Construction and Validation of the Positive Mental Health Literacy Assessment Scale in Adults.

Low mental health literacy levels have a profound negative effect on healthcare outcomes, usage of healthcare services and healthcare expenditure. To date, there is little research and a lack of instruments available to address and assess positive mental health literacy levels in community-dwelling adults. Thus, this study sought to develop an instrument to assess positive mental health literacy in adults and to evaluate its psychometric properties. A scale developed in European Portuguese and composed of 32 items was designed to assess positive mental health literacy among community-dwelling adults and was validated using exploratory factor analysis. Five latent factors were identified (decision making, prosocial attitudes, perception of resources, community involvement, and problem solving), whose hypothesised structure was confirmed by confirmatory factor analysis using structural equation modelling. Evidence showed that the scale's factor structure is reliable and valid and adequately represents the theorised constructs. Thus, this may be a useful assessment tool for clinical practice since it will allow a more rigorous assessment of positive mental health literacy and better mental health promotion interventions in the population.

Affectivity in schizophrenia: Its relations with functioning, quality of life, and social support satisfaction.

OBJECTIVE: To evaluate the relationship between affectivity and sociodemographic and clinical characteristics, quality of life, functioning, and social support satisfaction in schizophrenia. METHOD: Cross-sectional study of a sample of 282 schizophrenic patients. An interview was performed using a sociodemographic and clinical questionnaire and scales to evaluate positive and negative affect, quality of life, social support satisfaction, and functioning. RESULTS: Participants' employment status, gender, whether they smoked, hospitalization in the last year, antidepressant medication and benzodiazepines, quality of life, functioning, and satisfaction with social support had relationships with positive or negative affect. CONCLUSION: This study provides further understanding of the factors related to affectivity in schizophrenia. More studies are needed to prove these relations and their effects on rehabilitation in people with schizophrenia.

Levels of Positive Mental Health in Portuguese and Spanish Nursing Students.

BACKGROUND: Positive mental health (PMH) is described as the sense of feeling good and functioning well. PMH is vital for the individual's positive functioning and psychological well-being, particularly regarding the factors important for living a purposeful life and accomplishing personal goals. Nursing students are exposed to a variety of stressors that are very likely to decrease well-being and trigger stress, anxiety, and depression. Data focusing on PMH in nursing students are lacking, and this subject has been frequently neglected in nursing practice and research on positive functioning. AIMS: To assess positive mental health levels in two samples of nursing students. METHODS: A quantitative cross-sectional study. A convenience sample of 2,238 nursing students with an average age of 21 years (17-36 years old) were recruited from two nursing schools-Porto (Portugal) and Barcelona (Spain). The Positive Mental Health Questionnaire and sociodemographic items were used to measure the PMH. RESULTS: The majority of participants were female (88.6%), and 7.7% had physical health problem and 2.6% referred to a mental health problem. The mean PMH score was 83.4, indicating a good PMH level. A total of 58.4% reported a moderate PMH, and only 0.5% indicated low PMH level. Results were not significantly different between genders (p > .05). CONCLUSIONS: The findings of this study make important contributions to our understanding of PMH levels in a large sample of nursing students and the efficacy of Positive Mental Health Questionnaire, which is an accurate tool to measure PMH. Our findings also prompt discussion about PMH and its implications for practice and teaching.

ProMenteSã: Formação de professores para promoção da saúde mental na escola / ProMenteSã: formación de profesores para promover la salud mental en la escuela / ProMenteSã: a teacher training intervention program for mental health promotion at schools

Resumo Objetivo: Promover a saúde mental nas escolas através da (in)formação e capacitação de professores do 2º e 3º ciclo do ensino básico. Métodos: Realizado um estudo não-experimental, analítico, inserido no Projeto MaiSaúdeMental (Referência: Centro - 01-0145-FEDER-023293). Após identificarmos necessidades de formação na área da saúde mental em professores, foi construído um programa de formação designado ' ProMenteSã' com vista à capacitação dos professores do 2º e 3º ciclo do ensino básico na área da promoção da saúde mental em crianças e adolescentes em meio escolar. O programa completo foi aplicado a 13 professores, maioritariamente do género feminino 11(84,6%), com uma média de idade 51,00±6,58 anos, casados e a residir em meio urbano. A eficácia do programa e a aquisição de conhecimentos em áreas da saúde mental e literacia em saúde mental foi avaliada com recurso a um questionário aplicado 'antes' e 'após' a intervenção. Resultados: Ao compararmos as duas amostras ('antes' e 'após') não foram encontradas diferenças significativas quanto à eficácia do programa de formação. Contudo, avaliada a aquisição de conhecimentos no domínio da saúde mental, verificou-se que após a aplicação do Programa ProMenteSã os professores apresentaram um aumento significativo de conhecimentos nas temáticas 'consumos e dependências-novos comportamentos aditivos' (p=0,03) e 'importância do sono na promoção da saúde mental' (p=0,04). Conclusão: O programa de formação teve impacto no aumento dos conhecimentos dos professores na área da saúde mental, na vertente da promoção da saúde.

