the control group was observed, F (1,117) = 20.149, p<0.001, n2=0.142. No significant difference was found in the depression (p= 0.361) and anxiety scores (p= 0.797). CONCLUSIONS The psycho-education intervention was effective in increasing the mental health literacy of the participants. CLINICALTRIAL The trial is registered in International Standard Randomized Controlled Trial, ISRCTN 39656144.

scholarly journals A Randomized Controlled Trial Evaluating the Effectiveness of a Short Video-Based Educational Program for Improving Mental Health Literacy Among Schoolteachers

2021 ◽  
Vol 12 ◽  
Author(s):  
Junya Ueda ◽  
Satoshi Yamaguchi ◽  
Yasuhiro Matsuda ◽  
Kosuke Okazaki ◽  
Tsubasa Morimoto ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Randomized Controlled Trial ◽  
Educational Program ◽  
Mental Health Literacy ◽  
Controlled Trial ◽  
Control Group ◽  
Randomized Controlled ◽  
Educational Group ◽  
Short Video

Background: Mental illness-related stigma represents a barrier to seeking and receiving appropriate mental health care. Mental health literacy (MHL) can improve mental health knowledge, decrease stigmatizing attitudes, and enhance help-seeking behavior. Starting from 2022, mental illness-related education is due to be introduced in high schools in Japan. For this current situation, we conducted a parallel group, randomized controlled trial to examine the effectiveness of MHL educational program for teachers.Methods: The educational program described in this study comprised a 50-min video lesson designed to improve teachers' MHL. All participants were schoolteachers and were assigned either to an educational group or a waitlist control group. The assessment was conducted for both groups twice: first at baseline and then at 1-h post-intervention. The outcome measures for this trial were changes in knowledge, attitudes, and intended behaviors.Results: The educational group showed a greater improvement in knowledge regarding mental health than did the control group. The program was not effective for decreasing stigma toward mental illness. However, the educational group showed an increased intention to assist students with depression.Limitations: No long-term follow-up was implemented, which means the persistence of the educational program's effect could not be determined. Further, we could not report whether the program induced a change in teachers' behaviors regarding providing support for their students.Conclusions: The short video-based MHL educational program could improve schoolteachers' MHL and increase their intention to assist students. These findings can help in the development of similar educational programs in countries/regions experiencing similar issues regarding mental health.

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