Effect of curriculum teaching on freshmen’s mental health literacy

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. 【摘要】 目的 了解大学新生的心理健康素养现状及其对心理健康的影响, 为探査课程教学作为提髙心理健康素养主渠 道的有效性与可持续性提供参考。 方法 采用《国民心理健康素养问卷》和《中国大学生心理健康筛査量表》对武汉某髙 校2 878名新生进行调査, 并将心理健康素养作为大学新生心理健康课程教学的评估指标, 通过前测、后测及10个月后追 踪探査课程干预效果。 结果 大学新生心理健康素养总体得分 (40.12±6.57)髙于全国平均水平 (35.81±8.06);心理健康 素养存在性别和城乡差异;无心理问题新生的心理健康素养总分髙于有心理问题新生 ( F = 28.25, P<0.01)。课程教学显著 提升了新生的心理健康素养, 10个月后追踪发现效果依然显著 ( F =374.80, P<0.01)。 结论 大学新生心理健康素养总体 较好, 心理健康教育课程提髙了心理健康素养。