Efficacy of contact intervention videos on college students’ intentions toward mental health help-seeking

Kruger, Eryn; Pitts, Steven C.; Denenny, Danielle; Schiffman, Jason

doi:10.1080/07448481.2020.1842417

Cited by 4 publications

(1 citation statement)

References 45 publications

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“…Moreover, our findings indicate a greater need for psychoeducational campaigns and interventions to improve knowledge of mental health in young Greek people in relation to their peers from Australia and the UK. For instance, there are educational interventions, both in live presence [78] and digital [79], that enable students to continuously acquire knowledge related to mental health, but also there are video-based interventions that aim at increasing MHL [80] and students' help-seeking intentions [81] or at reducing stigma and enhancing help-seeking attitudes [82]. In addition to video-based interventions, even mobile apps can increase mental health literacy and reduce stigma [83].…”

Section: Implications For Practicementioning

confidence: 99%

Breaking Barriers: Unraveling the Connection between Mental Health Literacy, Attitudes towards Mental Illness, and Self-Stigma of Psychological Help-Seeking in University Students

Koutra,

Pantelaiou,

Mavroeides

2024

Psychology International

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Despite the high prevalence of mental health difficulties during the period of emerging adulthood and the availability of mental health resources, young adults are reluctant to seek professional psychological help. A significant contributor to this treatment gap is the inadequate levels of mental health literacy (MHL). The present study aimed to investigate the association between MHL with attitudes toward mental illness and the self-stigma of seeking psychological treatment among university students. The sample consisted of 485 university students (24.5% males, 75.5% females) with a mean age of 19.54 years (SD = 1.45) drawn from a regional university in Greece. MHL, attitudes towards severe mental illness, and self-stigma of help-seeking were assessed using the Mental Health Literacy Scale (MHLS), the Attitudes towards Severe Mental Illness (ASMI), and the Self-Stigma of Seeking Help Scale (SSOSH), respectively. MHLS was positively correlated with three out of four subscales of ASMI, namely stereotyping, optimism, and coping, and negatively related to SSOSH. Multivariate linear regression analysis adjusting for various confounders showed that students with higher MHL were more likely to report non-stigmatizing attitudes towards mental illness and lower self-stigma of help-seeking from mental health professionals. According to our findings, higher MHL was related to more positive views regarding mental illness and lower self-stigma of help-seeking. To lessen the self-stigma of seeking professional help, MHL must be addressed as an important component of psychoeducational interventions at universities aiming to support students’ help-seeking intentions and practices.

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