Depression Literacy, Mental Health Literacy, Psychological Well-being, Stress, Psychological
Conditions
Brief summary
The author developed the HOPE intervention based on a systematic review (Tay, Tay, & Klainin-Yobas, 2018). The overall aim of the study is to test the effectiveness of the online HOPE intervention in enhancing mental health literacy, depression literacy, psychological well-being and in reducing stress among youths aged 18 - 24 living in Singapore.
Detailed description
The study will be a two-group, parallel randomized control trial (RCT), with a pre-test, post-test and repeated, control group design. he overall aim of the study is to test the effectiveness of the online HOPE intervention in enhancing mental health literacy, on depression literacy, psychological well-being and in reducing stress among youths aged 18 - 24 living in Singapore.
Interventions
BEHAVIORALOnline HOPE intervention
Online HOPE intervention to increase mental health literacy
Sponsors
Piyanee KLAININ-YOBAS, Associate Professor from National University of Singapore
Yong Shian Shawn GOH, Assistant Professor from National University of Singapore
National University of Singapore
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to 24 Years
Healthy volunteers
Yes
Inclusion criteria
* : a) students of a particular University in Singapore, b) aged between 18 to 24 years old, c) had internet access and d) could read, write and understand the English language.
Exclusion criteria
*
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Depression Literacy | Change from baseline depression literacy to post intervention (up to 1 month), and follow up at 2 months | using D-Lit. The scale consists of 22 items that are scored 'true', 'false' or 'don't know'. Greater scores equate greater depression MHL. |
| Anxiety literacy | Change from baseline depression literacy to post intervention (up to 1 month), and follow up at 2 months | A-Lit. The scale consists of 22 items that are scored 'true', 'false' or 'don't know'. Greater scores equate greater anxiety MHL. |
| Mental health literacy | Change from baseline depression literacy to post intervention (up to 1 month), and follow up at 2 months | depression vignette (shortened) |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Psychological well-being | Change from baseline depression literacy to post intervention (up to 1 month), and follow up at 2 months | Ryff's Psychological Well-Being Scale. PWB can be measured by the 18-items psychological well-being scale that measures the six dimensions of PWB (Ryff, 1989). The scale ranges from 1 (strongly disagree) to 7 (strongly agree). Scores ranged from 18 to 123, with greater points indicating greater PWB. |
| Stress | Change from baseline depression literacy to post intervention (up to 1 month), and follow up at 2 months | Perceived Stress Scale. The 10-question perceived stress scale (PSS) consists of five response categories: never (0), almost never (1), sometimes (2), fairly often (3), and very often (4). Total scores range from 0 to 56, with higher scores indicating higher stress. |
Contacts
Primary ContactJing Ling Tay, MN
Outcome results
None listed