| 其他摘要 | Conclusions: Adolescent mental health literacy includes three dimensions: knowledge, skills and attitudes. The Adolescent Mental Health Literacy Questionnaire can effectively assess adolescent mental health literacy. The mental health literacy improvement course combining offline discussion and online teaching can effectively improve the mental health literacy level of adolescents.
Promoting the mental and physical health and all-round development of students is a major topic of concern to the Party Central Committee, the masses of the people, and the society. "Popularizing mental health knowledge and improving mental health literacy is one of the most fundamental, economical and effective measures to improve the mental health level of the whole people." Adolescence is not only a high-risk period for mental health problems, but also a critical period for improving mental health literacy, and it is of great practical significance to explore the evaluation and improvement of adolescent mental health literacy.
This study is divided into three parts. The purpose of this study was to explore the connotation of adolescent mental health literacy. Through semi-structured interviews with 19 adolescents and mental health workers, after the interview data reached saturation, the interview data were analyzed with grounded theory as the methodology, and 126 open codes, 47 conceptual categories and 9 core categories were obtained, and the connotation and extension of adolescent mental health literacy in China were analyzed. The results showed that adolescent mental health literacy is a multi-dimensional concept, including knowledge, skills and attitudes. The level of mental health literacy knowledge of adolescents is reflected in understanding the concept of physical and mental health, identifying factors that are conducive to and not conducive to physical and mental health, and understanding the knowledge related to mental illness and mental health. Adolescents with good skills are able to identify common mental illnesses and take the right actions to maintain and promote mental health. Adolescents with positive attitudes value mental health and have a positive attitude towards the prevention and treatment of mental illness, and do not have stigmatizing attitudes towards mental illness and patients.
On the basis of the pre-study, the questionnaire suitable for assessing the mental health literacy of adolescents in China was developed, and the reliability and validity indicators of the Adolescent Mental Health Literacy Questionnaire were good through the analysis of 1091 valid questionnaires collected by adolescents. The questionnaire is divided into three parts, one is 30 knowledge judgment questions, which mainly examine the knowledge level of adolescents' mental health literacy, specifically involving physical and mental health, mental health and mental illness concepts, causes and risk factors of mental illness, mental illness treatment, crisis intervention and suicide prevention, children's mental health, and positive mental health knowledge points. The second is the skill attitude self-assessment scale, with 23 questions. The ability of adolescents to maintain and promote their mental health and their attitudes towards mental health were investigated through the Richter scale, which was divided into five dimensions: emotional awareness, emotion regulation, stigma, willingness and attitude to seek help, and mental health awareness, with the internal consistency coefficient of the self-rating scale being 0.87 and the internal consistency coefficient of each dimension being between 0.81~0.88. The third is two groups of case questions, which examines the ability of adolescents to identify two types of mental illness: depression and social anxiety disorder.
On the basis of the first two parts of the study, Study 2 designed a mental health literacy improvement course combining offline discussion and online teaching, and randomly selected two classes in the second grade of junior high school as the intervention group and the control group respectively, and used the questionnaire developed in Study 1 for pre- and post-testing, and conducted follow-up evaluation after 30 days. The results showed that the course had a great improvement on the mental health knowledge level of adolescents, and there were significant differences in many indicators between the intervention group and the control group. Moreover, the main effect of the time group was significant, which proved that the improvement of adolescent mental health literacy of the intervention course was not temporary, but had a certain degree of continuity.
Conclusions: Adolescent mental health literacy includes three dimensions: knowledge, skills and attitudes. The Adolescent Mental Health Literacy Questionnaire can effectively assess adolescent mental health literacy. The mental health literacy improvement course combining offline discussion and online teaching can effectively improve the mental health literacy level of adolescents. |
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