Mental health literacy and intervention program adaptation in the internationalization of school psychology for Vietnam

Introducing a Competency Framework for Educational Researchers: The Case of Vietnam

In this paper, based on the established Vitae Researcher Development Framework (RDF), we introduce a new framework, tailor-made specifically for Vietnamese educational researchers, namely, Vietnam's Framework for Educational Researchers (VFER). VFER is expected to serve as a tool for Vietnamese educational researchers to self-evaluate their skills and support them in developing their career qualities from junior to senior career ladders. The framework includes four domains with ten subdomains and 28 indicators. To date, VFER has been implemented in some Vietnamese universities of pedagogical education. We expect that other research fields will look to VFER as a reference to build their own research capacity framework.

Reliability and validity of the positive mental health literacy scale in Chinese adolescents

Background and aim

Mental health literacy (MHL) is not only the necessary knowledge and ability to promote mental health, but also an important determinant of mental health. Traditionally, the MHL Scale focuses on measuring knowledge and beliefs about mental disorders. In China, there are very few scales for assessing positive MHL. The present study aimed to evaluate the reliability and validity of a Chinese version of the Positive MHL Scale (MHPK-10) in Chinese adolescents.

Methods

Chinese adolescents (n = 1,247) completed the MHPK-10 online. The validation included the translation and cultural adaptation of the MHPK-10 original version into Chinese and assessment of its psychometric properties: reliability-test-retest and internal consistency, construct validity and criterion validity.

Results

Participant's mean score on the revised positive MHL scale was 3.75 (SD = 0.69) which was a unidimensional scale. The correlation coefficients between each item and the total score were between 0.639 and 0.753. Scale item loadings ranged between 0.635 and 0.760 based on confirmatory factor analysis. Cronbach's α coefficient of the scale was 0.869, and the test-retest intraclass correlation coefficient was 0.721 (p < 0.01). Criterion validity was assessed by comparing results of the revised MHPK-10 against those of other validated scales and resulting correlations ranged between 0.342 and 0.615.

Conclusion

The revised Chinese version of the MHPK-10 has sound reliability and validity and can be used to measure Chinese adolescents' positive MHL.

The influence of physical exercise on college students' mental health and social adaptability from the cognitive perspective

BACKGROUND

the relationship between physical exercise (PE) and mental health (MH) had been an important research topic in exercise psychology. With the development of society, the increasingly fierce social competition had put forward higher and higher requirements for college students' social adaptability (SA). As members of the new era, college students were expected to not only have innovative knowledge concept, solid knowledge foundation, and healthy psychology, but also have the ability to adapt to the changes in the environment, know how to get along with others, and deal with problems alone.

OBJECTIVE

this study aimed to evaluate the PE, MH, and SA of college students, and to analyze the internal relationships among PE, MH, and SA.

METHODS

based on questionnaire survey, college students were randomly selected for investigation and the data were statistically processed.

RESULTS

there were significant differences in the MH of students of different genders, majors, grades, and origins. There was a significant difference between the amount of exercise and the MH of college students. The amount of exercise was positively correlated with the MH level of college students, and there was also a positive correlation between PE and MH. The SA of the physical exercisers was average, but the SA of the non-physical exercisers was poor. There was a significant difference between the SA of the physical exercisers and the non-physical exercisers. There were significant differences in the SA between physical exercisers and non-physical exercisers of different genders, majors, grades, and origins. Physical exercisers who participated in team sports were more socially adaptable. There was no significant difference in the SA of physical exercisers of different genders, majors, and origins, and the SA of senior students was stronger.

CONCLUSIONS

PE had a positive effect on college students' MH and social adaptation ability. Colleges and universities could improve their MH and social adaptation ability by arranging appropriate PE.

Initial Validation of a Chinese Version of the Mental Health Literacy Scale Among Chinese Teachers in Henan Province

Background: Teachers' Mental health literacy (MHL) is one of the important factors that influence students' mental health literacy and even their mental health status. A valid, comprehensive measure is needed to adequately identify MHL levels in the Chinese teachers. Thus, this study aimed to validate a Chinese version of the Mental Health Literacy Scale (MHLS) among Chinese teachers. Methods: A total of 367 Chinese primary and secondary school teachers in Henan province were enrolled to complete the Chinese version of MHLS and several validation measures. Results: A parallel analysis supported a four-factor structure model of the Chinese version, but because of the low communalities and mean factor loadings, the univariate structure of the original scale was selected. Additionally, the criterion construct validity of the Chinese version was supported by significant correlations with self-efficacy in coping with mental health problems, mental health status, the stigma associated with receiving mental health treatment, and socially distancing from patients with mental illness. The Cronbach's α of the Chinese version was acceptable. Females, younger teachers, teachers with higher educational level, and full-time mental health teachers showed higher levels of MHL. Conclusion: The Chinese version of MHLS is a valid and reliable tool to assess the level of Chinese teachers' MHL.

