Volume 3, Issue 3 (July 2024)
Health Science Monitor 2024, 3(3): 269-275 |
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Zeidabadi B, Khodayarian M, Ahmadzadeh K. Evaluation of school-based mental health literacy program in high school students: a scoping review protocol. Health Science Monitor 2024; 3 (3) :269-275
URL: http://hsm.umsu.ac.ir/article-1-168-en.html
URL: http://hsm.umsu.ac.ir/article-1-168-en.html
PhD student Health Education and Health Promotion, Sirjan School of Medical Sciences, Sirjan, Iran
Abstract: (1396 Views)
Background & Aims: Mental health literacy training programs increase knowledge about mental health and mental illness among teenagers, which ultimately reduces the stigma associated with mental illness and increases help-seeking behavior. This study aims to investigate school-based mental health literacy programs in high school students.
Materials & Methods: This study is a scoping review aimed at examining school-based mental health literacy programs in high school students. Studies published from the first year of the article’s publication related to the topic until April 10, 2024, were reviewed. Databases including Scopus, Web of Science, PubMed, and ProQuest, as well as three Iranian scientific databases — Scientific Information Database (SID), Islamic World Science Citation Database (ISC), and Magiran for Persian studies, were searched using keywords of school-based mental health literacy, school-based mental hygiene literacy, school-based mental health, school-based mental hygiene, intervention, program, and curriculum.
Results: Considering the inclusion and exclusion criteria, the studies will be examined and analyzed, and the information pertaining to these studies will be reported in accordance with the type of school-based mental health literacy training program, the training framework of the program, the program's objectives, and the findings.
Conclusion: In student mental health literacy programs, if incorporating mental health education into school curricula is the ultimate goal, it makes sense for teachers to provide a classroom-based curriculum as they are likely to be the ones putting this into practice in the real world.
Materials & Methods: This study is a scoping review aimed at examining school-based mental health literacy programs in high school students. Studies published from the first year of the article’s publication related to the topic until April 10, 2024, were reviewed. Databases including Scopus, Web of Science, PubMed, and ProQuest, as well as three Iranian scientific databases — Scientific Information Database (SID), Islamic World Science Citation Database (ISC), and Magiran for Persian studies, were searched using keywords of school-based mental health literacy, school-based mental hygiene literacy, school-based mental health, school-based mental hygiene, intervention, program, and curriculum.
Results: Considering the inclusion and exclusion criteria, the studies will be examined and analyzed, and the information pertaining to these studies will be reported in accordance with the type of school-based mental health literacy training program, the training framework of the program, the program's objectives, and the findings.
Conclusion: In student mental health literacy programs, if incorporating mental health education into school curricula is the ultimate goal, it makes sense for teachers to provide a classroom-based curriculum as they are likely to be the ones putting this into practice in the real world.
Type of Study: Research |
Subject:
General
Received: 2024/03/21 | Accepted: 2024/06/10 | Published: 2024/07/8
Received: 2024/03/21 | Accepted: 2024/06/10 | Published: 2024/07/8
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