Measurement and Design in Surveys of Teachers‘ Mental Health Literacy: A Scoping Review
DOI:
https://doi.org/10.15273/hpj.v3i2.11585Keywords:
mental health literacy, education, pre-service teachers, teachers, psychoeducationAbstract
Mental health literacy (MHL) was introduced four decades ago as a term referring to knowledge and beliefs about mental disorders that aid in their recognition, management, or prevention. This scoping review mapped the peer-reviewed literature to understand how MHL is defined, conceptualized, and measured in studies involving those becoming teachers (pre-service teachers) and working teachers (in-service teachers). The search was performed following the method for scoping reviews by the Joanna Briggs Institute (JBI). Searches were conducted in four scientific databases with no time limit, although all sources had to be written in English or French. Primary studies (N = 35) that measured MHL for pre- and in-service teachers provided a global snapshot of MHL conceptualization and measurement across five continents. Global conceptualizations of MHL were largely driven by the definition and measures developed by Jorm, though the definition by Kutcher et al. was used in one fourth of the papers. Few studies explicitly stated a theoretical framework. Most studies used closed-ended scales, or a combination of closed-ended scales and vignettes to measure MHL. From a closer examination of the results, Canada emerged as a major leader in teacher MHL. Future research in this area should aim to include vignette measures, especially for pre-service teachers, and explicit theoretical frameworks, including socio-ecological and social or structural determinants of health-related frameworks that take an intersectional approach to MHL.
References
Alegria, M., Vallas, M., & Pumariega, A. J. (2010). Racial and ethnic disparities in pediatric mental health. Child and Adolescent Psychiatric Clinics of North America, 19(4), 759–774. https://doi.org/10.1016/j.chc.2010.07.001
Allen, R., Jerrim, J., & Sims, S. (2020, September). How did the early stages of the COVID-19 pandemic affect teacher wellbeing? (CEPEO Working Paper No. 20-15). Centre for Education Policy and Equalising Opportunities, University College London. https://repec-cepeo. ucl.ac.uk/cepeow/cepeowp20-15.pdf
Aluh, D. O., Dim, O. F., & Anene-Okeke, C. G. (2018). Mental health literacy among Nigerian teachers. Asia-Pacific Psychiatry, 10(4), Article e12329. https://doi.org/10.1111/appy.12329
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
Anderson, E. R., & Mayes, L. C. (2010). Race/ethnicity and internalizing disorders in youth: A review. Clinical Psychology Review, 30(3), 338–348. https://doi.org/10.1016/j.cpr.2009.12.008
Ando, S., Yamasaki, S., Shimodera, S., Sasaki, T., Oshima, N., Furukawa, T. A., Asukai, N., Kasai, K., Mino, Y., Inoue, S., Okazaki, Y., & Nishida, A. (2013). A greater number of somatic pain sites is associated with poor mental health in adolescents: A cross-sectional study. BMC Psychiatry, 13, Article 30. https://doi.org/10.1186 /1471-244X-13-30
Angermeyer, M. C., & Matschinger, H. (1996). Relatives‘ beliefs about the causes of schizophrenia. Acta Psychiatrica Scandinavica, 93(3), 199–204. https://doi.org/10.1111/j.1600-0447.1996.tb10632.x
Armstrong, D., Macleod, G., & Brough, C. (2019). Work done in the margins: A comparative study of mental health literacy in pre-service teacher education in Australia and in Scotland. Journal of Research in Special Educational Needs, 19(4), 334–343. https://doi.org/10.1111/1471-3802.12452
Atkins, M-A., & Rodger, S. (2016). Pre-service teacher education for mental health and inclusion in schools. Exceptionality Education International, 26(2), 93–118. https://doi.org/10.5206/eei.v26i2.7742
Barrett-Bernstein, M., Uribe, N., & White, H. (2022, June 7). Mental health and suicide prevention in men [Evidence brief]. Mental Health Commission of Canada. https://mentalhealthcommission.ca/wp-content/uploads/2022/06/Mental-Health-and-Suicide-Prevention-in-Men.pdf
Bjà¸rnsen, H. N., Espnes, G. A., Eilertsen, M.-E. B., Ringdal, R., & Moksnes, U. K. (2019). The relationship between positive mental health literacy and mental well-being among adolescents: Implications for school health services. The Journal of School Nursing, 35(2), 107–116. https://doi.org/10.1177/1059840517732125
Bjà¸rnsen, H. N., Ringdal, R., Espnes, G. A., Eilertsen, M.-E. B., & Moksnes, U. K. (2018). Exploring MEST: A new universal teaching strategy for school health services to promote positive mental health literacy and mental wellbeing among Norwegian adolescents. BMC Health Services Research, 18, Article 1001. https:// doi.org/10.1186/s12913-018-3829-8
Burns, J. R., & Rapee, R. M. (2006). Adolescent mental health literacy: Young people‘s knowledge of depression and help seeking. Journal of Adolescence, 29(2), 225–239. https://doi.org/10.1016 /j.adolescence.2005.05.004
Campos, L., Dias, P., & Palha, F. (2014). Finding Space to Mental Health – Promoting mental health in adolescents: Pilot study. Education and Health, 32(1), 23–29. https://sheu.org.uk/ sheux/EH/eh321lc.pdf
Canadian Alliance on Mental Illness and Mental Health. (2007, May). Mental health literacy in Canada: Phase one report mental health literacy project.
