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1 – 10 of 73Khurram Shahzad, Shakeel Ahmad Khan, Asfa Muhammed Din Javeed and Abid Iqbal
Cyberbullying is a visible and prominent issue in today’s society. This study aims to identify factors influencing cyberbullying, discover its consequences on society, learn…
Abstract
Purpose
Cyberbullying is a visible and prominent issue in today’s society. This study aims to identify factors influencing cyberbullying, discover its consequences on society, learn strategies and practices for dealing with cyberbullying and propose a framework to control cyberbullying in an online environment.
Design/methodology/approach
A systematic literature review was applied to meet the study’s objectives as the research methodology. A total of 27 peer-reviewed journal papers covering the study’s variables were included to carry out the systematic review.
Findings
The findings of the study revealed that social media, advancement of technology, lack of awareness, negative use of technology and smartphones affected cyberbullying in society. The study also showed the psychological disasters of cyberbullying. Prominent psychological dangers of the cyberbullying included emotional, psychiatric, psychosomatic, mental aggression, delinquency, depression, psychological distress, frustration, isolation, violence, unhappiness, suicidal tendencies, inferiority complex, embarrassment, negative emotions, self-harming attitudes and the passions of revenge. It also provided key strategies to stop and control cyberbullying activities. Key strategies included digital literacy, social support, emotional management, strict cyber laws and effective training sessions.
Originality/value
The study has provided a framework to stop and control cyber bullying for social survival. The study has offered significant theoretical, social and practical implications.
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Shengnan Zeng, Richard Bailey, Shuo Peng and Xiaohui Chen
This paper aims to explore how the term “mental health literacy” (MHL) is defined and understand the implications for public mental health and educational interventions.
Abstract
Purpose
This paper aims to explore how the term “mental health literacy” (MHL) is defined and understand the implications for public mental health and educational interventions.
Design/methodology/approach
An extensive search was conducted by searching PubMed, ERIC, PsycINFO, Scopus and Web of Science. Keywords such as “mental health literacy” and “definition” were used. The publication year ranges from 1997 to 2023.
Findings
In total, 17 papers met the inclusion criteria. Three distinct themes characterise the definitions of MHL: cognitive understanding; affective empowerment; and behavioural change. In the mental health educational context, inspiration, transformation and practice can be viewed as three stages for curriculum development.
Research limitations/implications
Despite conducting a systematic literature review, there remains the possibility that certain relevant studies may not have been identified. Specifically, the selection criteria prioritise papers that explicitly addressed MHL.
Practical implications
Traditional educational approaches prioritise knowledge dissemination and attitude change; integrating MHL into mental health well-being curriculum advocates for action-oriented intervention to address mental health challenges.
Social implications
Understanding different definitions and concepts in a field can be valuable for consolidating shared understandings, highlighting tensions and contradictions, and enhancing communication among researchers. Ironically, perhaps, the process also highlights the provisional nature of these definitions.
Originality/value
The exploration of MHL with three themes of definitions sheds light on the understanding of this concept. Three core themes in MHL definitions guide future curriculum development. This study underscores the importance of prioritise action-oriented intervention in mental health education, emphasising the need to move beyond knowledge dissemination towards transformative practices that promote holistic mental well-being.
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Lebogang Digwamaje and Ntsoaki Florence Tadi
The purpose of this paper is to explore the mental health literacy of schizophrenia in a South African community sample. This study is part of the growing interest in community…
Abstract
Purpose
The purpose of this paper is to explore the mental health literacy of schizophrenia in a South African community sample. This study is part of the growing interest in community mental health literacy.
Design/methodology/approach
A sample of 192 Black African participants from municipalities (Ditsobotla and Mahikeng) between 18 and 65 years participated in this study. Participants viewed fictional (male and female) sufferers of schizophrenia vignettes and responded to the same questions regarding each vignette. They completed a questionnaire examining the capacity to recognise schizophrenia as well as the capacity to source appropriate help.
Findings
For both vignettes, a substantial majority of participants indicated that older people believe that when a male is diagnosed with schizophrenia, the cause is traditional (spiritual). In contrast, more participants with lower education believed that medical reasons cause a female person’s diagnosis of schizophrenia.
