Volume 23, Issue 2 (6-2024)
TB 2024, 23(2): 66-80 |
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Research code: 16123
Ethics code: (IR.SSU.SPH.REC.1402.089)
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zeidbadi B, khodayarian M, sadeghi R. Persian Translation, Cross cultural Adaptation and Validity and Reliability of the Mental Health Literacy Knowledge Assessment Tool in Iranian Students. TB 2024; 23 (2) :66-80
URL: http://tbj.ssu.ac.ir/article-1-3620-en.html
URL: http://tbj.ssu.ac.ir/article-1-3620-en.html
Shahid Sadoughi University of Medical Sciences , mahsa.khodayarian@gmail.com
Keywords: Mental health Literacy, Cultural Adoption, Validation, Knowledge, Attitude, Mental Illness
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Persian Translation, Cross cultural Adaptation and Validity and Reliability of the Mental Health Literacy Knowledge Assessment Tool in Iranian Students
Batool Zeidabadi (Ph.D.)1, Mahsa Khodayarian (Ph.D.)2, Reza Sadeghi (Ph.D.)3, Sara jambarsang(Ph.D.)4
1.Ph.D. Student in Health Education and Health Promotion, Sirjan School of Medical Sciences, Sirjan, Iran.
2.Corresponding Author: Professor Department of Health Education & Health Promotion, Social Determinants of Health Research Center, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
Email: mahsa.khodayarian6@gmail.com Tel: 09133578436
3.Professor, Department of Public Health, Sirjan School of Medical Sciences, Sirjan, Iran.
4.Associate Professor Departments of Biostatistics and Epidemiology, Center for Healthcare Data Modeling, School of public health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
Abstract
Introduction: The importance of mental health literacy is recognized as an essential component for increasing knowledge and changing attitudes towards mental health and mental illness in school students. To identify mental health problems, tools to measure knowledge of mental health literacy to cases, understanding mental health and mental illness, mental illness stigma, information about specific mental illnesses, experiences of mental illness، Assistance and the importance of positive mental health. The study aimed to translate, cultural adaptation and examine the validity and reliability of the mental health literacy knowledge assessment tool in Iranian students.
Methods: The English version of the Mental Health Literacy Knowledge Measuring Tool was conducted with 28 knowledge questions and 8 attitude questions about mental disorders, initial translation, open translation and corrections. Then, the qualitative formalization of the questionnaire was reviewed and approved by 12 experts (psychiatrist, psychologist, educational sciences, health education and health promotion and biostatistics). To calculate the reliability, 30 students aged 13 to 15 completed the first Persian version of the questionnaire twice, 14 days apart.
Results: In the translation of the tool, two questions were adapted and localized to Iranian culture. In the content validity check, the content validity ratio scale and the content validity index were calculated according to the tables of Lavshe, Waltz and Basel. CVI average of the items was 0/88 and in the CVR, questions 4 were unacceptable. Students’ Cronbach's alpha coefficient index of general health knowledge questions and attitude about mental disorders were obtained as 0/96 and 0/86, respectively and the Pearson correlation of the questions of the knowledge section was 0/93 and the attitude was 0/76, which is an acceptable reliability coefficient.
Conclusion: The present tool is a tool for measuring mental health literacy knowledge that was translated and localized in Iran, which is useful for measuring mental health literacy among 13 to 15-year-old high school students. Using the mental health literacy knowledge measurement tool is suggested to increase knowledge and reduce the stigma of mental illness in order to improve mental health literacy in schools.
Keywords: Mental health Literacy, Cultural Adoption, Validation, Knowledge, Attitude, Mental Illness
1-Organization WH. Adolescent mental health: mapping actions of nongovernmental organizations and other international development organizations. 2012.
2-Jafari N, Araghieeh A, Asareh A & et al. Mental health of elementary students in Corona pandemic: A key role of health literacy. Research in Curriculum Planning. 2022;19(72):152-65.
3-Nguyen AJ, Dang H-M, Bui D & et al. Experimental evaluation of a school-based mental health literacy program in two Southeast Asian nations. School mental health. 2020;12(4):716-31.
