1. Mental Health Literacy: A Research-Based Module for Older Adults
Kenneth Woodson1,3, MPH, Angela Geraci2,3, MPH, Rosa Alvarez3, MPH 1University of Cincinnati, 2North Dakota State University & 3National University
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RESULTS CONTINUED
ABSTRACT df
METHODS
Literacy is the foundation for reading, writing, and comprehension. Mental health literacy comes from the term “health literacy,” and has a powerful role in how people retrieve and utilize health information. Mental health literacy is having the facility to identify and comprehend mental illness, understand how to find help, and to be informed about prevention and early intervention1. Literacy impacts mental health knowledge, mental health status, and access to mental health services. Those with low literacy are impacted because they may hide their problem out of shame2. Furthermore, depression later in life produces a broad range of cognitive and physical impairments, social isolation, and suicide3. Given these risks it was important to develop a module for older persons who may have limited literacy skills, have experienced some physical and cognitive changes, and have or know persons with serious mental illness. The literacy module developed on depression was reviewed by six literacy and mental health experts in San Diego County and is intended to provide older adults with the knowledge to combat depression. Upon completion of this mental health literacy module, learners will be able to identify symptoms of depression, differentiate emotions of depression, and understand treatments for moderating depression. Finally, by sharing this module with the community it is expected to contribute to existing mental health literacy research, raise awareness of mental health issues to prevent, and reduce mental health stigma in the County of San Diego.
Questions
Quotes
Overall Conclusions
Appropriateness of Module:
“The lessons gave many opportunities for learners to discuss the topic of depression.”
Experts agreed that this module appears to be appropriate for the targeted learner population
Experts keenly believed that the activities were appropriate to address the objectives stated
Relevance of Module Activities:
“The details of the lessons might be tough for some teachers to follow so adding optional and alternative strategies for teaching the lesson should be considered.”
“There could be more visuals in the power point that portray depression and inspire discussion.”
Experts believed that including an assessment measure, such as a pre and post-test for the learners would increase the measurability of the objectives
Use of this method would confirm that the objectives had been met. Moreover, including a multiple choice test would help to evaluate learner’s knowledge about topics covered
Time Frame:
“Much is dependent on how a teacher can work with a mix of older adult learners.”
More time would be needed for conversations “about depression,” and to write about depression
Experts believed five or more hours would be needed to meet stated outcomes
Action Plan:
Key experts believed that the inclusion of many activities helped keep the lessons “interesting” and “stimulating”.
“Jeopardy like Game,” was thought too difficult for learners to grasp, especially responding to a question and answer format.
The knowledge that might be required to play the game would be too challenging for others thereby excluding individuals from participating
Developed tools on a mental health literacy module, appropriate for older adults, ages 65 and up, in the San Diego region
Identified and contacted experts who represented organizations and institutions in San Diego County to review module (see Table 1)
Experts had specializations in literacy, outreach, community and behavioral health in San Diego County
Collected feedback from experts on the effectiveness of module
Created action plan items list of the module strengths and weaknesses, including plans for future improvements (see Table 2)
BACKGROUND
Two-thirds of U.S. adults age 60 and over have insufficient or marginal literacy skills4
A needs assessment conducted by San Diego County Mental Health Services (MHS) in 2010 found significant barriers to care regarding literacy for at-risk seniors5
Few studies have evaluated best approaches to increase mental health literacy for older adults, or research-based practices to prevent low mental health literacy
The current research-based module demonstrates support in education, hope, and assistance for those seeking mental health information
PROGRAM DESCRIPTION AND GOALS
The mental health literacy module is intended to be delivered in three 60 minute sessions:
Session #1:
Increase learners understanding of depression
b. Identify two signs of depression (e.g. mood/thought/physical changes, lack of hope, irritability, sleep changes)
c. Discuss thoughts about depression & relevant community resources
Session #2:
a. Increase learner understanding of depression as a biological condition
b. Identify two common misunderstandings of depression (e.g. it is a natural part of aging, or people should snap out of it)
c. Know how to talk about depression with others
Session #3:
a. Identify two ways to manage depression (e.g. medication, social interaction, spiritual renewal)
b. Identify one side effect of antidepressants (e.g. dizziness, nervousness, sleeplessness, constipation, or diarrhea)
c. Discuss other ways to stay healthy
FUTURE PLANS
Pilot testing the mental health literacy module for San Diego County participants
A successful module will need a general agreement and careful application to achieve objectives
A location where participants are involved in mental health literacy, can interact, and share experiences
The San Diego community would have a major role in providing support, encouraging participation in training and education programs, and overall raising awareness of mental health literacy and reducing stigma
RESULTS
Experts who provided feedback were mostly female (83%), had a Bachelor’s degree (50%), and had 5-35 years of experience in health education and literacy
REFERENCES
1. Goldney, R. D., Fisher, L. J., Wilson, D. H., & Cheok, F. (2002). Mental Health Literacy of those with Major Depression and Suicidal Ideation: An Impediment to Help Seeking. Suicide & Life-Threatening Behavior, 32(4), 394
2. . Williams, M., Davis, T., Parker, R., & Weiss, B. (2002). The role of health literacy in patient-physician communication . Family Medicine Kansas City, 34(5), Retrieved on July 21, 2011 from
3. Walker, J., Mackinnon, A., Batterham, P., Jorn, A., et al. (2010). Mental health literacy, folic acid and vitamin B12 and physical activity for the prevention of depression in older adults: randomized controlled trial. The British Journal of Psychiatry 197:45-54.
4. Health literacy. (2011). Retrieved on July 21, 2011 from
When words get in the way: a collaborative plan to address health literacy in san diego county. (2011). Health literacy san diego. San Diego Retrieved on August 17, 2011 from
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