Objective:

Adolescence is a vulnerable age for emerging mental health problems, but also a time at which the foundations for a healthy lifestyle are established. Attitudes towards mental health problems and the ability to recognise them can be affected at this age. The aim of this study was to describe a psychoeducative intervention aimed at increasing knowledge of mental health problems and decreasing the stigma of mental health disorders among eighth-grade students in Finland.

Design:

Mixed-methods exploration of how a universal psychoeducation delivered in the classroom can affect attitudes towards, and recognition of, mental health disorders and how young people perceive the psychoeducation received.

Setting:

The study involved 162 eighth-grade students in two comprehensive schools in Finland.

Method:

The intervention consisted of four lessons on the topics of anxiety, eating disorders, conduct disorder, and depression and substance use.

Results:

Students in both the intervention and non-intervention groups recognised the symptoms of mental health disorders well before and after the intervention, and the intervention improved boys’ ability to recognise conduct disorder. Following the intervention, students saw mental health disorders as real medical conditions. Students experienced the intervention as beneficial, increasing their knowledge, understanding and open-mindedness with regards to mental health.

Conclusion:

Mental health promotion interventions have the goal of increasing the ability of individuals to understand mental health issues and engage in self-care of mental health. Providing mental health promotion interventions to young people has the potential to increase knowledge and skills in maintaining a healthy lifestyle in adulthood.

中文翻译：

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综合学校的心理教育促进心理健康的干预措施：发现问题并减少污名

客观的：

青春期是出现精神健康问题的脆弱年龄，也是建立健康生活方式基础的时期。在这个年龄，可能会对精神健康问题的态度以及认识问题的能力产生影响。这项研究的目的是描述一种心理教育干预措施，旨在增加芬兰八年级学生对心理健康问题的了解并减少其心理健康障碍的污名。

设计：

关于在课堂上进行普遍性心理教育如何影响对心理健康障碍的态度和认识以及年轻人如何看待所接受的心理教育的混合方法探索。

环境：

该研究涉及芬兰两所综合学校的162名八年级学生。

方法：

干预包括关于焦虑，进食障碍，行为障碍以及抑郁和药物滥用的四个课程。

结果：

干预组和非干预组的学生在干预前后都很好地认识到心理健康障碍的症状，并且干预措施提高了男孩对行为障碍的识别能力。干预后，学生们将心理健康障碍视为真正的医疗状况。学生们认为干预是有益的，增加了他们在心理健康方面的知识，理解和开放性。

结论：

促进心理健康的干预措施的目标是提高个人了解心理健康问题和进行心理健康自我护理的能力。向年轻人提供心理健康促进干预措施有可能增加知识和技能，以保持成年后的健康生活方式。