Clinical Trial Details
— Status: Not yet recruiting
Administrative data
| NCT number |
NCT04597996 |
| Other study ID # |
2019/23-23 |
| Secondary ID |
|
| Status |
Not yet recruiting |
| Phase |
N/A
|
| First received |
|
| Last updated |
|
| Start date |
April 1, 2022 |
| Est. completion date |
February 1, 2023 |
Study information
| Verified date |
April 2022 |
| Source |
Dokuz Eylul University |
| Contact |
ozlem ozkan salkim, PhD |
| Phone |
+905336838597 |
| Email |
ozlemozkansalkim[@]gmail.com |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Interventional
|
Clinical Trial Summary
Mental health literacy is a concept that aims to improve the skills of individuals to
overcome difficulties in providing the appropriate help they need in this area. It provides
individuals with motivation in this area such as informing and taking responsibility in the
field of mental health, directing their behavior, facilitating access to and obtaining
information, understanding, evaluating, using, and maintaining information.
Objective: This project aims to examine the effect of web-based mental health literacy
intervention carried out by school nurses on students' level of knowledge, help-seeking and
stigmatization attitudes.
Method: Randomized Controlled Trial Research design (pre-test post-test control group design)
will be used in the project. The data will be collected through the Mental Health Literacy
Scale for Children and Adolescents (MHLS), Attitude Scale for Seeking Psychological
Help-Short Form (ASPH-S), Self-Stigma in Seeking Psychological Help Scale (SSSPHS) and the
sociodemographic Question Form.
The project will be carried out with the students of a secondary school and a high school in
the district of Balçova, İzmir province. Sampling calculation Based on the analysis of
variance in repeated measurements in 2 groups in the G Power program, Type1 Error 0.05 (alpha
5%) Type2 Error 0.20 (80% power), the sample size calculated in duplicate measurements with
medium effect size is 43 participants for each group (Intervention-Control) calculated.
Considering that there might be losses during data collection, it is planned to include 50
students for the intervention group and 50 students for the control group. Analysis of
variance will be used in the evaluation of data, number, percentage, and descriptive
statistics, and in repeated measures to evaluate the effect of the intervention The training
modules to be prepared within the scope of the project will focus on the mental health
literacy level of the child, attitudes to seek help and stigmatization. Among the teaching
materials planned to be prepared for this purpose, there will be short animated course
videos, video course contents, and audio presentations. In the study, where web-based
education is planned, teaching materials will be delivered to students through the learning
management system. Teaching materials and learning management systems will be designed in
accordance with mobile technologies and access will be provided from smartphones, tablet
computers, and similar mobile devices. During the teaching material development phase,
firstly, educational content drafts (storyboards) will be created and presented to field
experts, and their opinions on content, teaching approach, methods and techniques, and visual
design principles will be taken. Pilot studies will be conducted to understand the
educational content during the improvement phase of the developed teaching material designs.
It is planned to finalize the training content in light of user feedback.
Description:
In this study, the investigators aim to examine the effect of mental health literacy
Web-based education intervention on the knowledge level, help-seeking and stigmatization
attitudes of students.
This study is a randomized controlled trial. The study population consists of students
studying in two schools located in Izmir province in western Turkey. Fifty people were
assigned to the intervention and control groups each and a total of 100 participants were
planned to be included.
The study will be conducted between January-September 2022. Students between the ages of
12-18 who voluntarily agree to participate in the study will be included in this study.
Another criterion is that all sampled groups be able to access and use the internet.
Those who have visual, perceptual, or auditory problems and cannot access or use the internet
will not be included in the study.
Psychometric evaluation of scales:
Mental Health Literacy Scale for Children and Adolescents (MHLS): This scale, developed by
Rozbruch and Friedberg (2018), consists of 5 items. The Cronbach alpha coefficient calculated
for the internal consistency of the scale is .84. The scale is a three-point Likert-type
scale consisting of two items multiple choice, one item open-ended, two items 8
sub-dimensions (Parents, Friends, Clergyman, Psychologist, Counselor, Psychiatrist, Family
Doctor, Teacher) (not suitable - not sure - suitable) has the option to answer. The lowest
value that can be taken from the scale varies between 0 and the highest value: 6. (question
1: 1 point, question 3: 2 points, question 4: 2 points, question 5: 1 point) Turkish
adaptation of the scale was made by the researchers Attitude Scale for Seeking Psychological
Help-Short Form (ASPH-S): This tool, which aims to measure attitudes towards getting
psychological help (ASPH-S), is a revised and abbreviated version of ASPH, developed by
Türküm (1997). As a result of the factor analysis performed for the construct validity of the
ASPH-S scale, it was determined that it consists of a two-factor structure that includes
positive (12 items) and negative (6 items) seeking psychological help, explaining 52.6% of
the total variance. The Cronbach's alpha coefficient calculated for internal consistency of
the scale consisting of 18 items is .90. Test-retest reliability for stability over time. It
was found to be 77. The score that can be obtained from the scale is between 18 and 90, and
the low score indicates that there is no need for help. The scale, which consists of 5
Likert-type categories, is scored as Fully Agree, Strongly Agree, Undecided, Somewhat Agree,
and Never Disagree. (Fully Agree = 5, Strongly Agree = 4, Undecided = 3 Somewhat Agree = 2,
Not at all = 1) 6 items of the scale are calculated by scoring in reverse. These items are:
2, 8, 12, 13, 16, 17.
Self-Stigma in Seeking Psychological Help Scale (SSSPHS): The scale developed by Vogel et al.
(2006) consists of ten items. The scale is a 5-point Likert type one-dimensional scale. The
scale was adapted to Turkish by Kapıkıranlar (2013). Cronbach alpha value is calculated for
the internal consistency of the scale. Is 71. Confirmatory factor analysis of the
one-dimensional scale was performed. The internal consistency of university students (17-33)
was calculated as .91, and the test-retest reliability with an interval of two months was
calculated as .72. Some items of the scale are scored reversely, and high scores indicate the
high level of self-stigma in asking for help. Some items of the scale are scored inversely,
and a high score indicates a high level of self-stigma in asking for help.
Ethics Committee approval was obtained from Dokuz Eylül University Health Sciences Institute.
(2019 / 23-23) The permit of the institution will be obtained from the İzmir Provincial
Directorate of the National Education Strategy Development Unit. Informed consent will be
obtained from the parents on behalf of their children.
Dependent Variable: Adolescent Mental Health Literacy knowledge level, Attitudes towards
Seeking Psychological Help, Self-Stigma in Seeking Psychological Help score averages
Independent Variable: Mental Health literacy education
