The effect of intervention based on adapted mental health literacy curriculum on attitude and help-seeking intention in high school students in Iran
Bibliographic record
Abstract
Background: Adolescent mental health is a major public health concern in Iran, with 1 of every 5 adolescents suffering from a mental disorder. Mental health literacy (MHL) is an important factor in improving mental health outcomes. To address this issue, a mental health literacy school curriculum used in Canada was adapted, piloted, and evaluated for use in Iranian schools. This study examines the impact of the intervention on the attitude and help-seeking intentions of first and secondary students in Iran. Materials and Methods: This study is semiexperimental research that was conducted on 200 female teenagers who were studying in girls’ secondary schools in Saveh, Central part of Iran, in 2023. The participants were divided into two groups, namely, the intervention group and the control group. Both groups completed a valid and reliable questionnaire that assessed their attitude and help-seeking intention at two different time points. To evaluate the intervention’s effects, a repeated-measures analysis of variance (ANOVA) was used. Results: The study used the repeated-measures ANOVA to assess the changes in the mean attitude and help-seeking intention scores between the intervention and control groups. The findings indicated significant improvements in the attitude of help-seeking ( P < 0.001), informal help-seeking intention ( P < 0.001), and formal help-seeking intention ( P < 0.001) for the intervention group as compared to the control group during the study. Conclusion: The adapted mental health literacy school curriculum has been used and evaluated for the first time in Iran, and it has shown a significant increase in attitude and help-seeking intention among first and secondary female students. These results need to be confirmed by further studies, which should also analyze the interrelationships between different dimensions of mental health knowledge and help-seeking practices. Keywords for this study include mental health literacy, help-seeking, attitude, and female students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".