Effect of curriculum teaching on freshmen s mental health literacy / 中国学校卫生
Chinese Journal of School Health
;
(12): 587-592, 2021.
Artigo
em Chinês
| WPRIM
| ID: wpr-876407
ABSTRACT
Objective@#The purpose of this study is to investigate the status of freshmen s mental health literacy and its impact on mental health and to provide a reference for probing into the effectiveness and sustainality of curriculum education as the main channel of improvement of mental health literacy.@*Methods@#Mental health literacy questionnaire for Chinese adults and college students mental health screening scale were used to investigate 2 878 freshmen in a university in Wuhan. Mental health literacy was one of the indicators of course teaching evaluation. The curriculum intervention effect was investigated through pre-test, post-test and 10-month follow-up.@*Results@#The mental health literacy of freshmen (40.12±6.57) was higher than the national average level(35.81±8.06), but lower than the average level in terms of self-help mental health literacy(F=28.25,P<0.01). There were gender differences and urban-rural differences in mental health literacy. The mental health literacy of freshmen without psychological problems was significantly higher than that of freshmen with psychological problems(F=374.80,P<0.01). Structured course teaching significantly improved freshmen s mental health literacy, which were still significant after 10 months.@*Conclusion@#College freshmen s mental health literacy is generally great, and the mental health curriculum improved their mental health literacy.
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Índice:
WPRIM (Pacífico Ocidental)
Tipo de estudo:
Pesquisa qualitativa
Idioma:
Chinês
Revista:
Chinese Journal of School Health
Ano de publicação:
2021
Tipo de documento:
Artigo
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