4-Nobre J, Oliveira AP, Monteiro F & et al. Promotion of mental health literacy in adolescents: a scoping review. International journal of environmental research and public health. 2021;18(18):9500.
5-Rabin LA, Miles RT, Kamata A & et al. Development, item analysis, and initial reliability and validity of three forms of a multiple-choice mental health literacy assessment for college students (MHLA-c). Psychiatry Research. 2021;300:113897.
6-Kutcher S, Wei Y, Coniglio C. Mental health literacy: Past, present, and future. The Canadian Journal of Psychiatry. 2016;61(3):154-8.
7-Kutcher S, Wei Y, Hashish M. Mental health literacy for students and teachers: A “school friendly” approach. Positive mental health, fighting stigma and promoting resiliency for children and adolescents: Elsevier; 2016. 161-72.
8-Zhuang XY, Wong DFK, Cheng C-W, Pan S-M. Mental health literacy, stigma and perception of causation of mental illness among Chinese people in Taiwan. International Journal of Social Psychiatry. 2017;63(6):498-507.
9-Wei Y, McGrath PJ, Hayden J, Kutcher S. Mental health literacy measures evaluating knowledge, attitudes and help-seeking: a scoping review. BMC psychiatry. 2015;15(1):1-20.
10-Svensson B, Hansson L. How mental health literacy and experience of mental illness relate to stigmatizing attitudes and social distance towards people with depression or psychosis: A cross-sectional study. Nordic journal of psychiatry. 2016;70(4):309-13.
11-Wei Y, McGrath PJ, Hayden J & et al. Mental health literacy measures evaluating knowledge, attitudes and help-seeking: a scoping review. BMC psychiatry. 2015;15:1-20.
12-Ma KKY, Burn AM, Anderson JK. School‐based mental health literacy interventions to promote help‐seeking–a systematic review. Child and adolescent mental health. 2023;28(3):408-24.
13-Waldmann T, Staiger T, Oexle N & et al. Mental health literacy and help-seeking among unemployed people with mental health problems. Journal of Mental Health. 2020;29(3):270-6.
14-Chung EY-h, Tse TT-o. Effect of human library intervention on mental health literacy: a multigroup pretest–posttest study. BMC psychiatry. 2022;22(1):73.
15-Eslami Shahrbabaki M, Mohammadi MR, Hooshyari Z & et al. Epidemiology of psychiatric disorders among children and adolescents in Kerman and suburbs in 2016-2017. Health and Development Journal. 2020;9(2):187-20. [Persian]
16-Freţian AM, Graf P, Kirchhoff S & et al. The long-term effectiveness of interventions addressing mental health literacy and stigma of mental illness in children and adolescents: systematic review and meta-analysis. International journal of public health. 2021;66:1604072.
17-Kutcher S, Wei Y, Gilberds H & et al. The African Guide: One Year Impact and Outcomes from the Implementation of a School Mental Health Literacy Curriculum Resource in Tanzania. Journal of Education and Training Studies. 2017;5(4):64-73.
18-Jorm AF, Barney LJ, Christensen H & et al. Research on mental health literacy: what we know and what we still need to know. Australian & New Zealand Journal of Psychiatry. 2006;40.3-5:(1).
19-Campos L, Dias P, Duarte A & et al. Is it possible to “find space for mental health” in young people? Effectiveness of a school-based mental health literacy promotion program. International journal of environmental research and public health. 2018;15(7):1426.
20-O’Connor M, Casey L. The Mental Health Literacy Scale (MHLS): A new scale-based measure of mental health literacy. Psychiatry research. 2015;229(1-2):511-6.
21-O’Connor M, Casey L, Clough B. Measuring mental health literacy–a review of scale-based measures. Journal of mental health. 2014;23(4):197-204.
22-Jorm AF, Korten AE, Jacomb PA & et al. “Mental health literacy”: a survey of the public's ability to recognise mental disorders and their beliefs about the effectiveness of treatment. Medical journal of Australia. 1997;166(4):182-6.
23-Wei Y, Baxter A, Kutcher S. Establishment and validation of a mental health literacy measurement in Canadian educators. Psychiatry Research. 2019;279:231-6.