Resumen Objetivo: Promover la salud mental en las escuelas a través de la (in)formación y capacitación de profesores de 5º a 9º año de primaria. Métodos: Estudio no experimental, analítico, dentro del Proyecto "MaiSaúdeMental" (Más Salud Mental) (Referencia: Centro - 01-0145-FEDER-023293). Luego de identificar las necesidades de formación de profesores en el área de la salud mental, se elaboró un programa de formación denominado " ProMenteSã" (Programa Mente Sana), con el fin de capacitar a profesores de 5º a 9º año de primaria en el área de promoción de la salud mental en niños y adolescentes en medio escolar. El programa completo fue aplicado con 13 profesores, mayormente de género femenino 11 (84,6 %), con un promedio de edad de 51,00±6,58 años, casados y residentes en medio urbano. La eficacia del programa y la adquisición de conocimientos en áreas de salud mental e instrucción en salud mental fue evaluada mediante un cuestionario aplicado antes y después de la intervención. Resultados: Al comparar las dos muestras (antes y después), no se encontraron diferencias significativas respecto a la eficacia del programa de formación. No obstante, al analizar la adquisición de conocimientos en el dominio de la salud mental después de aplicar el programa ProMenteSã , se verificó que los profesores demostraron un aumento significativo de conocimientos en las temáticas "consumos y dependencias: nuevos comportamientos adictivos" (p=0,0) e "importancia del sueño en la promoción de la salud mental" (p=0,04). Conclusión: El programa de formación tuvo impacto en el aumento de los conocimientos de los profesores en el área de la salud mental, en la vertiente de la promoción de la salud.

Abstract Objective: To promote mental health at schoolsthrough a training intervention program for teachers of the 2nd (5th and 6th years) and 3rd (7th, 8th and 9th years) Cycles of Basic Education. Method: Non-experimental analytical study conducted as part of the MAISaúdeMental (More Mental Health) Project (ref. number: 01-0145-FEDER-023293). After identifying needs in teachers' mental health training, the ProMenteSã training intervention program was designed to train teachers of the 2nd and 3rd Cycles of Basic Education to promote mental health in children and adolescents within the school setting. The full program was applied to 13 teachers who were mainly women (11, 84.6%) with a mean age of 51.00 ±6,58 years, married, and living in urban settings. Efficacy and acquisition of mental health knowledge and literacy were assessed with a questionnaire applied before and after the training intervention program. Results: When comparing the two samples (before and after the training intervention program), no significant differences in efficacy were found. However, when assessing the acquisition of mental health knowledge, after the application of the ProMenteSã Program teachers showed a significant increase in knowledge areas "Abuse and dependence — New behaviors of addiction" (p=0.03) and "Significance of sleep in promoting mental health" (p=0.04). Conclusion: The training intervention program increased teachers' mental health knowledge for promotion of health.

Attachment patterns and suicidal behaviours on higher education students

INTRODUCTION: Every individual has a necessity to establish affective relationships throughout life in order to feel comfort and support. This need is called attachment and allows the human being to explore the world, acquiring knowledge about himself and everyone else. There are several changes that occur on students' lives when enrolling and attending university, a period that is known to include a set of situational and academic transitions which might lead to mental health problems, and thus making students more vulnerable and more prone to develop suicidal behaviours. OBJECTIVES: To determine the prevalence of suicidal ideation on higher education students and to assess its relationship with attachment patterns. METHODS: Quantitative, descriptive and correlational study, applied on a sample of 1074 students from a Portuguese higher education institution. Data collection was possible through an online platform that included a survey with questions regarding sociodemographical and academic proiling, the Portuguese version of the Adult Attachment Scale (EVA)2 and the Suicidal Ideation Questionnaire.3 RESULTS: Students' age varies between the 17 and 49 (− X = 23.9 years old ± 6.107 Sd), the vast majority (64.7%) are females. Results show that the presence/severity of suicidal thoughts is low ( − X = 13.84; ± 20.29 Sd) on a scale from 0 to 180 and cut-off point > 41 for values that suggest potential suicidal risk, and based on that, 84 students were identified (7.8%). We verified significant relationships between suicidal ideation and anxiety and attachment (r = 0.314; P = .000). CONCLUSIONS: Although there is not a high prevalence of suicidal ideation on students, we found 84 students in our sample (7.8%) that reveal a potential risk for suicide. The results also show that young students with safe attachment patterns display less suicidal ideation. Safe attachment patterns are essential on interpersonal and social relationships and play an important role during the academic period. We cannot be indifferent towards this issue due to its individual, familiar and social repercussions. Every higher education institution should then establish student support offices and develop mental health promotion programs as well as suicide prevention campaigns

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The impact of internet addiction on the mental health of college students from the central area of Portugal

