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Abstract(s)
A promoção de literacia em saúde mental é referida na literatura como uma
estratégia chave de promoção da saúde mental e de redução do estigma.
Este estudo integra o projeto Abrir Espaço à Saúde Mental, tendo como objetivo
geral contribuir para a avaliação da eficácia da intervenção de promoção de literacia em
saúde mental, realizada no âmbito do referido projeto.
A amostra foi constituída por 160 jovens, maioritariamente do género feminino,
entre os 11 e os 15 anos de idade, do 3.º ciclo do ensino básico. Para avaliação da
eficácia da intervenção foi aplicado o LSMq - Questionário de literacia em saúde
mental, em três momentos - pré e pós-teste e follow-up (seis meses após a intervenção).
Os principais resultados apontam para diferenças significativas na literacia em
saúde mental, em função do tipo de proximidade (familiar vs amigo) a problemas de
saúde mental. Entre o pré-teste e o follow-up, ambos os grupos apresentaram aumento
nos níveis de literacia em saúde mental, sem diferenças significativas.
Estes resultados reforçam a importância de se explorarem características
específicas das amostras permitindo, assim, informar a construção de intervenções; bem
como a eficácia da intervenção desenvolvida no âmbito do projeto Abrir Espaço à
Saúde Mental.
Literature suggests that promoting mental health literacy in youth is a key strategy for promoting mental health and reducing stigma. This study is part of a larger project (Finding space to mental health), and aims to contribute for the study of the effectiveness assessment of a school-based intervention to promote mental health literacy. The sample consisted of 160 youths, mostly the female gender, aged between 11 and 15 years old, attending the 3rd cycle of basic education. The study of effectiveness of the intervention was assessed by LSMq – Mental Health Literacy Questionnaire, in pre-test, post-test and follow-up (six months after the intervention). The main results point to significant differences in the level of mental health literacy, depending on the type of familiarity (family vs. friend) to mental health problems. Between pre-test and follow-up, both groups showed increased levels of mental health literacy, with no significant differences between groups. These results strengthen the importance of exploring specific characteristics of the samples to inform the construction of interventions; and the effectiveness of intervention developed.
Literature suggests that promoting mental health literacy in youth is a key strategy for promoting mental health and reducing stigma. This study is part of a larger project (Finding space to mental health), and aims to contribute for the study of the effectiveness assessment of a school-based intervention to promote mental health literacy. The sample consisted of 160 youths, mostly the female gender, aged between 11 and 15 years old, attending the 3rd cycle of basic education. The study of effectiveness of the intervention was assessed by LSMq – Mental Health Literacy Questionnaire, in pre-test, post-test and follow-up (six months after the intervention). The main results point to significant differences in the level of mental health literacy, depending on the type of familiarity (family vs. friend) to mental health problems. Between pre-test and follow-up, both groups showed increased levels of mental health literacy, with no significant differences between groups. These results strengthen the importance of exploring specific characteristics of the samples to inform the construction of interventions; and the effectiveness of intervention developed.
Description
Keywords
Literacia em saúde mental Proximidade a problemas de saúde mental Jovens Eficácia da intervenção Mental health literacy Familiarity to mental health problems Young people Intervention effectiveness