Desarrollo y propiedades psicométricas de un nuevo cuestionario de evaluación de alfabetización en salud mental en jóvenes

Abstract

Several instruments assess constructs related to mental health literacy and to the stigma associated with mental health problems. However, most of them have conceptualisations that may limit the assessment of the mental health literacy concept in a more up-to-date and comprehensive perspective. Furthermore, some of the instruments’ structure may limit their use in large scale samples, in a short period of time and with repeated measures. This article presents the development of the Mental Health Literacy questionnaire (MHLq) and the studies to assess its psychometric properties. After item-pool generation, content validity was assessed by experts and a think aloud procedure. The MHLq was tested in two samples of students (study 1 n=239; aged between 12 and 15 years old; study 2 n=737; aged between 11 and 17 years old) to determine its psychometric properties. Factor analysis procedures favoured a three-factor solution (with 33 items) of the MHLq. The questionnaire showed good internal consistency (total score α=0.84; Factor 1 first aid skills and help seeking - α=0.79; Factor 2 knowledge/stereotypes - α=0.78; Factor 3 self-help strategies - α=0.72); and excellent test-retest reliability, the ICC for the total score of MHLq was 0.88 and for the three dimensions of MHLq was 0.80 (Factor 1), 0.90 (Factor 2) and 0.86 (Factor 3). The MHLq is a practical, valid and reliable tool for identifying gaps in knowledge, beliefs and behavioural intentions, in large samples, allowing the development and evaluation of interventions aimed at promoting mental health in young people.

Mental Health Literacy in Young Adults: Adaptation and Psychometric Properties of the Mental Health Literacy Questionnaire

“…Differences were found regarding gender and proximity with someone with a mental health problem. In general, females and participants who reported knowing someone with a mental health problem showed higher levels of mental health literacy, in line with previous research [8,11,15,16,17,18,19]. …”

“…The present study aimed to adapt and examine the psychometric properties of a brief self-report questionnaire designed to assess mental health literacy in young adults, based on a previous measure developed for young people [11]. …”

“…Study 1 followed two stages: (1) language adaptation of the MHLq [11] items to the young adult population; and (2) the think-aloud procedure.…”

“…So what!” [4]; the instrument developed under the scope of the Mind Matters project [7]; the Attribution Questionnaire [8]; The Attitudes to Mental Illness Questionnaire [9]; and the Mental Health Knowledge Schedule, MAKS [10]. As we have pointed out in a previous article [11], most of the available instruments either assess specific dimensions of mental health literacy (e.g., knowledge; stigmatizing perceptions) or specific mental health problems or diagnoses (e.g., schizophrenia; depression). Taking into account the updated construct of MHL, and the abovementioned limitations of previous measures, there is a need for new instruments to provide a more up-to-date assessment of this construct.…”

“…The MHLq showed good internal consistency and excellent test-retest reliability. It is a practical, valid, and reliable tool for identifying gaps in knowledge, beliefs, and behavioral intentions in large samples, allowing the development and evaluation of interventions aimed at promoting mental health in young people [11]. …”