Tehran University of Medical Sciences

Science Communicator Platform

Stay connected! Follow us on X network (Twitter):
Share this content! On (X network) By
A Systematic Review: Increasing Mental Health Literacy in Students Through “The Guide” Publisher



Nazari A1 ; Garmaroudi G1 ; Rabiei M2
Authors
Show Affiliations
Authors Affiliations
  1. 1. Department of Health Education and Promotion, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
  2. 2. Department of Psychology, Faculty of Psychology, Khomeini Shahr Azad University, Isfahan, Iran

Source: Discover Psychology Published:2024


Abstract

Background: Ensuring mental health literacy among students aged 10–25 is of utmost importance, and the efficacy of educational programs in this domain holds significant value. This systematic review assesses the influence of The Guide (Mental Health and High School Curriculum Guide) on mental health literacy within this demographic. Materials and methods: This review examined how effective The Guide was in increasing students’ mental health literacy, help-seeking attitudes, and stigma reduction. It also looked at what factors influenced its implementation and sustainability in different settings. It followed the PRISMA guidelines and searched for studies that used The Guide or a modified version of it with students aged 10–25 from 1975 to 2023. Studies were assessed for quality using the QuADS Quality Appraisal tool. Results: Our systematic review encompassed a comprehensive analysis of 10 reports derived from five primary articles originating from six countries, with a combined participant pool of 4298 individuals. The selected studies exhibited variations in design, duration, delivery modes, and outcome measures. The synthesized findings underscored the positive impact of The Guide educational program on enhancing students' mental health literacy. However, the effects on students' help-seeking attitudes and stigma were varied. Additionally, the results illuminated that the success and sustainability of The Guide were contingent on several factors, including the mode of delivery, the role of facilitators or teachers, and the unique characteristics of the student population. Conclusion: The review showed that The Guide was effective in improving students’ mental health literacy in different settings. It also suggested that The Guide needed to be adapted and tailored to the local context and culture, and that the facilitators or teachers and the students needed to be trained and involved in the process. © The Author(s) 2024.
Related Docs
1. The Effect of Web-Based Educational Interventions on Mental Health Literacy, Stigma and Help-Seeking Intentions/Attitudes in Young People: Systematic Review and Meta-Analysis, BMC Psychiatry (2023)
2. Depression Literacy of Women and Girls in Terms of Prevention and Interventions, Iranian Journal of Psychiatry (2021)
3. Important Systemic Factors for Improving Adolescent Mental Health Literacy, Iranian Journal of Psychiatry (2023)
4. Depression Literacy in Urban and Suburban Residents of Tehran, the Capital of Iran; Recognition, Help Seeking and Stigmatizing Attitude and the Predicting Factors, International Journal of Preventive Medicine (2019)
5. Identifying the Prerequisites, Facilitators, and Barriers in Improving Adolescents' Mental Health Literacy Interventions: A Systematic Review, Journal of Education and Health Promotion (2020)
6. The Effect of Educational Intervention Based on Social Media on Mental Health Literacy of High School Students in Ramhormoz City: Study Protocol of a Randomized Controlled Trial, Frontiers in Psychology (2024)
Experts (# of related papers)
View all Related Experts
Azadeh Sayarifard (4)
Abbas Rahimi Foroushani (2)