Mental health literacy

From Wikipedia, the free encyclopedia

 

Mental health literacy has been defined as "knowledge and beliefs about mental disorders which aid their recognition, management or prevention. Mental health literacy includes the ability to recognize specific disorders; knowing how to seek mental health information; knowledge of risk factors and causes, of self-treatments, and of professional help available; and attitudes that promote recognition and appropriate help-seeking". The concept of mental health literacy was derived from health literacy, which aims to increase patient knowledge about physical health, illnesses, and treatments.

Framework

Mental health literacy has three major components: recognition, knowledge, and attitudes. A conceptual framework of mental health literacy illustrates the connections between components, and each is conceptualized as an area to target for measurement or intervention. While some researchers have focused on a single component, others have focused on multiple and/or the connection between components. For example, a researcher may focus solely on improving recognition of disorders through an education program, whereas another researcher may focus on integrating all three components into one program.

Recognition

Recognition can be broken down into symptom or illness recognition. Symptom recognition is the ability to detect beliefs, behaviors, and other physical manifestations of mental illness, without knowing explicitly which disorder they link to. Specific illness recognition is the ability to identify the presentation of a disorder, such as major depressive disorder. 

The recognition of difference between knowledge and attitudes is a crucial part of the mental health literacy framework. While some efforts have focused on promoting knowledge, other researchers have argued that changing attitudes by reducing stigma is a more prolific way of creating meaningful change in mental healthcare utilization. Overall, both approaches have benefits for improving outcomes.

Knowledge

Knowledge is the largest component of mental health literacy, and is divided into four sub-components:

• Where/how to get information: the networks and systems individuals use to get information about mental disorders. This may include friends, family, educators, or broader sources, such as entertainment or social media.
• Risk factors: what factors put individuals at greatest risk for specific mental health disorders. Risk factors can be biological, environmental,
• Causes of mental disorders
• Self-treatment or self-help: what individuals can do to help themselves recover without consulting with professionals, including the use of self-help books and media. Although many self- treatments are quite ineffective and even harmful due to lack of knowledge.
• Professional help: where to get professional help and/or what professional help is available.

Attitudes

Attitudes are studied in two sub-components: attitudes about mental disorders, or persons with mental disorders, and attitudes about seeking professional help or treatment. Attitudes can vary greatly by individual, and can often be difficult to measure or target with intervention. Nonetheless, a large body of research literature exists on both sub-components, though not always explicitly tied to the mental health literacy.

Recent research recognizes the varying attitudes across mental health professionals towards prognosis, long-term outcomes and likelihood of discrimination as more negative than those of the public. The attitudes of mental health professionals also differ towards interventions, but this variability is usually related to professional orientation.

Public outlook

Surveys of the public have been carried out in a number of countries to investigate mental health literacy. These surveys demonstrate that the recognition of mental disorders is lacking and reveal negative beliefs about some standard psychiatric treatments, particularly medications. On the other hand, psychological, complementary and self-help methods are viewed much more positively. The public tends to prefer self-help and lifestyle interventions, opposed to medical, and psychopharmacological interventions.

Implications surrounding public attitudes towards mental disorders include negative stereotypes, prejudice, or stigma. As a result, this can influence help-seeking behaviour or failure to seek treatment. Media influence plays a huge role in perpetuating negative mindsets towards mental illness, such as prescribing menacing qualities. A recent study highlights how the majority of participants note the media as the primary source of their beliefs about mental illness being associated with violence, and how this attitude is more prevalent towards serious mental illnesses. Fear and perceptions of danger related to mental illness have increased over the past few decades, largely due to serious mental illness such as schizophrenia being associated as potentially violent and harmful to others. These beliefs and attitudes are potential barriers to seeking individual professional help and being supportive of others.

Measures

Researchers have measured aspects of mental health literacy in several ways. Popular methodologies include vignette studies and achievement tests. Vignette studies measure mental health literacy by providing a brief, detailed story of an individual (or individuals) with a mental health problem, and asks participants questions to identify what problem the individual is experiencing, and at times, additional questions about how the individual can help themselves.

Achievement tests measure mental health literacy on a continuum, such that higher scores on a test indicate greater overall knowledge or understanding of a concept. Achievement tests can be formatted using multiple-choice, true/false, or other quantitative scales. 

Various scales have been created to measure the various components of mental health literacy, though not all are validated. Mental health literacy has been measured across several populations, varying in age range, culture, and profession. Most studies have focused on adult and young adult populations, though improving literacy in children has been a focus of prevention efforts.

Limitations

Low literacy within a population is a relevant concern, since at the most basic level, mental health literacy is linked to general literacy. Without this foundation, the beneficial effects of mental health literacy are challenging for those who face difficulties with reading and writing. Increased measures to increase literacy rates must be employed to empower and encourage the self-help components of mental health literacy. 

Populations can be diverse which means barriers, such as cultural and social contexts, must be addressed. Within and across cultures, social, economic and political factors profoundly influence mental health. There are numerous socioeconomic and environmental determinants of mental health and mental illness, just as there are for physical health and physical illness. Social determinants of physical health including poverty, education and social support also serve as influencers. In order to encompass mental health literacy and diverse perspectives, further research in these areas are needed. 

Recognizing less common mental disorders is another hurdle that can disrupt mental health literacy within the public. Recent research shows that most studies are limited to identifying depression, generalised anxiety, and schizophrenia. In a recent Canadian study, most participants demonstrated good mental health literacy in regard to most mental health disorders, but a poor understanding of panic disorder. An increased awareness surrounding underrepresented or more uncommon mental disorders is needed to widen public knowledge. 

A concluding limitation is the lack of research on child mental health literacy, as the majority of studies focus on adults and adolescents. If caregivers are not educated on recognizing and supporting mental disorders, this could create confusion and result in delayed treatment or wrongful prognosis for dependents. A child mental health literacy (CMHL) initiative could be implemented to target all adults in the general population, as well as parents, teachers, health professionals and/or children themselves.

Improvement approaches

A number of approaches have been tried and suggested to improve mental health literacy, many of which have evidence of effectiveness. These include:

1. Whole of community campaigns. Examples are beyondblue and the Compass Strategy in Australia, the Defeat Depression Campaign in the United Kingdom, and the Nuremberg Alliance Against Depression in Germany.
2. School-based interventions. These include MindMatters and Mental Illness Education in Australia, and the Mental Health & High School Curriculum Guide in Canada 
3. Individual training programs. These include mental health first aid training and training in suicide prevention skills. Initiatives that encourage empowerment and choice would also be beneficial, such as web-based self-directed therapy.
4. Websites and books aimed at the public. There is evidence that both websites and books can improve mental health literacy. However, the quality of information on websites can sometimes be low.
5. Rapport between mental health professionals and clients. By creating a partnership, professionals can promote competence, informed choice, and comprehensible knowledge for all levels of understanding, such as translating research findings into simpler language.