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Abstract
Evidence-Based Programs & Measures Of Mental Health Literacy among Adolescents: A Narrative Research Review
Roxana Naemi, Dept. of Psychology, Sabrina Hawa, & Chloe Walker, Dept. of Psychology Graduate Student, with Dr. Chelsea D. Williams, Dept. of Psychology
This current narrative research review aims to provide a review of measures that assess the principles of mental health literacy among adolescents. Mental health literacy can be defined as the degree to which an individual processes and understands mental health information and is able to seek further treatment (Olsson & Kennedy, 2010) and varies based upon age (Farrera et al., 2008), sex differences and relationships with peers (Burns& Rupee 2006), and attitudes towards mental health (Olsson & Kennedy, 2010). Using PsycINFO to find research to date, findings of the review indicated that for evidence-based programs using mental health literacy, adolescents had a better understanding of mental health literacy post-program, whereas when they were first interviewed through surveys and questionnaires. Additionally, the review indicated that more studies assessing psychometrics of existing measures used to assess mental health literacy among adolescents are warranted. Discussion will center on programs and methodological approaches used to examine mental health literacy among adolescents and the need for implementing more programs promoting mental health literacy within schools.
Publication Date
2020
Faculty Advisor/Mentor
Chelsea D. Williams, Ph.D.
Sponsorship
Virginia Commonwealth University. Undergraduate Research Opportunities Program
Is Part Of
VCU Undergraduate Research Posters
Rights
© The Author(s)