Carr, W., Wei, Y., Kutcher, S., & Heffernan, A. (2018). Preparing for the classroom: Mental health knowledge improvement, stigma reduction and enhanced help-seeking efficacy in Canadian preservice teachers.
Canadian Journal of School Psychology, 33(4), 314–326. https:// doi.org/10.1177/0829573516688596
Carvalho, D., Sequeira, C., Querido, A., Tomás, C., Morgado, T., Valentim, O., Moutinho, L., Gomes, J., & Laranjeira, C. (2022). Positive mental health literacy: A concept analysis. Frontiers in Psychology, 13, Article 877611. https:// doi.org/10.3389/fpsyg.2022.877611
Carver-Thomas, D., & Darling-Hammond, L. (2017, August 16). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-turnover-report
Chartier, M. J., Bolton, J. M., Ekuma, O., Mota, N., Hensel, J. M., Nie, Y., & McDougall, C. (2022). Suicidal risk and adverse social outcomes in adulthood associated with child and adolescent mental disorders. The Canadian Journal of Psychiatry, 67(7), 512–523. https://doi.org/ 10.1177/07067437211055417
Chen, S., Chen, K., Wang, S., Wang, W., & Li, Y. (2021). Initial validation of a Chinese version of the Mental Health Literacy Scale among Chinese teachers in Henan province. Frontiers in Psychiatry, 12, Article 661903. https://doi.org/ 10.3389/fpsyt.2021.661903
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396. https://doi.org/10.2307/2136404
Craig, S. G., Ames, M. E., Bondi, B. C., & Pepler, D. J. (2023). Canadian adolescents‘ mental health and substance use during the COVID-19 pandemic: Associations with COVID-19 stressors. Canadian Journal of Behavioural Science, 55(1), 46–55. https://doi.org/10.1037/cbs0000305
Dang, H.-M., Weiss, B., Lam, T., & Ho, H. (2018). Mental health literacy and intervention program adaptation in the internationalization of school psychology for Vietnam. Psychology in the Schools, 55(8), 941–954. https://doi.org/10.1002/pits.22156
Davis, C. S., Massey, O. T., Smith, R. B., Armstrong, M., Vergon, K. S., & McNeish, R. (2008, June 1). Refinement of an instrument to measure mental health literacy and examination of interventions to enhance mental health literacy. Florida Agency for Health Care Administration. http://mhlp.fmhi.usf. edu/_assets/docs/ahca/220-113.pdf
de Figueiredo, C. S., Sandre, P. C., Portugal, L. C. L., Mázala-de-Oliveira, T., da Silva Chagas, L., Raony, à., Ferreira, E. S., Giestal-de-Araujo, E., dos Santos, A. A., & Bomfim, P. O.-S. (2021). COVID-19 pandemic impact on children and adolescents‘ mental health: Biological, environmental, and social factors. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 106, Article 110171. https://doi.org/10.1016/j.pnpbp.2020.110171
Delgadillo, A. A., Wymbs, F. A., Margherio, S. M., & Egan, T. E. (2020). Using conjoint analysis to predict teachers‘ preferences for intervention intensity. School Mental Health, 12(4), 743–756. https://doi.org/10.1007/s12310-020-09385-8
Dias, P., Campos, L., Almeida, H., & Palha, F. (2018). Mental health literacy in young adults: Adaptation and psychometric properties of the mental health literacy questionnaire. International Journal of Environmental Research and Public Health, 15(7), Article 1318. https:// doi.org/10.3390/ijerph15071318
Dods, J. (2016). Teacher candidate mental health and mental health literacy. Exceptionality Education International, 26(2), 42–61. http://doi.org/10.5206/eei.v26i2.7740
Doherty, R., Mcloughlin, K., Johnson, S., Pilling, S., Hinton, M., Collins, A., & Cooper, C. (2006). The keys study: A survey of the knowledge about psychosis and views about services of community and educational staff [Conference abstract]. Schizophrenia Research, 86(Suppl), S122. https://doi.org/10.1016/S0920-9964(06)70365-6
Dussault, M., Deaudelin, C., Royer, N., & Loiselle, J. (1999). Professional isolation and occupational stress in teachers. Psychological Reports, 84(3), 943–946. https://doi.org/10.2466/pr0.1999.84.3.943
Ely, J. A. (2018). Exploring education mental health literacy: A study to inform professional learning needs [Unpublished doctoral dissertation]. University of Pittsburgh.
Evans, N., Lane, R., Stacey-Emile, G., & Sefasi, A. (2021). Training school teachers in Malawi about substance misuse and trauma: The need for a sustainable strategy. Journal of Mental Health Training, Education and Practice, 16(6), 480–488. http://dx.doi.org/10.1108/JMHTEP-07-2020-0049
Evans-Lacko, S., Little, K., Meltzer, H., Rose, D., Rhydderch, D., Henderson, C., & Thornicroft, G. (2010). Development and psychometric properties of the Mental Health Knowledge Schedule. The Canadian Journal of Psychiatry, 55(7), 440–448. https://doi.org/10.1177/070674371005500707
Evans-Lacko, S., Rose, D., Little, K., Flach, C., Rhydderch, D., Henderson, C., & Thornicroft, G. (2011). Development and psychometric properties of the Reported and Intended Behaviour Scale (RIBS): A stigma-related behaviour measure. Epidemiology and Psychiatric Sciences, 20(3), 263–271. https://doi.org/10.1017/S2045796011000308
Farmer, D. (2020). Teacher attrition: The impacts of stress. Delta Kappa Gamma Bulletin, 87(1), 41–50.
