JMIR Publications

ABSTRACT

Background:

Children's mental health is a public health priority. In Europe, 1 child in 5 under the age of 12 suffers from a behavioral, developmental or psychological disorder. Mental Health Literacy (MHL) is a modifiable determinant of mental health. The “Child Focused Mental Health Literacy Model” describes the six dimensions of MHL in children: (1) understanding of mental health and recognition of its fluctuations; (2) help-seeking actions; (3) supports available; (4) influences on mental health; (5) coping and resilience; and (6) stigma. Very few interventions exist to promote MHL in children. Moreover, these interventions have not been evaluated using a rigorous design. Indeed, a validated scale measuring children’s MHL does not exist.

Objective:

This study has the dual objective of (1) co-creating and evaluating an intervention on children's MHL; and (2) developing and validating a scale that measures children's MHL.

Methods:

We study he population of children 8-11-year old in primary school classes in urban and rural areas, private and public, in priority education areas. Through a participatory research approach, we will organize several meetings and focus groups with members of the project teams, children, parents, teachers, and two artists. We will co-create a program composed of several objects (educational kit, videos, etc.). In parallel, the artists will draw with children the items of a first version of the scale. The program will be evaluated in 5 classes by observations, interviews and satisfaction questionnaires with the aim of testing its viability. The scale will be administered to 300 children and psychometric analyzes will be carried out to validate the scale. A cluster randomized controlled trial will be conducted in a minimum of 20 classes to evaluate the program. As the primary endpoint, we will use the score of the CHILD-MHL scale. Additional interviews will complete the mixed-methods evaluation.

Results:

The first part of the intervention is the pedagogical kit Le Jardin du Dedans®. We also have a handbook which is addressed to teachers in order to sensitize them to children’s mental health problems. In a supplementary leaflet of 5 pages, children acquaint with the notion of MHL. Finally, 56 items of the MHL scales as well as the list of existing education policies for children’s mental health have been already identified.

Conclusions:

The intervention could be extended to several schools in France and elsewhere. The participation of foreign partners will provide the possibility of translating the intervention. The scale will be the first in the world to measure children's MHL. It will be used to evaluate interventions, but also to provide data for decision-makers for including MHL in all educational policies.