Can Mental Health Disorders in Students Be Recognized? Mental Health Literacy Status of Teachers
PDF
Cite
Share
Request
Original Article
P: 53-60
March 2023

Can Mental Health Disorders in Students Be Recognized? Mental Health Literacy Status of Teachers

Turk J Child Adolesc Ment Health 2023;30(1):53-60
1. Şereflikoçhisar İlçe Sağlık Müdürlüğü, Ankara, Türkiye
2. Kahramanmaraş Sütçü İmam Üniversitesi Tıp Fakültesi, Halk Sağlığı Anabilim Dalı, Kahramanmaraş, Türkiye
3. Erciyes Üniversitesi Tıp Fakültesi, Halk Sağlığı Anabilim Dalı, Kayseri, Türkiye
4. Dörtyol İlçe Sağlık Müdürlüğü, Hatay, Türkiye
No information available.
No information available
Received Date: 11.11.2021
Accepted Date: 15.03.2022
Publish Date: 28.03.2023
PDF
Cite
Share
Request

ABSTRACT

Objectives:

Factors such as early recognition of mental health problems and correct application to health services are evaluated within mental health literacy. Increasing teachers’ mental health literacy improves their skills in helping and guiding students by enabling them to recognize the students’ mental health problems. The aim of the study is to evaluate the mental health literacy level of teachers and thus to guide the literature and future intervention studies.

Materials and Methods:

This descriptive study was conducted in 2020 by face-to-face interviews with teachers over a period of 9 months. The study was carried out in two parts: the questions about sociodemographic data of the teachers and the Mental Health Literacy Scale developed by Jung and later adapted into Turkish by Göktaş. p<0.05 was considered significant.

Results:

Three hundred seventy-eight teachers participated in the study and their professional experience was 15.4±9.7 years on average. The teachers rated between 1 and 22 points from the mental health literacy scale, with a median value of 15.0. Scores of female teachers were higher than males with a score of 15.0 (p=0.001). Psychological counseling and guidance teachers got the highest score with 18.0 and mathematics teachers got the lowest score with 13.0 points. The scores of psychological counseling and guidance teachers are significantly higher than the scores of primary school, kindergarten, Turkish, religious culture, and mathematics teachers. The median score of the primary school teachers was 14.5, which was lower than the general teachers’ score.

Conclusion:

Young people in the period that we can accept as the onset of mental health problems may experience reservations about receiving mental health services for various reasons. A higher level of mental health literacy is expected from teachers, who are of great importance in preventing this situation. Eliminating the lack of knowledge about the subject in teachers by providing necessary training will assure great benefits for the society and individual health.