Froese-Germain, B., & Riel, R. (2012). Understanding teachers‘ perspectives on student mental health: Findings from a national survey. Canadian Teachers‘ Federation.
Gilham, C., Austen, E. L., Wei, Y., & Kutcher, S. (2018). Improving mental health literacy in post-secondary students: Field testing the feasibility and potential outcomes of a peer-led approach. Canadian Journal of Community Mental Health, 37(1), 1–12. https://doi.org/10.7870/cjcmh-2018-002
Gilham, C., Neville-MacLean, S., & Atkinson, E. (2021). Effect of online modules on pre-service teacher mental health literacy and efficacy toward inclusive practices. Canadian Journal of Education, 44(2), 559–599. https://doi.org/10.53967/cje-rce.v44i2.4601
Gilham, C., Wei, Y., Kutcher, S., MacIntyre, C., MacCuspic, S., & Fougere, W. (2021). Field testing a campus preparation mental health resource. McGill Journal of Education, 56(1), 90–106. https://mje.mcgill.ca/article/view/9774/7705
Ginige, P., Perera, I. B. R. U., Arambepola, S. C. A., Kuruwita, K. A. P. R., & Gunawardena, E. R. N. D. (2021). The impact of a specialized training programme on teacher mental health literacy in central Sri Lanka. Sri Lanka Journal of Medicine, 30(1), 34–43. https://doi.org/10.4038/sljm.v30i1.243
Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology, 58(3), 203–210. https://psycnet.apa.org/doi/10.1037/cap0000117
Griffiths, K. M., Christensen, H., Jorm, A. F., Evans, K., & Groves, C. (2004). Effect of web-based depression literacy and cognitive-behavioural therapy interventions on stigmatising attitudes to depression: Randomised controlled trial. The British Journal of Psychiatry, 185(4), 342–349. https://doi.org/10.1192/bjp.185.4.342
Gulliver, A., Farrer, L., Bennett, K., & Griffiths, K. M. (2019). University staff mental health literacy, stigma and their experience of students with mental health problems. Journal of Further and Higher Education, 43(3), 434–442. https://doi.org/10.1080/0309877X.2017.1367370
Hart, S. R., Kastelic, E. A., Wilcox, H. C., Beaudry, M. B., Musci, R. J., Heley, K. M., Ruble, A. E., & Swartz, K. L. (2014). Achieving depression literacy: The Adolescent Depression Knowledge Questionnaire (ADKQ). School Mental Health, 6(3), 213–223. https://doi.org/10.1007 /s12310-014-9120-1
Hirai, M., & Clum, G. A. (2000). Development, reliability, and validity of the Beliefs toward Mental Illness scale. Journal of Psychopathology and Behavioral Assessment, 22(3), 221–236. https://doi.org/10.1023/A:1007548432472
Holtz, K. F. (2017). The mental health literacy of high school teachers (Publication No. 10261386) [Doctoral dissertation, Columbia University]. ProQuest Dissertations Publishing.
Hsu, P.-C., Chang, I.-H., & Chen, R.-S. (2019). Online learning communities and mental health literacy for preschool teachers: The moderating role of enthusiasm for engagement. International Journal of Environmental Research and Public Health, 16(22), Article 4448. https://doi.org/10.3390/ijerph16224448
Hunt, S., Wei, Y., & Kutcher, S. (2019). Addressing mental health literacy in a UK university campus population: Positive replication of a Canadian intervention. Health Education Journal, 78(5), 537–544. https://doi.org/10.1177/0017896919826374
Imran, N., Rahman, A., Chaudhry, N., & Asif, A. (2022). Effectiveness of a school-based mental health intervention for school teachers in urban Pakistan: A randomized controlled trial. Child and Adolescent Psychiatry and Mental Health, 16, Article 33. https://doi.org/ 10.1186/s13034-022-00470-1
Jones, E. E., Farina, A., Hastorf, A. H., Markus, H., Miller, D. T., & Scott, R. A. (1984). Social stigma: The psychology of marked relationships. W. H. Freeman.
