Mental health literacy training for college female peer mentors: a pilot study
Higher Education, Skills and Work-Based Learning
ISSN: 2042-3896
Article publication date: 1 August 2023
Issue publication date: 1 February 2024
Abstract
Purpose
The purpose of this pilot study was to evaluate an online mental health literacy training program for college female mentors.
Design/methodology/approach
Undergraduate female participants (n = 10) completed in asynchronous mental health literacy training. Participants completed the Heads Up Checkup (HCU) and mental health literacy scale (MHLS). Participant usage data were collected for the training course and analyzed using means and standard deviations. Qualitative data were analyzed by axial coding and thematic categorization.
Findings
The mean MHLS score, based on mean (M) and standard deviation (SD), was high for the participants (M = 145.69, SD = 8.41). Six qualitative themes from the training effectiveness feedback were used: (1) help-seeking, (2) stress management, (3) tailored guidance to resources, (4) understanding warning signs, (5) body image awareness and (6) engaging with mentees.
Research limitations/implications
There are a few limitations to this study including the small sample size, unrestricted time frame for completion of the asynchronous training and the need for long-term follow-up of the intervention effects.
Practical implications
This pilot study provides initial support for the mental health literacy training program when implemented with undergraduate females.
Social implications
Given inadequate mental health literacy in college females regarding such topics, continually training undergraduates about these warning signs is necessary. Future research could consider implementing this program with all gender identities, various age groups and in both synchronous and asynchronous modalities. This program could also be replicated using a pre- and post-test design to evaluate direct impact of the training on outcome variables.
Originality/value
All the participants discussed how the training prepared them in aiding mentees in help-seeking and identifying appropriate mental health resources. Participants also indicated how the training enabled personal and others-oriented stress management, which supports a mental health literacy training program that reduced stress in medical students.
Keywords
Acknowledgements
The authors would like to thank Tim Farrell and Robyn Hussa Farrell of Resiliency Technologies, Inc. for their development of the Sharpen Mental Health Literacy training.
Citation
Biber, D. and Rothman, R. (2024), "Mental health literacy training for college female peer mentors: a pilot study", Higher Education, Skills and Work-Based Learning, Vol. 14 No. 1, pp. 181-191. https://doi.org/10.1108/HESWBL-06-2023-0148
Publisher
:Emerald Publishing Limited
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