Programas mediados pela tecnologia de promoção de literacia em saúde mental em adolescentes: revisão sistemática
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2019
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Sendo a adolescência considerada uma etapa crítica para a saúde mental, faz com que a promoção da literacia, nesta fase, assuma particular relevância. Diversos programas face-a-face de promoção da literacia da saúde mental têm sido desenvolvidos com adolescentes e a sua eficácia avaliada. Apesar da consistência relativa à eficácia destes programas na promoção da saúde mental em adolescentes, pouco se sabe sobre as características e o efeito de intervenções mediadas pela tecnologia. Devido à preferência dos adolescentes face à internet, a par da rápida disseminação da internet como método de implementação de programas de intervenção promocional, preventiva e remediativa, a presente revisão sistemática tem como finalidade contribuir para a sistematização do conhecimento empírico sobre este tema. Procedeu-se a um levantamento sistemático da literatura científica entre janeiro de 2008 a junho de 2019 com o objetivo de identificar estudos empíricos sobre as variáveis-alvo desta revisão. Os resultados revelaram que estes programas são eficazes na promoção de literacia em saúde mental, no entanto apresentam resultados pouco consistentes relativos ao efeito dos programas na redução do estigma e nos comportamentos de procura de ajuda profissional. Os nossos resultados apresentam implicações clínicas, nomeadamente conhecimento face à adesão e os efeitos positivos que os programas mediados pela tecnologia apresentam face à literacia em saúde mental, sendo, no entanto, necessária uma maior investigação sobre os efeitos na diminuição do estigma e nos comportamentos de procura de ajuda.
As adolescence is considered a critical stage for mental health, it makes the promotion of literacy at this stage particularly relevant. Several face-to-face mental health literacy promotion programs have been developed with adolescents and their efficacy evaluated. Despite the relative consistency of the efficacy of these programs in promoting adolescent mental health, less is known about the characteristics and effect of technology-based interventions. Due to the preference of adolescents over the internet, in addition to the rapid spread of the internet as a method of implementing promotional, preventive and remedial intervention programs, this systematic review aims to contribute to the systematization of empirical knowledge on this topic. A systematic survey of the scientific literature was carried out from January 2008 to June 2019 in order to identify empirical studies on the target variables of this review. The results revealed the efficacy of these programs in promoting mental health literacy, however, they present inconsistent results of the effect of programs on reducing stigma and on the increase help- seeking behaviors. Our findings have some clinical implications, namely knowledge about adherence and the positive effects that technology-mediated programs have on mental health literacy. However, further research the effects on decreasing stigma and kelp-seeking behaviors is needed.
As adolescence is considered a critical stage for mental health, it makes the promotion of literacy at this stage particularly relevant. Several face-to-face mental health literacy promotion programs have been developed with adolescents and their efficacy evaluated. Despite the relative consistency of the efficacy of these programs in promoting adolescent mental health, less is known about the characteristics and effect of technology-based interventions. Due to the preference of adolescents over the internet, in addition to the rapid spread of the internet as a method of implementing promotional, preventive and remedial intervention programs, this systematic review aims to contribute to the systematization of empirical knowledge on this topic. A systematic survey of the scientific literature was carried out from January 2008 to June 2019 in order to identify empirical studies on the target variables of this review. The results revealed the efficacy of these programs in promoting mental health literacy, however, they present inconsistent results of the effect of programs on reducing stigma and on the increase help- seeking behaviors. Our findings have some clinical implications, namely knowledge about adherence and the positive effects that technology-mediated programs have on mental health literacy. However, further research the effects on decreasing stigma and kelp-seeking behaviors is needed.
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Orientação: Diogo Jorge Pereira do Vale Lamela da Silva
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MESTRADO EM PSICOLOGIA CLÍNICA E DA SAÚDE, PSICOLOGIA, LITERACIA, SAÚDE MENTAL, ADOLESCÊNCIA, TECNOLOGIA, PSYCHOLOGY, LITERACY, MENTAL HEALTH, ADOLESCENCE, TECHNOLOGY