Jorm, A. F. (2000). Mental health literacy: Public knowledge and beliefs about mental disorders. British Journal of Psychiatry, 177(5), 396–401. https://doi.org/10.1192/bjp.177.5.396
Jorm, A. F. (2012). Mental health literacy: Empowering the community to take action for better mental health. American Psychologist, 67(3), 231–243. https://doi.org/10.1037/a0025957
Jorm, A. F., Kitchener, B. A., Sawyer, M. G., Scales, H., & Cvetkovski, S. (2010). Mental health first aid training for high school teachers: A cluster randomized trial. BMC Psychiatry, 10, Article 51. https://doi.org/10.1186/1471-244X-10-51
Jorm, A. F., Korten, A. E., Jacomb, P. A., Christensen, H., Rodgers, B., & Pollitt, P. (1997a). “Mental health literacy”: A survey of the public‘s ability to recognise mental disorders and their beliefs about the effectiveness of treatment. Medical Journal of Australia, 166(4), 182–186. https://doi.org/ 10.5694/j.1326-5377.1997.tb140071.x
Jorm, A. F., Korten, A. E., Jacomb, P. A., Christensen, H., Rodgers, B., & Pollitt, P. (1997b). Public beliefs about causes and risk factors for depression and schizophrenia. Social Psychiatry and Psychiatric Epidemiology, 32(3), 143–148. https://doi.org/10.1007 /BF00794613
Jorm, A. F., Korten, A. E., Jacomb, P. A., Rodgers, B., & Pollitt, P. (1997). Beliefs about the helpfulness of interventions for mental disorders: A comparison of general practitioners, psychiatrists and clinical psychologists. Australian & New Zealand Journal of Psychiatry, 31(6), 844–851. https://doi.org/10.3109/00048679709065510
Kajawi, L., Chingarande, S. D., Jack, H., Ward, C., & Taylor, T. (2016). What do African traditional medical practitioners do in the treatment of mental disorders in Zimbabwe? International Journal of Culture and Mental Health, 9(1), 44–55. https://doi.org/10.1080/17542863.2015.1106568
Kelly, C. M., Jorm, A. F., & Wright, A. (2007). Improving mental health literacy as a strategy to facilitate early intervention for mental disorders. Medical Journal of Australia, 187(S7), S26–S30. https://doi.org/10.5694/j.1326-5377.2007.tb01332.x
Kessler, R. C., Angermeyer, M., Anthony, J. C., de Graaf, R., Demyttenaere, K., Gasquet, I., de Girolamo, G., Gluzman, S., Gureje, O., Haro, J. M., Kawakami, N., Karam, A., Levinson, D., Medina Mora, M. E., Browne, M. A. O., Posada-Villa, J., Stein, D. J., Tsang, C. H. A., Aguilar-Gaxiola, S., ... àœstün, T. B. (2007). Lifetime prevalence and age-of-onset distributions of mental disorders in the World Health Organization‘s World Mental Health Survey initiative. World Psychiatry, 6(3), 168–176.
Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters, E. E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 593–602. https://doi.org/10.1001/archpsy62.6.593
Khan, K. S., Mamun, M. A., Griffiths, M. D., & Ullah, I. (2022). The mental health impact of the COVID-19 pandemic across different cohorts. International Journal of Mental Health and Addiction, 20(1), 380–386. https://doi.org/ 10.1007/s11469-020-00367-0
Kirmayer, L. J., Guzder, J., & Rousseau, C. (Eds.). (2014). Cultural consultation: Encountering the other in mental health care. Springer. https://doi.org/ 10.1007/978-1-4614-7615-3
Kurumatani, T., Ukawa, K., Kawaguchi, Y., Miyata, S., Suzuki, M., Ide, H., Seki, W., Chikamori, E., Hwu, H.-G., Liao, S.-C., Edwards, G. D., Shinfuku, N., & Uemoto, M. (2004). Teachers‘ knowledge, beliefs and attitudes concerning schizophrenia: A cross-cultural approach in Japan and Taiwan. Social Psychiatry and Psychiatric Epidemiology, 39(5), 402–409. https://doi.org/10.1007/s00127-004-0758-0
Kutcher, S., Bagnell, A., & Wei, Y. (2015). Mental health literacy in secondary schools: A Canadian approach. Child and Adolescent Psychiatric Clinics of North America, 24(2), 233–244. https:// doi.org/10.1016/j.chc.2014.11.007
Kutcher, S., Gilberds, H., Morgan, C., Greene, R., Hamwaka, K., & Perkins, K. (2015). Improving Malawian teachers‘ mental health knowledge and attitudes: An integrated school mental health literacy approach. Global Mental Health, 2, Article e1. https://doi.org/10.1017/gmh.2014.8
Kutcher, S., Gilberds, H., Morgan, C., Udedi, M., & Perkins, K. (2015). Malawi educators‘ assessment of student mental health outcomes. International Journal of School and Cognitive Psychology, 2(S2), Article 009. https://www.longdom.org/ open-access/malawi-educators-assessment-of-student-mental-health-outcomes-ijscp-S2-009.pdf
Kutcher, S., Hampton, M. J., & Wilson, J. (2010). Child and adolescent mental health policy and plans in Canada: An analytical review. The Canadian Journal of Psychiatry, 55(2), 100–107. https://doi.org/10.1177/070674371005500206
Kutcher, S, & McLuckie, A. (2010, July). Evergreen: A child and youth mental health framework for Canada. Child and Youth Advisory Committee, Mental Health Commission of Canada. https://www.mentalhealthcommission.ca/wp-content/uploads/drupal/C%252 526Y_Evergreen_Framework_ENG_1.pdf
