Mental health literacy among Nigerian teachers

Aluh, Deborah Oyine; Dim, Obinna Felix; Anene-Okeke, Chigozie Gloria

doi:10.1111/appy.12329

Cited by 25 publications

(31 citation statements)

References 25 publications

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“…Our findings are consistent with prior research in Vietnam using the same instruments, which showed Vietnamese teachers had poor knowledge of mental health problems [48]. Previous studies have also showed teachers had difficulty to identify and distinguish the severity of mental disorders, which reflects poor mental health literacy among teachers [49,50].…”

Section: Discussionsupporting

confidence: 91%

Assessing the Effectiveness of Teachers’ Mental Health Literacy Training in Cambodia: A Randomized Controlled Trial

Phoeun

Nguyen

Dang

et al. 2019

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School-based mental health literacy (MHL) programs are used to reduce stigma and promote help-seeking among students and teachers. This study aimed to adapt and evaluate a teacher-delivered MHL program in Cambodia, where the impact of MHL programs has not previously been evaluated. 67 teachers and 275 students from a high school in Phnom Penh voluntarily completed the study. School staff were randomly assigned, and classrooms purposively assigned, to either a 2-day MHL training program or a control condition. Four teachers in the intervention condition were also pragmatically selected to deliver a 6-week classroom MHL curriculum to students; these teachers receive an extra day of implementation training. Teacher and student MHL were assessed before and after the intervention. Results showed significant improvements in all indicators of teacher and student knowledge and attitudes about mental illness; largest improvements were in teachers’ perceptions of dangerousness and willingness to interact. This pilot RCT supports the potential benefits of school-based MHL training in Cambodia, where there is substantial mental health stigma and discrimination. However, small to moderate effect sizes, particularly for students outcomes, suggest a need for further refinement and testing of the curriculum to optimize impact, including further consideration of implementation strategies and supports.

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Section: Discussionsupporting

confidence: 91%

Assessing the Effectiveness of Teachers’ Mental Health Literacy Training in Cambodia: A Randomized Controlled Trial

Phoeun

Nguyen

Dang

et al. 2019

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“…While this shows a predominant preference for trained mental health professional this contrasts with results from two previous studies in Ethiopia, one among students at Jimma university and the other among urban residents in Southeast Ethiopia where the majority of participants (83.8% of students) and (83% of urban residents) respectively who sought help for a mental health problem did so from informal sources [7,13]. Contrasting results were equally obtained in another study in Nigeria [14] with only 1.5% of partcipants(teachers) recommending help from professional sources (psychiatrists or psychologists). It should be noted that in our study, participants reported their preferences which may differ from their actual help seeking practices and could explain the contrasting results from other studies where participants reported their past sources of help.…”

Section: Discussioncontrasting

confidence: 81%

Preferences and barriers to mental help seeking among students attending the University of Dschang, West region, Cameroon

et al. 2020

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Background: Mental disorders are a major source of disability and receive little attention in developing countries in general and particularly in Cameroon. Students are at a higher risk of developing mental disorders. The aim of this study was to assess students mental help seeking preferences and the barriers to mental health seeking. Methods: We conducted a cross sectional study. Participants were selected using a multistage sampling method. A self-administered questionnaire was used to collect data on sociodemographic characteristics preferences and barriers to mental health seeking. Results: Of the 84.23%[534/634, CI :81.18%- 86.86% ] who consider depression a serious health problem 34.14%[183/534, CI : 30,25%- 38.26% ] will go to a psychologist, in case of a mental health problem.. Most of the participants 47.32% [300/634,CI : 43,46%- 51.21% ] prefer a private hospital for healthcare. The greatest barrier to health access is the inability to pay 38.64%[245/634, CI : 34.93%- 42.49%]. Conclusion: Interventions to increase awareness on available health services, implementation of universal health coverage and the promotion of mental health could greatly improve health seeking behaviour and access to mental healthcare.

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“…). Our findings are in line with results from a study conducted in Nigeria by Aluh DO et al, who assessed MHL concerning depression among high school teachers and found that it was 16.3% 17. …”

supporting

confidence: 93%

“…14,15 MHL assessment among teaches across the globe has reported poor mental health literacy. 16,17 In India, a few studies have explored MHL and have reported inadequate knowledge and stigma against seeking help for mental health problems. 4,7,8,9,15 To the best of our knowledge, there is a shortage of data on teachers' perceived self-efficacy to facilitate services for adolescent mental health needs, their MHL, referral practices for adolescents seeking mental health services and predictors for these outcomes.…”

Section: Introductionmentioning

confidence: 99%

What predicts mental health literacy among school teachers?

Prabhu

Ashok

Kamath

et al. 2021

gmj

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Objectives: The present study aimed at assessing high school teachers’ mental health literacy (MHL) and predictors related to study outcomes.Design: Cross-sectional studyMethods: We employed 460 high school teachers who engaged with adolescents for at least six hours per week with a minimum of five years of teaching experience in southern India. Semi-structured questionnaires were used to assess their MHL. Descriptive analysis and backward logistic regression analysis were performed. A p-value < 0.05 was set as significant.Results: Teachers’ MHL on depression was less than desirable; however, they identified 288 (62.6%) adolescents with mental health problems during their career, and 172(59.72%) were referred to mental health professionals. On logistic regression analysis, teachers’ educational status, their marital status, teaching a class with an average strength of 31-60 students per class, previous mental health training and having self-efficacy concerning seeking informationon mental health, perceived ability to spread awareness and to provide referrals were found to predict MHL among teachers.Conclusion: Sociodemographic factors including teachers’ educational status, average class strength and having had previous mental health training were predictors for MHL among high school teachers. Establishing training programs and referral networks may be key in early intervention among adolescents.

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Mental health literacy among Nigerian teachers

Abstract: Mental health literacy was poor among the teachers surveyed. There is an urgent need to improve mental health literacy among teachers in Nigeria.

Cited by 25 publications

References 25 publications

Assessing the Effectiveness of Teachers’ Mental Health Literacy Training in Cambodia: A Randomized Controlled Trial

Assessing the Effectiveness of Teachers’ Mental Health Literacy Training in Cambodia: A Randomized Controlled Trial

Preferences and barriers to mental help seeking among students attending the University of Dschang, West region, Cameroon

What predicts mental health literacy among school teachers?

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