Identifying the prerequisites, facilitators, and barriers in improving adolescents’ mental health literacy interventions: A systematic review
نویسندگان
1 Health Management and Economics, Iran University of Medical Sciences, Tehran, Iran, Department of Medical library and Information Science, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
2 Department of Medical Library and Information Science, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
3 Community Based Participatory Research Center, Iranian Institute for Reduction of High‑Risk Behaviors, Tehran University of Medical Sciences, Tehran, Iran
4 Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry) Iran University of Medical Sciences, Tehran, Iran
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چکیده
The present study aimed at identifying the prerequisites, facilitators, and barriers to adolescentmental health literacy interventions. To that end, databases PsycINFO, Science Direct, Scopus,Emerald, PubMed, Web of Science, and Google Scholar were systematically searched, out of which39 articles that had the inclusion criteria were analyzed by the content analysis. Databases searchedfrom September 30, 2018, to October 10, 2018, with the keywords “health literacy,” “mental healthliteracy,” “mental disorders,” adolescents, students, and more. Seven themes were identified as theprerequisites for interventions to improve adolescents’ mental health literacy including education at theschool level, parents’ education, training of trainers and providers, cooperation and participation amongproviders, intervention assessment and monitoring, provision of educational content, considerationof the cultural and linguistic issues. Five themes were identified as facilitators: using interactivelearning and teaching methods, supplying diverse and stimulating educational content, employingtrainers with different backgrounds, having direct contact with people with mental illness, and utilizingtechnological advancements in education. Finally, short‑time intervention, the collaboration betweenschool administrators and researchers, lack of valid information sources were identified as barriers.