Kutcher, S., Perkins, K., Gilberds, H., Udedi, M., Ubuguyu, O., Njau, T., Chapota, R., & Hashish, M. (2019). Creating evidence-based youth mental health policy in Sub-Saharan Africa: A description of the Integrated Approach to Addressing the Issue of Youth Depression in Malawi and Tanzania. Frontiers in Psychiatry, 10, Article 542. https://doi.org/10.3389/fpsyt.2019.00542
Kutcher, S., Wei, Y., & Coniglio, C. (2016). Mental health literacy: Past, present, and future. The Canadian Journal of Psychiatry, 61(3), 154–158. https://doi.org/10.1177/0706743715616609
Kutcher, S., Wei, Y., Costa, S., Gusmão, R., Skokauskas, N., & Sourander, A. (2016). Enhancing mental health literacy in young people. European Child & Adolescent Psychiatry, 25(6), 567–569. https://doi.org/10.1007/s00787-016-0867-9
Kutcher, S., Wei, Y., Gilberds, H., Brown, A., Ubuguyu, O., Njau, T., Sabuni, N., Magimba, A., & Perkins, K. (2017). The African Guide: One year impact and outcomes from the implementation of a school mental health literacy curriculum resource in Tanzania. Journal of Education and Training Studies, 5(4), 64–73. https://doi.org/ 10.11114/jets.v5i4.2049
Kutcher, S., Wei, Y., Gilberds, H., Ubuguyu, O., Njau, T., Brown, A., Sabuni, N., Magimba, A., & Perkins, K. (2016). A school mental health literacy curriculum resource training approach: Effects on Tanzanian teachers‘ mental health knowledge, stigma and help-seeking efficacy. International Journal of Mental Health Systems, 10, Article 50. https://doi.org/ 10.1186/s13033-016-0082-6
Kutcher, S., Wei, Y., McLuckie, A., & Bullock, L. (2013). Educator mental health literacy: A programme evaluation of the teacher training education on the mental health & high school curriculum guide. Advances in School Mental Health Promotion, 6(2), 83–93. https://doi.org /10.1080/1754730X.2013.784615
Kutcher, S., Wei, Y., & Morgan, C. (2015). Successful application of a Canadian mental health curriculum resource by usual classroom teachers in significantly and sustainably improving student mental health literacy. The Canadian Journal of Psychiatry, 60(12), 580–586. https://doi.org/10.1177/070674371506001209
Langeveld, J., Joa, I., Larsen, T. K., Rennan, J. A., Cosmovici, E., & Johannessen, J. O. (2011). Teachers‘ awareness for psychotic symptoms in secondary school: The effects of an early detection programme and information campaign. Early Intervention in Psychiatry, 5(2), 115–121. https://doi.org/10.1111 /j.1751-7893.2010.00248.x
Lee, F. S., Heimer, H., Giedd, J. N., Lein, E. S., Š estan, N., Weinberger, D. R., & Casey, B. J. (2014). Adolescent mental health: Opportunity and obligation. Science, 346(6209), 547–549. https://doi.org/10.1126/science.1260497
Leeper, E. C. (2018). Teacher candidates‘ perceived psychological wellness, behaviour management skills, and mental health literacy (Publication No. 10813063) [Doctoral dissertation]. ProQuest Dissertations and Theses.
Levac, D., Colquhoun, H., & O‘Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5, Article 69. https://doi.org/10.1186 /1748-5908-5-69
Link, B. G., & Phelan, J. C. (2001). Conceptualizing stigma. Annual Review of Sociology, 27, 363–385. https:// doi.org/10.1146/annurev.soc.27.1.363
Loreman, T., Earle, C., Sharma, U., & Forlin, C. (2007). The development of an instrument for measuring pre-service teachers‘ sentiments, attitudes and concerns about inclusive education. International Journal of Special Education, 22(2), 150–159.
Luke, M., Hinkle, J. S., Schweiger, W., & Henderson, D. (2016). Mental health facilitator (MHF) service implementation in schools in Malawi, Africa: A strategy for increasing community human resources. The Professional Counselor, 6(1), 1–21. https://doi.org/10.15241/ml.6.1.1
Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers‘ intentions to quit. Teaching and Teacher Education, 105, Article 103425. https://doi.org/ 10.1016/j.tate.2021.103425
Madigan, S., Korczak, D. J., Vaillancourt, T., Racine, N., Hopkins, W. G., Pador, P., Hewitt, J. M. A., AlMousawi, B., McDonald, S., & Neville, R. D. (2023). Comparison of paediatric emergency department visits for attempted suicide, self-harm, and suicidal ideation before and during the COVID-19 pandemic: A systematic review and meta-analysis. The Lancet Psychiatry, 10(5), 342–351. https://doi.org/10.1016/S2215-0366(23)00036-6
Malla, A., Shah, J., Iyer, S., Boksa, P., Joober, R., Andersson, N., Lal, S., & Fuhrer, R. (2018). Youth mental health should be a top priority for health care in Canada. The Canadian Journal of Psychiatry, 63(4), 216–222. https:// doi.org/10.1177/0706743718758968
Matschinger, H., & Angermeyer, M. C. (1996). Lay beliefs about the causes of mental disorders: A new methodological approach. Social Psychiatry and Psychiatric Epidemiology, 31(6), 309–315. https://doi.org/10.1007 /BF00783418
