ABSTRACT
El objetivo del estudio es evaluar la satisfacción de un programa de educación social,emocional y alfabetización (PESEA) en salud mental para adolescentes que viven en centros residenciales deatención educativa (CRAE) de Barcelona, así como describir su salud emocional y mental. Participan 14 jóvenescon una edad media de 13,57 años (DE 1,55) de tres CRAE. El programa PESEA es considerado interesante, útil ypráctico; muestra una adherencia alta y, por tanto, estaría indicado para promover el bienestar mental y la alfa-betización en salud mental en estos jóvenes.(AU)
The study aims to evaluate the satisfaction of a social, emotional, and literacy education programme (PE-SEA) in mental health for adolescents living in residential educational care centres (CRAE) in Barcelona, as wellas to describe their emotional and mental health. Fourteen young people with an average age of 13,57 (SD 1,55)from three CRAE participated. PESEA programmes are considered interesting, useful, and practical; it shows highadherence and would therefore be suitable for promoting mental wellbeing and mental health literacy in theseyoung people.(AU)
L'objectiu de l'estudi és avaluar la satisfacció d'un programa d'educació social, emocional i alfabetitza-ció (PESEA) en salut mental per a adolescents que viuen en centres residencials d'atenció educativa (CRAE) deBarcelona, així com descriuren la salut emocional i mental. Hi participen 14 joves amb una edat mitjana de 13,57anys (DE 1,55) de tres CRAE. El programa PESEA és considerat interessant, útil i pràctic; mostra una adherènciaalta i, per tant, estaria indicat per promoure el benestar mental i l'alfabetització en salut mental en aquests joves.(AU)
Subject(s)
Humans , Male , Female , Adolescent , Literacy , Adolescent Behavior , Residential Facilities , Education , Emotions , Mental Health , Psychopathology , SpainABSTRACT
There is evidence of the effectiveness of implementing mental health literacy (MHL) programs. However, there are substantial limitations in the instruments available for measuring MHL. This study aimed to develop and validate the EspaiJove.net MHL test (EMHL) for Spanish adolescents by assessing its psychometric properties. The development of the EMHL test was conducted using item pool generation and a pilot study. A convenience sample of students aged 13-15 years (n = 355) participated in the validity study. Reliability was assessed for internal consistency and via test-retest. Convergent validity was evaluated by comparing the effect sizes among known groups with different levels of mental health knowledge, the correlation with mental health-related instruments, and the item discrimination index. A final version of a 35-item EMHL test was obtained with two parts: (i) a binary choice format (yes/no) for the identification of mental disorders; (ii) a multiple choice question with four possible answer options. Internal consistency was acceptable in the first part (Cronbach's alpha = 0.744; Guttman's lambda 2 = 0.773) and almost acceptable in the second part (Cronbach's alpha = 0.615; Guttman's lambda 2 = 0.643). The test-retest evaluation supported the stability of the test (first part, ICC = 0.578; second part, ICC = 0.422). No ceiling and floor effects were found. The EMHL test scores discriminated between known groups with different levels of mental health knowledge and it is associated with several-related constructs of MHL. Conclusions: The EMHL test is a relevant measure for assessing MHL in adolescents into Spanish context with acceptable validity and stability.