References

1
Manwell LA, Barbic SP, Roberts K, Durisko Z, Lee C, Ware E, McKenzie K. What is mental health? Evidence towards a new definition from a mixed methods multidisciplinary international survey. BMJ Open. 2015;5:e007079.
2
Allen J, Balfour R, Bell R, Marmot M. Social determinants of mental health. International Review of Psychiatry. 2014;26:392-407.
3
GBD 2016 Disease and Injury Incidence and Prevalence Collaborators. Global, regional, and national incidence, prevalence, and years lived with disability for 328 diseases and injuries for 195 countries, 1990-2016: a systematic analysis for the Global Burden of Disease Study 2016. Lancet. 2017;390:1211-1259.
4
Rehm J, Shield KD. Global Burden of Disease and the Impact of Mental and Addictive Disorders. Current Psychiatry Reports. 2019;21:1-7.
5
Patel V. Why mental health matters to global health. Transcultural Psychiatry. 2014;51:777-789.
6
Jorm AF. Mental health literacy: empowering the community to take action for better mental health. Am Psychol. 2012;67:231-243.
7
Özel Y, Duzcu T. Mental Health Literacy. The Journal of Academic Social Science. 2018;77:380-387.
8
Kutcher S, Wei Y, Coniglio C. Mental Health Literacy: Past, Present, and Future. Can J Psychiatry. 2016;61:154-158.
9
Franklin CGS, Kim JS, Ryan TN, Kelly MS, Montgomery KL. Teacher involvement in school mental health interventions: A systematic review. Children and Youth Services Review. 2012;34:973-982.
10
Bonabi H, Müller M, Ajdacic-Gross V, Eisele J, Rodgers S, Seifritz E, Rössler W, Rüsch N. Mental Health Literacy, Attitudes to Help Seeking, and Perceived Need as Predictors of Mental Health Service Use: A Longitudinal Study. J Nerv Ment Dis. 2016;204:321-324.
11
Çokamay G, Kapçı EG, Sever M. Okul ruh sağlığı hizmetlerinde yaşanan sorunlar: Psikolojik danışmanların görüşleri. Elementary Education Online. 2017;16:1395-1406.
12
Jung H, von Sternberg K, Davis K. Expanding a measure of mental health literacy: Development and validation of a multicomponent mental health literacy measure. Psychiatry Res. 2016;243:278-286.
13
Göktaş S, Işıklı B, Önsüz MF, Yenilmez Ç, Metintaş S. Ruh Sağlığı Okuryazarlığı Ölçeği’nin (Rsoy Ölçeği) Türkçe geçerlilik ve güvenilirliğinin değerlendirilmesi. Konuralp Medical Journal. 2019;11:424-431.
14
Kılıçcı Y. Okulda Ruh Sağlığı. Şafak Ofset-Tipo Matbaacılık. Ankara; 1989.
15
Brown GR, Anderson B. Psychiatric morbidity in adult inpatients with childhood histories of sexual and physical abuse. Am J Psychiatry. 1991;148:55-61.
16
Kessler RC, Berglund P, Demler O, Jin R, Merikangas KR, Walters EE. Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Arch Gen Psychiatry. 2005;62:593-602.
17
Köknel Ö. Davranış bilimleri: (ruh bilim): İstanbul Üniversitesi; 1993.
18
Kılıç C. Türkiye Ruh Sağlığı Profili, Ön Rapor. Ankara, TC Sağlık Bakanlığı, Ekim. 1997.
19
World Health Organization. The World Health Report 2001: Mental health: new understanding, new hope. 2001.
20
Rüsch N, Evans-Lacko S, Clement S, Thornicroft G. Stigma, discrimination, social exclusion, and mental health: A public health perspective. In: Parker, R; Sommer, M. Routledge International Handbook on Global Public Health. London: Routledge, 2011:394-401.
21
Cirhinlioğlu Z, Cirhinlioğlu FG, Ok Ü. Dindarlık, ruh sağlığı ve modernite. Ankara: Nobel Akademi Yayınları. 2013.
22
Falloon IR. Developing and maintaining adherence to long-term drug-taking regimens. Schizophr Bull. 1984;10:412-417.
23
Misdrahi D, Llorca PM, Lancon C, Bayle FJ. Compliance in schizophrenia: predictive factors, therapeutical considerations and research implications. Encephale. 2002;28:266-272.
24
Kelleci M, Ata EE. Drug Compliance of Patients Hospitalized in the Psychiatry Clinic and the Relationship with Social Support. Journal of Psychiatric Nursing. 2011;2:105-110.
25
Eskin M. Ergen ruh sağlığı sorunları ve intihar davranışıyla ilişkileri. Klinik Psikiyatri. 2000;3:228-234.
26
Öztürk F. Dünya İntiharı Önleme Günü-10 Eylül 2007 “Yaşam Boyu İntiharın Önlenmesi”. Kriz Dergisi. 2008;16:41-47.
27
O’Connor M, Casey L. The Mental Health Literacy Scale (MHLS): A new scale-based measure of mental health literacy. Psychiatry Res. 2015;229:511-516.
28
Küçüktepe C. Determining in-service training needs of elementary school teachers based on teachers’ opinions. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 2013;13:26-43.
29
Ünal A, Ünal E. A case study on the perception of the school counselor by students and teachers. Uluslararası İnsan Bilimleri Dergisi. 2010;7:919-945.
30
Furnham A, Swami V. Mental health literacy: A review of what it is and why it matters. International Perspectives in Psychology. 2018;7:240-257.
31
Tokur Kesgin M, Pehlivan Ş, Uymaz P. Study of validity and reliability of the Mental Health Literacy Scale in Turkish. Anatolian Journal of Psychiatry/Anadolu Psikiyatri Dergisi. 2020;21:5-13.
32
Kavas E. The Religious Attitude According the Demographic Variables. Akademik Bakış Dergisi. 2013;38:1-20.
33
Batson CD, Ventis WL. The religious experience: A social-psychological perspective: Oxford Univ. Press; 1982.