Milin, R., Kutcher, S., Lewis, S. P., Walker, S., Wei, Y., Ferrill, N., & Armstrong, M. A. (2016). Impact of a mental health curriculum on knowledge and stigma among high school students: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 55(5), 383–391. https:// doi.org/10.1016/j.jaac.2016.02.018
Miller, L., Musci, R., D‘Agati, D., Alfes, C., Beaudry, M. B., Swartz, K., & Wilcox, H. (2019). Teacher mental health literacy is associated with student literacy in the Adolescent Depression Awareness Program. School Mental Health, 11(2), 357–363. https://doi.org/10.1007 /s12310-018-9281-4
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4, Article 1. https://doi.org/ 10.1186/2046-4053-4-1
Nguyen, A. J., Dang, H.-M., Bui, D., Phoeun, B., & Weiss, B. (2020). Experimental evaluation of a school-based mental health literacy program in two southeast Asian nations. School Mental Health, 12(4), 716–731. https://doi.org /10.1007/s12310-020-09379-6
Ngwenya, T. Z., Huang, N., Wang, I.-A., & Chen, C.-Y. (2022). Urban-rural differences in depression literacy among high school teachers in the Kingdom of Eswatini. Journal of School Health, 92(6), 561–569. https://doi.org/10.1111/josh.13173
Njie, A., Shea, S., & Williams, M. (2018, March). Students first: Inclusive education that supports teaching, learning, and the success of all Nova Scotia students. Commission on Inclusive Education. https://inclusiveedns.ca/wp-content/uploads/2018/03/CIE-Students-First-WEBreport-2.pdf
Nutbeam, D. (2000). Health literacy as a public health goal: A challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International, 15(3), 259–267. https://doi.org/10.1093/heapro/15.3.259
O‘Connor, M., & Casey, L. (2015). The mental health literacy scale (MHLS): A new scale-based measure of mental health literacy. Psychiatry Research, 229(1–2), 511–516. https://doi.org/10.1016/j.psychres.2015.05.064
Ojio, Y., Yonehara, H., Taneichi, S., Yamasaki, S., Ando, S., Togo, F., Nishida, A., & Sasaki, T. (2015). Effects of school-based mental health literacy education for secondary school students to be delivered by school teachers: A preliminary study. Psychiatry and Clinical Neurosciences, 69(9), 572–579. https://doi.org/10.1111/pcn.12320
Olyani, S., Gholian Aval, M., Tehrani, H., & Mahdiadeh, M. (2021). School-based mental health literacy educational interventions in adolescents: A systematic review. Journal of Health Literacy, 6(2), 69–77. https://doi.org/10.22038/jhl.2021.58551.1166
Ormiston, H. E., Nygaard, M. A., & Apgar, S. (2022). A systematic review of secondary traumatic stress and compassion fatigue in teachers. School Mental Health, 14(4), 802–817. https://doi.org/10.1007/s12310-022-09525-2
Ozamiz-Etxebarria, N., Idoiaga Mondragon, N., Bueno-Notivol, J., Pérez-Moreno, M., & Santabárbara, J. (2021). Prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic: A rapid systematic review with meta-analysis. Brain Sciences, 11(9), Article 1172. https://doi.org/10.3390/brainsci11091172
Page, D. J. (2021). The role of teacher mental health literacy in identifying emerging mental health disorders in students [Master‘s thesis, University of Toronto]. Tspace. https://tspace.library. utoronto.ca/bitstream/1807/109053/3/Page_Damian_202111_MA_thesis.pdf
Peabody, J. W., Luck, J., Glassman, P., Dresselhaus, T. R., & Lee, M. (2000). Comparison of vignettes, standardized patients, and chart abstraction: A prospective validation study of 3 methods for measuring quality. JAMA, 283(13), 1715–1722. https://doi.org/ 10.1001/jama.283.13.1715
Pereira Amaral, M. O., Marques da Silva, D., da Graça Aparàcio Costa, M., Matos Gonçalves, A., Campos Salvado Pires, S. M., Viegas e Melo Cruz, C. M., do Rosário Cabral, L., & dos Santos Pessoa Gil, N. C. (2020). ProMenteSã: A teacher training intervention program for mental health promotion at schools. Acta Paulista de Enfermagem, 33, Article eAPE20190224. https://doi.org/10.37689/acta-ape/2020AO02246
Peters, M. D., Marnie, C., Tricco, A. C., Pollock, D., Munn, Z., Alexander, L., McInerney, P., Godfrey, C. M., & Khalil, H. (2020). Updated methodological guidance for the conduct of scoping reviews. JBI Evidence Synthesis, 18(10), 2119–2126. https://doi.org/10.11124/JBIES-20-00167
Prabhu, V., Ashok, L., Kamath, V. G., Sekaran, V. C., Kamath, A., Padickaparambil, S., Hegde, A. P., & Devaramane, V. (2021). What predicts mental health literacy among school teachers? Ghana Medical Journal, 55(2), 141–146. http://doi.org/10.4314/gmj.v55i2.7
Raguram, R., Weiss, M. G., Channabasavanna, S. M., & Devins, G. M. (1996). Stigma, depression, and somatization in South India. The American Journal of Psychiatry, 153(8), 1043–1049. https://doi.org/10.1176/ajp.153.8.1043
Raphael, D. (Ed.). (2016). Social determinants of health: Canadian perspectives (3rd ed.). Canadian Scholars.
