It is estimated that 1 in 5 teens are likely to experience a mental disorder (WHO, 2001). In this sense, the implementation of interventions to promote mental health is necessary at an early age, revealing an asset for the future of young people. Interventions focused on mental health literacy and anti-stigma campaigns have been identified as the most effective for the target population in question (Jorm, 2000; Jorm, 2011). This study is part of the project "Finding Space to Mental Health", and aims to evaluate the impact of interventions to promote mental health in students of 9th grade. 232 students attended six schools in Northern Portugal, public education and private education were implicated and were obtained two groups - an experimental group (EG) and control group (CG). We used the "Survey of Mental Health Literacy", which comprises three sections: knowledge about mental health problems, help-seeking and first aid skills and self-help strategies, which was applied to both groups. Thus, EG participated in the intervention of mental health promotion, consisting of two sessions, with a one week interval between them, unlike CG which was only applied the questionnaire. The main results showed that after the intervention of mental health promotion, GE revealed a significant increase in knowledge about mental health problems and self-help strategies, as well as a decrease in stereotypes, compared to the GC. The aim is to demonstrate the effectiveness of interventions to promote mental health in the national context and with young people, as well as enhancing the relevance of conducting follow ups in order to assess the maintenance of the results obtained
Date of Award | 2013 |
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Original language | Portuguese |
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Awarding Institution | - Universidade Católica Portuguesa
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Supervisor | Luísa Campos (Supervisor) |
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- Mental health promotion
- Mental health literacy
- Stigma
- Youth
- Interventions in schools
Abrir espaço à saúde mental: estudo do impacto da intervenção em alunos do 9º ano de escolaridade
Ferreira, A. C. F. L. (Student). 2013
Student thesis: Master's Thesis