Adolescents’ Empowerment for Mental Health Literacy in School: A Pilot Study on ProLiSMental Psychoeducational Intervention
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Título: | Adolescents’ Empowerment for Mental Health Literacy in School: A Pilot Study on ProLiSMental Psychoeducational Intervention |
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Autor/es: | Morgado, Tânia | Loureiro, Luís | Rebelo Botelho, Maria Antónia | Marques, Maria Isabel | Martínez-Riera, José Ramón | Melo, Pedro |
Grupo/s de investigación o GITE: | Salud Comunitaria (SALUD) | Salud Pública |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Enfermería Comunitaria, Medicina Preventiva y Salud Pública e Historia de la Ciencia |
Palabras clave: | Adolescent | Health literacy | Health education | Mental health | Anxiety | Mental health nursing | School nursing | Pilot study |
Área/s de conocimiento: | Enfermería |
Fecha de publicación: | 29-jul-2021 |
Editor: | MDPI |
Cita bibliográfica: | Morgado T, Loureiro L, Botelho MAR, Marques MI, Martínez-Riera JR, Melo P. Adolescents’ Empowerment for Mental Health Literacy in School: A Pilot Study on ProLiSMental Psychoeducational Intervention. International Journal of Environmental Research and Public Health. 2021; 18(15):8022. https://doi.org/10.3390/ijerph18158022 |
Resumen: | Adolescence is a critical life phase for mental health and anxiety an emerging challenge for adolescents. Psychoeducational interventions to promote mental health literacy (MHL) on anxiety in adolescents are needed. This study aimed to test the primary outcome of a future full-scale trial: improvement of adolescents’ anxiety MHL components on recognition, prevention strategies, and self-help strategies. A sample of 38 adolescents, 24 (63.2%) females and 14 (36.8%) males, with an average age of 14.50 years (SD = 0.89) participated in this study. Each class was allocated to the intervention group (IG, n = 21) or the waiting list control group (WLCG, n = 17) with single-blinded randomization. MHL was assessed using the QuALiSMental. The ProLiSMental psychoeducational intervention consists of four or eight weekly sessions of 90 or 45 min for adolescents, using different active pedagogical methods and techniques. There also are initial and final sessions with adolescents, legal guardians, and teachers. There was a significant improvement with a small to relatively strong effect size in many dimensions of anxiety MHL components. This study suggests the progression to the full-scale trial and values the important role of mental health and psychiatric nurses in the adolescents’ empowerment for MHL in schools. |
Patrocinador/es: | This work is financially supported by National Funds through FCT—Fundação para a Ciência e a Tecnologia, I.P., under the project UIDB/04279/2020. |
URI: | http://hdl.handle.net/10045/116972 |
ISSN: | 1660-4601 |
DOI: | 10.3390/ijerph18158022 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2021 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3390/ijerph18158022 |
Aparece en las colecciones: | INV - SALUD - Artículos de Revistas INV - SP - Artículos de Revistas |
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