Research limitations/implications
Overall, the study highlights the complexity of beliefs about the causes of schizophrenia. It underscores the importance of considering cultural and educational factors in mental health research, practice and policy development.
Practical implications
By uncovering the differences in perceptions between older individuals and those with lower education levels, the study sheds light on previously unexplored aspects of mental health literacy and cultural understanding of schizophrenia.
Social implications
While previous research has examined cultural beliefs about mental illness, this study specifically focuses on how age and education intersect with these beliefs, particularly regarding gender differences in diagnosis.
Originality/value
This unique approach contributes to the broader literature on mental health disparities. It has implications for tailored interventions and public health strategies aimed at addressing stigma and improving mental health outcomes in diverse populations.
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Mariam Kawafha, Khitam Alsaqer, Dua’a Al-Maghaireh, Haider Shiyyab, Abedelkader Al Kofahi and Mayyada Saleh
This study aims to determine the relationship between health literacy and the self-care of hypertension in older adults in five regions in Jordan.
Abstract
Purpose
This study aims to determine the relationship between health literacy and the self-care of hypertension in older adults in five regions in Jordan.
Design/methodology/approach
A cross-sectional study was conducted with 1,100 older adult patients with hypertension who had follow-ups in cardiac clinics of the five biggest hospitals in five regions of Jordan. The research instruments included a Health Literacy Questionnaire (CHEWQ) and the self-care of hypertension inventory.
Findings
The average health literacy score was 8.52 ± 1.6, indicating inadequate health literacy, while their self-care of hypertension score was 42.33 ± 10.9, indicating low self-care. Inadequate health literacy and factors such as marital status, education level, income and overall health status were linked to poor self-care of hypertension (p < 0.05).
Practical implications
This study suggests that there is a need to assess the effectiveness of various health literacy interventions, such as educational programs and customized communication strategies, in enhancing self-care behaviors across diverse populations, particularly among the elderly.
Originality/value
The study findings highlight the need for nursing interventions aimed at improving health literacy to enhance the ability of older adults in Jordan to manage their hypertension.
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Jonathan Glazzard and Anthea Rose
In this chapter, the authors argue that technology can be advantageous to children and young people’s mental health. The authors argue that social media platforms can foster…
Abstract
In this chapter, the authors argue that technology can be advantageous to children and young people’s mental health. The authors argue that social media platforms can foster social connection, social support and access to important information to support mental health. The authors also highlight the risks, particularly the research which links technology to mental ill-health. The authors argue that the digital curriculum in schools should develop young people’s knowledge of digital literacy, digital citizenship and digital resilience. Finally, the authors explore the potential role that technological applications (apps) can play in supporting children and young people’s mental health. The authors argue that although research is in its infancy, some studies have produced promising results.
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Abd Hasan, Anas Alsharawneh and Nofaa Alasamee
The purpose of this study is to evaluate the effectiveness of a self-stigma reduction programme on self-stigma.
Abstract
Purpose
The purpose of this study is to evaluate the effectiveness of a self-stigma reduction programme on self-stigma.
Design/methodology/approach
A randomized controlled trial was conducted from November 2017 to December 2018 with 278 people diagnosed with schizophrenia (PDwS). Participants were randomly assigned to receive a self-stigma reduction programme (psychoeducation, cognitive behavioural therapy and social skills training) or treatment as usual.
Findings
PDwS in the intervention group experienced a greater reduction in the level of self-stigma (20.19 vs −0.62; p < 0.001) at post-intervention and (37.35 vs −0.66; p < 0.001) at six-month follow-up.
Originality/value
The first RCT examines the problem and implements intervention in middle east country. Also, the authors have conducted high-quality RCT.
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Jan Aasen, Fredrik Nilsson, Torgeir Sørensen, Lars Lien and Marja Leonhardt
This study aims to explore how people with concurrent mental health and substance use disorders and lived experience of deep social marginalization perceived barriers and…
Abstract
Purpose
This study aims to explore how people with concurrent mental health and substance use disorders and lived experience of deep social marginalization perceived barriers and facilitators to mainstream social participation. The purpose of this study is to identify meaningful and relevant learning content for a virtual reality-based intervention to promote social participation in this group.