24-Waldmann T, Staiger T, Oexle N & et al. Mental health literacy and help-seeking among unemployed people with mental health problems. Journal of Mental Health. 2019.
25-Bullinger M, Alonso J, Apolone G & et al. Translating health status questionnaires and evaluating their quality: the IQOLA project approach. Journal of clinical epidemiology. 1998;51(11):913-23.
26-Mcluckie A, Kutcher S, Wei Y & et al. Sustained improvements in students’ mental health literacy with use of a mental health curriculum in Canadian schools. BMC psychiatry. 2014;14:1-6.
27-Milin R, Kutcher S, Lewis SP & et al. Impact of a mental health curriculum on knowledge and stigma among high school students: a randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry. 2016;55(5):383-91. e1.
28-Lawshe CH. A quantitative approach to content validity. Personnel psychology. 1975;28(4):563-75.
29-Bhaskaran V. Research methods for social work. New Delhi: Rawat. 2008:173-93.
30-Taghizadeh Z, Ebadi A, Montazeri A & et al.Psychometric properties of health related measures. Part 1: Translation, development, and content and face validity. Payesh (Health Monitor). 2017;16(3):343-57. [Persian]
31-Polit DF, Yang FM. Measurement and the measurement of change: a primer for the health professions: Wolters Kluwer Philadelphia; 2016.
32-Krishna H KK. Reliability estimation in generalized inverted exponential distribution with progressively type II censored sample. J Stat Comput Simul. 2013;83(6):1007-19.
33-Baumgartner TA CH. Confidence limits for intraclass reliability coefficients. Meas Phys Educ Exerc Sci. 2001;5(3):179-88.
34-Ebadi A SH, Zareian A, L z. Instrument Development in Health Sciences. Tehran: Jameae negar; 2019. 164 p.
35-Wild D, Grove A, Martin M, Eremenco S & et al. Principles of good practice for the translation and cultural adaptation process for patient-reported outcomes (PRO) measures: report of the ISPOR task force for translation and cultural adaptation. Value in health. 2005;8(2):94-104.
36-Kutcher S, Wei Y, Morgan C. Successful application of a Canadian mental health curriculum resource by usual classroom teachers in significantly and sustainably improving student mental health literacy. The Canadian Journal of Psychiatry. 2015;60(12):580-6.
37-Zaeri R, Yaghoubi M, Rahmati F. Translation and localization of team performance observation tool (TPOT) of healthcare workers in Baqiyatallah University. Journal of Military Medicine. 2021;23(5):463-71.
38-Zarebi A, Jafari F, Hosseinian S & et al. Psychometric properties of the Persian version of the Mental Health Literacy Scale (MHLS) on Iranian students in 1398. J Res Psychol Health. 2021;14(4):85-103 . [Persian]
Batool Zeidabadi (Ph.D.)1, Mahsa Khodayarian (Ph.D.)2, Reza Sadeghi (Ph.D.)3, Sara jambarsang(Ph.D.)4
1.Ph.D. Student in Health Education and Health Promotion, Sirjan School of Medical Sciences, Sirjan, Iran.
2.Corresponding Author: Professor Department of Health Education & Health Promotion, Social Determinants of Health Research Center, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
Email: mahsa.khodayarian6@gmail.com Tel: 09133578436
3.Professor, Department of Public Health, Sirjan School of Medical Sciences, Sirjan, Iran.
4.Associate Professor Departments of Biostatistics and Epidemiology, Center for Healthcare Data Modeling, School of public health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
Abstract
Introduction: The importance of mental health literacy is recognized as an essential component for increasing knowledge and changing attitudes towards mental health and mental illness in school students. To identify mental health problems, tools to measure knowledge of mental health literacy to cases, understanding mental health and mental illness, mental illness stigma, information about specific mental illnesses, experiences of mental illness، Assistance and the importance of positive mental health. The study aimed to translate, cultural adaptation and examine the validity and reliability of the mental health literacy knowledge assessment tool in Iranian students.
Methods: The English version of the Mental Health Literacy Knowledge Measuring Tool was conducted with 28 knowledge questions and 8 attitude questions about mental disorders, initial translation, open translation and corrections. Then, the qualitative formalization of the questionnaire was reviewed and approved by 12 experts (psychiatrist, psychologist, educational sciences, health education and health promotion and biostatistics). To calculate the reliability, 30 students aged 13 to 15 completed the first Persian version of the questionnaire twice, 14 days apart.