INTRODUCTION: Mental health has an imperative roll in general health, and it's known that most mental and physical diseases are influenced by a combination of biological, psychological and social factors, in which takes place the Internet addiction. OBJECTIVES: identify the sociodemographic variables that influence the mental health of college students; identify academic variables that influence the mental health of college student. MATERIAL AND METHODS: Quantitative, descriptive-analytical and cross-sectional study with 511 college students of the Central Region of Portugal. It was used a questionnaire on sociodemographic and academic context, and were used the following scales: Mental Health Scale-PhD José Luís Pais Ribeiro (2011); Internet Addiction Test, Portuguese version by Pontes e Patrão (2013). RESULTS: Mostly female students, standing largely in the age group of 17-21 years, living in urban areas, with an average family income. Younger students have high addition to the internet (62.2%). Sex interfere with the mental health of students. The lower the negative impact of adding Internet emotions / feelings and lower its negative impact on daily life, the less anxiety, depression and loss of emotional / behavioral control of college students. The negative impact on daily life establishes a direct relationship with the positive affect, indicating that the greater the negative impact, less positive affect students. CONCLUSIONS: The results obtained point to the need to implement mental health programs, by conducting two workshops, promoting social interaction among students, to help them find more effective ways to respond to the daily challenges

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Suicidal Ideation on Higher Education Students: Influence of Some Psychosocial Variables.

INTRODUCTION: While attending to higher education, multiple changes occur in the lives of young students. These changes make higher education students particularly more exposed and vulnerable to mental health problems, and therefore more likely to present suicidal behaviors. OBJECTIVES: The aim of this study was to assess suicidal ideation in higher education students, and its relationship with some psychosocial variables. METHODS: Exploratory, quantitative and descriptive study, applied on a sample of 1074 students of a higher education institution in Portugal. RESULTS: Some significant associations with suicidal ideation were found with self-concept factors (self-acceptance, self-effectiveness and impulsivity); stress, anxiety and clinical depression; linkage anxiety and social support activities dimensions; intimacy and total social support. CONCLUSION: In our sample we found 84 students with potential suicidal risk, and through the result analysis, the biopsychosocial profile of the student at risk for suicidal ideation exhibits the following traits: female, age 18/19, low self-concept, insecure linkage patterns and little involvement in social activities and intimacy relationships. All facts considered, higher education institutions should provide programs that promote mental health and suicide prevention in academic environments. The results of this study also have implications for policy makers, clinical practice, suicide prevention and higher education institutions.

Suicide ideation in higher education students: influence of social support.

OBJECTIVES: To determine the prevalence of students' suicidal ideation and to assess its connection with social support. METHODS: Quantitative, descriptive and exploratory study on a sample of 1074 students from a higher education institution in Portugal. The data was collected through an online platform that included a questionnaire regarding the sociodemographic and academic profile of the students, the Social/Familiar Support Satisfaction Scale1 and the Suicidal Ideation Questionnaire2. RESULTS: Students' ages varies between 17 and 49 (X¯=23,9 years old ± 6,107 sd), with the great majority (64.7%) being females. Results show that the presence/severity of suicidal thoughts is low (X¯=13.84; ± 20.29 SD) on a scale from 0 to 180 and cut-off point > 41 for values that suggest potential suicide risk, identifying 84 students at risk (7.8%). We verified significant connections between suicidal ideation and some dimensions of social support: social activities (r=-0.305; P=.000), intimacy (r=-0.272; P=.000) and overall social support (r=-0.168; P=.002). CONCLUSIONS: Suicidal ideation severity is higher on students who are far from home and living alone; students with weak social/familiar support networks (less involvement on social activities and intimate relationships). These results allow us to conclude that a frail social support network positively associates with ideation and suicidal risk.

Suicide ideation in higher education students: influence of social support

OBJECTIVES: To determine the prevalence of students' suicidal ideation and to assess its connection with social support. METHODS: Quantitative, descriptive and exploratory study on a sample of 1074 students from a higher education institution in Portugal. The data was collected through an online platform that included a questionnaire regarding the sociodemographic and academic profile of the students, the Social/Familiar Support Satisfaction Scale1 and the Suicidal Ideation Questionnaire2. RESULTS: Students' ages varies between 17 and 49 (X = 23,9 years old ± 6,107 sd), with the great majority (64.7%) being females. Results show that the presence/severity of suicidal thoughts is low (X = 13.84; ± 20.29 SD) on a scale from 0 to 180 and cut-off point > 41 for values that suggest potential suicide risk, identifying 84 students at risk (7.8%). We verified significant connections between suicidal ideation and some dimensions of social support: social activities (r = -0.305; P = .000), intimacy (r = -0.272; P = .000) and overall social support (r = -0.168; P = .002). CONCLUSIONS: Suicidal ideation severity is higher on students who are far from home and living alone; students with weak social/familiar support networks (less involvement on social activities and intimate relationships). These results allow us to conclude that a frail social support network positively associates with ideation and suicidal risk

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