Dialectics of Mind, Body, and Place

Abstract

This article presents results from an exploratory study of what college students from northern Ontario think about and do to manage their mental health. Data gathered in semistructured interviews were analyzed using the constant comparative method. The purpose of the study is to advance our understanding of the ontogeny, substantive nature and deployment of mental health literacy (MHL). MHL has hitherto been defined as "knowledge and beliefs about mental disorders that aid their recognition, management or prevention.". This definition effectively translates to knowledge of the contents of the Diagnostic and Statistical Manual of Mental Disorders, currently in its fifth edition. Results of the study suggest that the current definition of MHL is overly narrow, that individuals use knowledge of various types from various sources to manage their mental health, and that the literacies that inform mental health management practices are developed through iterative engagement in autologous knowledge-translation, at the core of which are cultured resonance, meaning-making, metacognitive evaluation, and heuristic experimentation. MHL is redefined as the self-generated and acquired knowledge with which people negotiate their mental health. Broadening the definition of MHL has potential to enhance the capacity of individuals and communities to manage mental health effectively.

A systematic literature review of existing conceptualisation and measurement of mental health literacy in adolescent research: current challenges and inconsistencies

“…It is worth considering whether the MHL construct should continue to be stretched or whether we should accept that the multiple domains exist in their own right. For example, self-acquired knowledge and skills relating to positive psychology are being investigated, but are only just starting to emerge under the MHL construct [28,29]. Similarly, stigma and help-seeking knowledge and beliefs are assessed as part of, and independently from, the MHL framework.…”

“…Chambers et al further criticised current MHL definitions for being narrow in focus with a predominantly mental-ill health approach, ignoring the complete mental health state that goes beyond the dichotomy of illness and wellness [26,27]. The difference between literacy about mental disorders and the ability to seek out, comprehend, appraise and apply information relating to the complete mental health state is an emerging point of discussion, and has seen MHL re-defined to include self-acquired knowledge and skills relating to positive psychology [28,29]. This aligns with the World Health Organisation's (WHO) definition of mental health, which includes subjective wellbeing, optimal functioning and coping, and recognises mental health beyond the absence of disorder [30].…”

Mental Health Literacy in Zurich: A First Measurement Attempt Using the General HLS-EU-Q47

“…A common definition states that MHL includes the ability to recognize specific mental disorders, knowledge of risk factors, causes, self-treatments, availability of professional help, knowledge on how to seek mental health information as well as attitudes promoting recognition and appropriate help-seeking (11). Additionally, there have been discussions on an extended definition of MHL that does not only include knowledge and beliefs about mental disorders (12)(13)(14). Accordingly, Kutcher et al (13) defined four main components of MHL: (1) understanding how to obtain and maintain positive mental health, (2) understanding mental disorders and their treatments, (3) decreasing stigma related to mental disorders, and (4) enhancing help-seeking efficacy, which means knowing when and where to seek help and developing competencies designed to improve one's mental healthcare and self-management capabilities.…”

The MHISTREET: Barbershop Embedded Education Initiative

“…Literacy is a significant determinant of mental health and has the potential to improve both individual and population health. Mental health literacy is conceptualized by Bjornsen et al [40][41][42][43] as having four domains:…”