Reavley, N. J., & Jorm, A. F. (2011). Recognition of mental disorders and beliefs about treatment and outcome: Findings from an Australian national survey of mental health literacy and stigma. Australian and New Zealand Journal of Psychiatry, 45(11), 947–956. https://doi.org/ 10.3109/00048674.2011.621060
Ritchie, T., Rogers, M., & Ford, L. (2021). Impact of COVID-19 on school psychology practices in Canada. Canadian Journal of School Psychology, 36(4), 358–375. https://doi.org/10.1177/08295735211039738
Samji, H., Wu, J., Ladak, A., Vossen, C., Stewart, E., Dove, N., Long, D., & Snell, G. (2022). Review: Mental health impacts of the COVID-19 pandemic on children and youth – a systematic review. Child and Adolescent Mental Health, 27(2), 173–189. https://doi.org/10.1111/camh.12501
Santomauro, D. F., Mantilla Herrera, A. M., Shadid, J., Zheng, P., Ashbaugh, C., Pigott, D. M., Abbafati, C., Adolph, C., Amlag, J. O., Aravkin, A. Y., Bang-Jensen, B. L., Bertolacci, G. J., Bloom, S. S., Castellano, R., Castro, E., Chakrabarti, S., Chattopadhyay, J., Cogen, R. M., Collins, J. K., ”¦ Ferrari, A. J. (2021). Global prevalence and burden of depressive and anxiety disorders in 204 countries and territories in 2020 due to the COVID-19 pandemic. The Lancet, 398(10312), 1700–1712. https://doi.org/10.1016/S0140-6736(21)02143-7
Spiker, D. A., & Hammer, J. H. (2019). Mental health literacy as theory: Current challenges and future directions. Journal of Mental Health, 28(3), 238–242. https://doi.org/10.1080 /09638237.2018.1437613
Stead, T. (2014). Nurturing the inquiring mind through the nonfiction read-aloud. The Reading Teacher, 67(7), 488–495. https://doi.org/10.1002/trtr.1254
Stiffman, A. R., Pescosolido, B., & Cabassa, L. J. (2004). Building a model to understand youth service access: The Gateway Provider Model. Mental Health Services Research, 6(4), 189–198. https://doi.org/10.1023/B:MHSR.0000044745.09952.33
Sun, Y., Wu, Y., Fan, S., Dal Santo, T., Li, L., Jiang, X., Li, K., Wang, Y., Tasleem, A., Krishnan, A., He, C., Bonardi, O., Boruff, J. T., Rice, D. B., Markham, S., Levis, B., Azar, M., Thombs-Vite, I., Neupane, D., ... Thombs, B. D. (2023). Comparison of mental health symptoms before and during the COVID-19 pandemic: Evidence from a systematic review and meta-analysis of 134 cohorts. BMJ, 380(8374), Article e074224. https://doi.org/10.1136 /bmj-2022-074224
Sweileh, W. M. (2021). Global research activity on mental health literacy. Middle East Current Psychiatry, 28, Article 43. https://doi.org/10.1186/s43045-021-00125-5
Tay, J. L., Tay, Y. F., & Klanian-Yobas, P. (2018). Mental health literacy levels. Archives of Psychiatric Nursing, 32(5), 757–763. https://doi.org/10.1016/j.apnu.2018.04.007
Tay, K. W., Ong, A. W. H., Pheh, K. S., Low, S. K., Tan, C. S., & Low, P. K. (2019). Assessing the effectiveness of a mental health literacy programme for refugee teachers in Malaysia. Malaysian Journal of Medical Science, 26(6), 120–126. https://doi.org/10.21315/mjms2019.26.6.12
Thorisdottir, I. E., Agustsson, G., Oskarsdottir, S. Y., Kristjansson, A. L., Asgeirsdottir, B. B., Sigfusdottir, I. D., Valdimarsdottir, H. B., Allegrante, J. P., & Halldorsdottir, T. (2023). Effect of the COVID-19 pandemic on adolescent mental health and substance use up to March, 2022, in Iceland: A repeated, cross-sectional, population-based study. The Lancet Child & Adolescent Health. https://doi.org/10.1016/s2352-4642(23)00022-6
Thornicroft, G. (2006). Shunned: Discrimination against people with mental illness. Oxford University Press. https://doi.org/10.1093/med/9780198570981.001.0001
Tricco, A. C., Lillie, E., Zarin, W., O‘Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., ... Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
Turner, B. J., Robillard, C. L., Ames, M. E., & Craig, S. G. (2022). Prevalence and correlates of suicidal ideation and deliberate self-harm in Canadian adolescents during the coronavirus disease 2019 pandemic. The Canadian Journal of Psychiatry, 67(5), 403–406. https://doi.org/10.1177/07067437211036612
Ueda, J., Yamaguchi, S., Matsuda, Y., Okazaki, K., Morimoto, T., Matsukuma, S., Sasaki, T., & Kishimoto, T. (2021). A randomized controlled trial evaluating the effectiveness of a short video-based educational program for improving mental health literacy among schoolteachers. Frontiers in Psychiatry, 12, Article 596293. https://doi.org/ 10.3389/fpsyt.2021.596293
Vaillancourt, T., & Boylan, K. (2021). Behaviour and emotional disorders of childhood and Adolescence. In D. J. A. Dozois (Ed.), Abnormal psychology: Perspectives (6th ed., pp. 384–410). Pearson.
