Shinya Yamaguchi|Jerome C. Foo|Asuka Nishida|Shigeo Ogawa|Fumiharu Togo|Tsukasa Sasaki
Mental health literacy programs for school teachers: A systematic review and narrative synthesis
Japan Graduate School of Education University|The University of Tokyo|Heidelberg University|University Hospital Heidelberg|Central Institute of Mental Health|Japan Graduate School of Education University|The University of Tokyo|Japan Graduate School of Education University|The University of Tokyo|Japan Graduate School of Education University|The University of Tokyo|Japan Graduate School of Education University|The University of Tokyo
aim prevalence mental disorders increases sharply adolescence therefore school teachers good position provide initial assistance students mental health problems although effects number mental health literacy programs aimed teachers reported yet reviewed systematic manner study conducted systematic review effectiveness mental health literacy programs teachers methods pubmed psycinfo cinahl eric web science reference lists included studies searched september 2018 studies quantitatively measured least one main components mental health literacy including knowledge mental illnesses b stigma towards mental illnesses c confidence helping students behaviour helping students included regardless study design risk bias rated included study according cochrane tool randomized studies cochrane tool raondomized studies risk bias assessment tool nonrandomized studies robans nonrandomized studies results sixteen studies met inclusion criteria including 1 randomized controlled trial rct 2 cluster rcts 1 controlled beforeandafter study 12 case series studies claimed significant improvement knowledge attitudes behaviour andor confidence however overall quality outcomes relatively low 15 studies highunclear risk bias due lack allocation concealment controlling confounders andor inadequate analysis attrition conclusions high quality evidence required effectiveness mental health literacy programs teachers established