Design/methodology/approach
This formative qualitative study was conducted in Norway during Autumn 2022. Nine in-depth individual interviews with adults recovering from dual diagnosis were conducted, audiotaped, transcribed and analysed using reflexive thematic analysis in a collaborative analysis process.
Findings
Results indicated that social alienation, poor social skills, stigma, low self-esteem and social anxiety were key barriers to social participation in this group. This study suggests a need to learn appropriate social behaviour in mainstream society, in addition to better employability skills, civic literacy and health literacy to improve utilization of social opportunities.
Practical implications
This study implies that virtual reality-based interventions for promoting social participation in people with dual diagnosis should primarily focus on learning and practising appropriate social behaviour in shared public spaces before practising advanced social skills such as employability skills in simulated work environments. Learning and practising social skills appears decisive for using more complex social opportunities, such as in education, health, social services and work.
Originality/value
This research provides suggestions for the content of a novel virtual reality-based intervention to promote social participation among people in recovery from dual diagnosis.
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Eunjoo Jin, Yuhosua Ryoo, WooJin Kim and Y. Greg Song
Notwithstanding their potential benefits especially for individuals with low health literacy, users are still somewhat skeptical about the reliability of healthcare chatbots. The…
Abstract
Purpose
Notwithstanding their potential benefits especially for individuals with low health literacy, users are still somewhat skeptical about the reliability of healthcare chatbots. The present study aims to address this challenge by investigating strategies to enhance users’ cognitive and emotional trust in healthcare chatbots. Particularly, this study aims to understand the effects of chatbot design cues in increasing trust and future chatbot use intention for low health literacy users.
Design/methodology/approach
We conducted two experimental studies with a final sample of 327 (Study 1) and 241 (Study 2). Three different chatbots were developed (Chatbot design: Bot vs Male-doctor vs Female-doctor). Participants were asked to have a medical consultation with the chatbot. Participants self-reported their health literacy scores. The PROCESS model 7 was used to analyze the hypotheses.
Findings
The results showed that the female-doctor cues elicited greater cognitive and emotional trust, whereas the male-doctor cues only led to greater cognitive trust (vs bot-like cues). Importantly, this study found that users’ health literacy is a significant moderating factor in shaping cognitive and emotional trust. The results indicated that both the female and male-doctor cues’ positive effects on cognitive trust were significant for those with lower levels of health literacy. Furthermore, the positive effect of the female-doctor cues on emotional trust was also significant only for those whose health literacy level was low. The increased cognitive and emotional trust led to greater future intention to use the chatbot, confirming significant moderated mediation effects.
Originality/value
Despite the strong economic and educational benefits of healthcare chatbots for low health literacy users, studies examining how healthcare chatbot design cues affect low health literate users surprisingly remained scarce. The results of this study suggest that healthcare chatbots can be a promising technological intervention to narrow the health literacy gap when aligned with appropriate design cues.
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The Mental Health of Children and Young People in England survey (National Health Service Digital, 2020) found that 1 in 6 children aged 5–16 have a probable mental health…
Abstract
The Mental Health of Children and Young People in England survey (National Health Service Digital, 2020) found that 1 in 6 children aged 5–16 have a probable mental health disorder. This represents 16% of children in that age group and is an increase from 1 in 9 in 2017 (Public Health England, 2021). Evidence suggests that some children and young people, particularly those who are economically disadvantaged, females and those with pre-existing mental health needs appear to have experienced greater negative impacts on their mental health and wellbeing during the COVID-19 pandemic (Public Health England, 2021) and schools and colleges therefore play an important role in continuing to support children and young people’s mental health. Evidence from the national charity, Education Support (2022), also indicates that the mental health of staff working in education has deteriorated, leading to adverse effects on job satisfaction, burnout and retention. This chapter explores the latest evidence relating to Children and Young People’s (CYP) mental health and the whole school approach to mental health, including the mental health of staff who work in the education sector. It makes a case for implementing a mental health curriculum in schools. It addresses the concept of mental health literacy and approaches for working in partnership with children and young people. It makes an argument for universal screening and outlines approaches for working in partnership with parents, carers and other agencies. Theoretical perspectives are considered and applied to school contexts.
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