Vaillancourt, T., Szatmari, P., Georgiades, K., & Krygsman, A. (2021). The impact of COVID-19 on the mental health of Canadian children and youth. FACETS, 6, 1628–1648. https://doi.org/10.1139/facets-2021-0078
Venkataraman, S., Patil, R., & Balasundaram, S. (2019). Stigma toward mental illness among higher secondary school teachers in Puducherry, South India. Journal of Family Medicine and Primary Care, 8(4), 1401–1407. https://doi.org/10.4103/jfmpc.Jfmpc_203_19
Waddell, C., McEwan, K., Shepherd, C. A., Offord, D. R., & Hua, J. M. (2005). A public health strategy to improve the mental health of Canadian children. The Canadian Journal of Psychiatry, 50(4), 226–233. https://doi.org/10.1177/070674370505000406
Waddell, C., Shepherd, C. A., Chen, A., & Boyle, M. H. (2013). Creating comprehensive children‘s mental health indicators for British Columbia. Canadian Journal of Community Mental Health, 32(1), 9–27. https://doi.org/10.7870/cjcmh-2013-003
Wahl, O., Rothman, J., Brister, T., & Thompson, C. (2019). Changing student attitudes about mental health conditions: NAMI ending the silence. Stigma and Health, 4(2), 188–195. https://doi.org/ 10.1037/sah0000135
Wei, Y., Baxter, A., & Kutcher, S. (2019). Establishment and validation of a mental health literacy measurement in Canadian educators. Psychiatry Research, 279, 231–236. https://doi.org/10.1016/j.psychres.2019.03.009
Wei, Y., Carr, W., Alaffe, R., & Kutcher, S. (2020). Mental health literacy development: Application of online and in-person professional development for preservice teachers to address knowledge, stigma, and help-seeking intentions. Canadian Journal of Behavioural Science, 52(2), 107–114. http://dx.doi.org/10.1037/cbs0000164
Wei, Y., Hayden, J. A., Kutcher, S., Zygmunt, A., & McGrath, P. (2013). The effectiveness of school mental health literacy programs to address knowledge, attitudes and help seeking among youth. Early Intervention in Psychiatry, 7(2), 109–121. https://doi.org/10.1111/eip.12010
Wei, Y., & Kutcher, S. (2014a). Innovations in practice: ‘Go-To‘ educator training on the mental health competencies of educators in the secondary school setting: A program evaluation. Child and Adolescent Mental Health, 19(3), 219–222. https://doi.org/10.1111/camh.12056
Wei, Y., & Kutcher, S. (2014b). School mental health literacy: A national curriculum guide shows promising results. Education Canada, 54(2), 22–26. https://www.edcan.ca/articles/school-mental-health-literacy/
Wei, Y., Kutcher, S., Austen, E., Comfort, A., Gilham, C., MacDougall, C., McKenna, G., McKinnon, M., Thompson, K., Yeo, E., Zhang, M., Baxter, A., & Matheson, K. (2022). The impact of Transitions, a mental health literacy intervention with embedded life skills for postsecondary students: Preliminary findings from a naturalistic cohort study. The Canadian Journal of Psychiatry, 67(6), 452–461. https://doi.org/10.1177/07067437211037131
Wei, Y., Kutcher, S., Baxter, A., & Heffernan, A. (2021). The program evaluation of ‘Go-To Educator Training‘ on educators‘ knowledge about and stigma toward mental illness in six Canadian provinces. Early Intervention in Psychiatry, 15(4), 922–931. https://doi.org/10.1111/eip.13037
Wei, Y., McGrath, P. J., Hayden, J., & Kutcher, S. (2015). Mental health literacy measures evaluating knowledge, attitudes and help-seeking: A scoping review. BMC Psychiatry, 15, Article 291. https://doi.org/10.1186/s12888-015-0681-9
Wei, Y., McGrath, P. J., Hayden, J., & Kutcher, S. (2017). Measurement properties of mental health literacy tools measuring help-seeking: A systematic review. Journal of Mental Health, 26(6), 543–555. https://doi.org/10.1080 /09638237.2016.1276532
Weston, K. J., Anderson-Butcher, D., & Burke, R. W. (2008). Developing a comprehensive curriculum framework for teacher preparation in expanded school mental health. Advances in School Mental Health Promotion, 1(4), 25–41. https://doi.org /10.1080/1754730X.2008.9715737
Whitley, J., & Gooderham, S. (2016). Exploring mental health literacy among pre-service teachers. Exceptionality Education International, 26(2), 62–92. https://doi.org/10.5206/eei.v26i2.7741
World Health Organization. (2004). Promoting mental health: Concepts, emerging evidence, practice (Summary report). https://apps.who.int/iris/bitstream/handle/10665/42940/9241591595.pdf
Yamaguchi, S., Foo, J. C., Kitagawa, Y., Togo, F., & Sasaki, T. (2021). A survey of mental health literacy in Japanese high school teachers. BMC Psychiatry, 21, Article 478. https://doi.org/10.1186/s12888-021-03481-y
Yamaguchi, S., Foo, J. C., Nishida, A., Ogawa, S., Togo, F., & Sasaki, T. (2020). Mental health literacy programs for school teachers: A systematic review and narrative synthesis. Early Intervention in Psychiatry, 14(1), 14–25. https://doi.org/10.1111/eip.12793
Yap, M. B. H., Mackinnon, A., Reavley, N., & Jorm, A. F. (2014). The measurement properties of stigmatizing attitudes towards mental disorders: Results from two community surveys. International Journal of Methods in Psychiatric Research, 23(1), 49–61. https://doi.org/10.1002/mpr.1433
Zimmerman, F. J. (2005). Social and economic determinants of disparities in professional help-seeking for child mental health problems: Evidence from a national sample. Health Services Research, 40(5p1), 1514–1533. https://doi.org/10.1111/j.1475-6773.2005.00411.x
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Chris Gilham, Taylor G. Hill, Emma C. Coughlan, Damian Page, Chloe Vukosa, Alyssa Spridgeon, Peter Wilkie, Kristie Przewieda
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The journal aims to reduce barriers to publishing and sharing research and inequalities to accessing information.This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The open-access nature of the journal means that there will be no charge for authors or readers to use the journal. The journal has a Creative Commons Attribution Non-Commercial (CCBYNC) attribution which allows the author (and others) to share and distribute their full-text article in other public domains, such as Google Scholar or Research Gate.