Mental health in HIV prevention and care: A qualitative study of challenges and facilitators to integration in Vietnam

INTRODUCTION

Globally, men who have sex with men (MSM) experience a disproportionate burden of mental health issues. While HIV service providers may possess the skills and relationships to provision mental health and psychosocial support (MHPSS) to this population, task-sharing models that integrate MHPSS into HIV contexts remain limited. The aim of this study was to explore the sociodemographic, psychological, and structural factors operant at the client and HIV service provider levels that shape MHPSS access and burden among MSM and opportunities for integration in Vietnam.

METHODS

Between June and August 2018, semi-structured interviews were conducted with 20 MSM and 13 service providers at out-patient clinics (OPCs) and community-based organizations (CBOs) in Hanoi, Vietnam. Interviews explored participants' understandings of and experiences with the signs, causes, and appropriate treatments for mental health concerns; and perceived barriers to MHPSS integration in HIV contexts. Data were coded thematically and analyzed in MAXQDA.

RESULTS

Most MSM did not view their mental distress as constituting illness or as warranting clinical attention. Specifically, terms like "mental illness" were often associated with being "crazy" or immoral, while symptoms of distress were interpreted as having to do with everyday difficulties associated with being MSM and/or HIV-positive. Due to mental health stigma, MSM were reluctant to access services while service providers were similarly reluctant to query about needs. Few service providers knew where to refer patients for MHPSS, and none had done so previously. Most service providers reported lacking the human capital, expertise, and funding to address MHPSS needs.

CONCLUSIONS

Our findings suggest that aside from mental health stigma, future integration strategies must address competing demands and incentivization structures, limitations in existing mental health infrastructure and funding, misperceptions around MHPSS needs and symptoms, and opportunities to streamline MHPSS with existing CBO activities to strengthen community wellbeing.

Mental health literacy at the public health level in low and middle income countries: An exploratory mixed methods study in Vietnam

PURPOSE

Mental health literacy (MHL) is key for mental health development, particularly in low-and-middle-income countries (LMIC) where mental health resources are limited. MHL development can be thought of as occurring at two levels: the individual person level (via direct contact, with specifically-targeted individuals), and the public health level (via indirect contact through public media, targeting the general public). Each approach has advantages and disadvantages.

METHODS

The present mixed methods study assessed the status of and best approaches for development of mental health literacy in the Southeast Asian LMIC Vietnam. Because there has been relatively little discussion of MHL development at the public health level, this assessment focused on the public health level, although not exclusively. Because mental health professionals generally have the most in-depth understanding of their mental health system, study participants were 82 Vietnamese mental health professionals who completed a quantitative survey, with 48 participating in focus groups.

RESULTS

Most of the professionals viewed MHL in Vietnam as low or very low, and that it was difficult or very difficult for the general public to find effective mental health services. Main barriers underlying these problems and more generally for developing MHL in Vietnam identified in the focus groups were: (a) misinformation in the media regarding mental health and mental illness; (b) lack of licensure for non-medical mental health professionals (e.g., psychologists; social workers); (c) lack of interest in mental health from upper-level leadership.

CONCLUSIONS

To the best of our knowledge, this is the first study assessing professionals' perceptions regarding mental health literacy at both the public health and individual-person levels. Although sampling was restricted to Vietnamese professionals, results may provide initial preliminary guidance for other LMIC considering mental health literacy development at multiple levels.

A global examination of peer-reviewed, scholarly journal outlets devoted to school and educational psychology

One proposed way to support internationalization is to enhance internationally representative and culturally informed scholarship within a respective discipline, and academic journals are a primary source of scholarship for most disciplines. Therefore, to build upon efforts to assess and promote internationally representative scholarship, it is necessary to identify and know more about the discipline-specific journals within a field—including those published in different parts of the world and in different languages. The goals of this study were to (a) identify all peer-reviewed scholarly journals around the globe that are specifically devoted to publishing scholarship about school or educational psychology, and (b) obtain relevant information about those journals (e.g., information about the mission of each journal, article accessibility, language characteristics, etc.). One key finding indicated clear evidence of internationality in the discipline, but there are important limitations with respect to representation aspects of internationalization. Other findings showed that many journals offer free access to scholarly articles and that the vast majority of journals aim to publish scholarship that influences practice. All findings, implications, limitations, and future research directions are discussed in the context of internationalization within school and educational psychology, and are connected to discipline-relevant research, practice, training, collaboration, or advocacy.

Evaluating contextually adapted reading interventions with third-grade, Costa Rican students experiencing significant reading difficulties

Scholarship in school psychology has continued to document the need and importance of contextually relevant intervention and prevention research, but this type of research remains relatively scarce. Also problematic, this type of research is even more limited in low- and middle-income countries (LMIC) compared to high-income countries. This situation within school psychology scholarship not only has negative implications for research and practice, it also limits internationalization within the discipline. The geographical context for the present study was in Costa Rica, currently a Latin American LMIC. Given the global importance of literacy, this article describes an experimental evaluation comparing two time- and resource-efficient reading interventions that differed only by instructional grouping: A one-on-one intervention, and an even more resource-efficient small-group intervention. Participants included third-graders experiencing significant reading difficulties. Analyses showed that all students benefitted from intervention, but some students responded somewhat more favorably to one intervention versus the other. Limitations, implications, and future research directions are discussed, particularly within the context of international school psychology and how professionals in the discipline can benefit from more intervention research in otherwise underrepresented global regions.