A film-based intervention (Intinn) to enhance adolescent mental health literacy and well-being: multi-methods evaluation study

IF 1 Q4 PSYCHIATRY
John Goodwin, Laura Behan, Mohamad M. Saab, Niamh O’Brien, Á. O'Donovan, Andrew Hawkins, Lloyd F. Philpott, Alicia Connolly, Ryan Goulding, Fiona Clark, Deirdre O’Reilly, Corina Naughton
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引用次数: 0

Abstract

Purpose Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience. Design/methodology/approach A pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired-t-test and effect size calculation and thematic analysis. Findings Matched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience. Originality/value Intinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.
通过电影干预(Intinn)提高青少年心理健康素养和幸福感:多方法评估研究
青少年心理健康是一个全球性问题。迫切需要采取反映青少年文化的创造性多媒体干预措施,以促进心理健康素养和福祉。本研究旨在评估电影干预对青少年心理健康素养、幸福感和弹性的影响。设计/方法学/方法采用前测后测干预和多方法评价。十所学校的便利样本促进15-17岁的学生参与在线干预(电影,电影后讨论,幸福网络研讨会)。参与者完成了关于幸福感、恢复力、耻辱、心理健康知识和寻求帮助的调查。促进干预的五名教师参加了实施后的访谈或提供了书面材料。分析包括配对t检验、效应量计算和专题分析。研究结果101名参与者的前后测试数据相匹配。在幸福感、个人适应力、对个人/情绪问题的求助态度和自杀意念方面均有显著提高。参与者的自由文本评论表明,干预措施很受欢迎,鼓励他们更公开地谈论心理健康。教师们同样支持干预措施,尤其是对适应力的关注。创意/价值在提高青少年心理健康素养和福祉方面显示出希望。以电影为基础的干预措施可以鼓励青少年寻求专业的心理健康帮助,从而促进早期干预。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.20
自引率
8.30%
发文量
32
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