An empirical perspective on the concept of mental health literacy in the field of families with parental mental illness

Schulze, Kathrin; Wahl, Patricia W.; Bruland, Dirk; Harsch, Stefanie; Rehder, Michael

doi:10.51952/9781447344520.ch025

Cited by 1 publication

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“…Based on the results, it can be noted that teachers face challenges in training and development; there is a high prevalence of mental health illness and challenges among learners based on the TTMD model and its transmission mechanisms in schools, but adequate training, sensitization, and awareness are not given to teachers to support learners that face mental health challenges ( Bruland et al, 2017 ). The study, in particular, shows that teachers are widely untrained in identifying mental health issues ( Schulze et al, 2019 ). With adequate training and sensitization, teachers can impart positive mental health outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, time constraints are embedded by teachers finding a balance between playing the role of a teacher teaching a large class and attending to their academic social, and emotional needs. It entails finding a balance in satisfying their learners’ needs, as well as personal family and professional life, and ensuring a balance in the relationship based on their understanding of their limitations on their own influence puts an imbalance and constraining measure in teachers ( Schulze et al, 2019 ). Having teachers well versed in depression literacy is crucial for the successful implementation of school-based programs.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, teachers have a critical role in having the ability to note behavioral changes and mental health challenges, and needs of learners ( Bruland et al, 2017 ). Teachers further believe that school structures are critical to support learners, and their perception is that there should be a broad common school approach for learners faced with mental health challenges, as well as have good and strong networks to other support services ( Schulze et al, 2019 ). On this account schools provide opportunities for raising awareness, promotion, and prevention of mental health disorders.…”

Section: Introductionmentioning

confidence: 99%

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Attitudes and perceptions of teachers toward mental health literacy: A case of Odzi High School, Mutare District, Zimbabwe

Sibanda¹,

Sifelani²,

Kwembeya³

et al. 2022

Front. Psychol.

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In dealing with adolescent mental health, teachers and school institutions have a critical role in minimizing the challenges of mental health. However, the success of such a measure is dependent on teachers’ attitudes and perceptions of mental health literacy. Adolescent mental health disorders have become a major global concern with heightened increases and prevalence in secondary schools. In Zimbabwe, a dearth of knowledge exists in understanding the perceptions and attitudes of teachers in maximizing student mental health and positive educational outcomes. The aim of the research was to understand the attitudes and perceptions of teachers toward mental health literacy. Using a qualitative approach to understanding attitudes and perceptions, a case study was carried out at Odzi High School. A total of 12 teachers were purposively sampled for data generation on knowledge, attitudes, perceptions, and strategies that can be used to inform adolescent mental health. Data were collected using semi-structured interview(s). Emergent themes of the study were knowledge, stigma, training, and development. Using thematic analysis, the data showed that there was generalized knowledge of mental health and there were disparities in effective and efficient responses to gender sensitivity issues. Additionally, this knowledge was not put into practice because of attitudes and perceptions toward mental health. Recommendations from the study include developing of mental health training for teachers, equipping teachers with skills in psychosocial support in schools’ mental health, and enabling teachers to be able to link adolescents to appropriate care within the school and community-based settings. Teachers have the responsibility of promoting the wellbeing of the students, thus minimizing the adverse effects. Outcomes for positive mental health may be the result of teachers’ informed perceptions and positive attitudes on mental health literacy.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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