Results: In the translation of the tool, two questions were adapted and localized to Iranian culture. In the content validity check, the content validity ratio scale and the content validity index were calculated according to the tables of Lavshe, Waltz and Basel. CVI average of the items was 0/88 and in the CVR, questions 4 were unacceptable. Students’ Cronbach's alpha coefficient index of general health knowledge questions and attitude about mental disorders were obtained as 0/96 and 0/86, respectively and the Pearson correlation of the questions of the knowledge section was 0/93 and the attitude was 0/76, which is an acceptable reliability coefficient.
Conclusion: The present tool is a tool for measuring mental health literacy knowledge that was translated and localized in Iran, which is useful for measuring mental health literacy among 13 to 15-year-old high school students. Using the mental health literacy knowledge measurement tool is suggested to increase knowledge and reduce the stigma of mental illness in order to improve mental health literacy in schools.
Keywords: Mental health Literacy, Cultural Adoption, Validation, Knowledge, Attitude, Mental Illness
1-Organization WH. Adolescent mental health: mapping actions of nongovernmental organizations and other international development organizations. 2012.
2-Jafari N, Araghieeh A, Asareh A & et al. Mental health of elementary students in Corona pandemic: A key role of health literacy. Research in Curriculum Planning. 2022;19(72):152-65.
3-Nguyen AJ, Dang H-M, Bui D & et al. Experimental evaluation of a school-based mental health literacy program in two Southeast Asian nations. School mental health. 2020;12(4):716-31.
4-Nobre J, Oliveira AP, Monteiro F & et al. Promotion of mental health literacy in adolescents: a scoping review. International journal of environmental research and public health. 2021;18(18):9500.
5-Rabin LA, Miles RT, Kamata A & et al. Development, item analysis, and initial reliability and validity of three forms of a multiple-choice mental health literacy assessment for college students (MHLA-c). Psychiatry Research. 2021;300:113897.
6-Kutcher S, Wei Y, Coniglio C. Mental health literacy: Past, present, and future. The Canadian Journal of Psychiatry. 2016;61(3):154-8.
7-Kutcher S, Wei Y, Hashish M. Mental health literacy for students and teachers: A “school friendly” approach. Positive mental health, fighting stigma and promoting resiliency for children and adolescents: Elsevier; 2016. 161-72.
8-Zhuang XY, Wong DFK, Cheng C-W, Pan S-M. Mental health literacy, stigma and perception of causation of mental illness among Chinese people in Taiwan. International Journal of Social Psychiatry. 2017;63(6):498-507.
9-Wei Y, McGrath PJ, Hayden J, Kutcher S. Mental health literacy measures evaluating knowledge, attitudes and help-seeking: a scoping review. BMC psychiatry. 2015;15(1):1-20.
10-Svensson B, Hansson L. How mental health literacy and experience of mental illness relate to stigmatizing attitudes and social distance towards people with depression or psychosis: A cross-sectional study. Nordic journal of psychiatry. 2016;70(4):309-13.
11-Wei Y, McGrath PJ, Hayden J & et al. Mental health literacy measures evaluating knowledge, attitudes and help-seeking: a scoping review. BMC psychiatry. 2015;15:1-20.
12-Ma KKY, Burn AM, Anderson JK. School‐based mental health literacy interventions to promote help‐seeking–a systematic review. Child and adolescent mental health. 2023;28(3):408-24.
13-Waldmann T, Staiger T, Oexle N & et al. Mental health literacy and help-seeking among unemployed people with mental health problems. Journal of Mental Health. 2020;29(3):270-6.
14-Chung EY-h, Tse TT-o. Effect of human library intervention on mental health literacy: a multigroup pretest–posttest study. BMC psychiatry. 2022;22(1):73.
15-Eslami Shahrbabaki M, Mohammadi MR, Hooshyari Z & et al. Epidemiology of psychiatric disorders among children and adolescents in Kerman and suburbs in 2016-2017. Health and Development Journal. 2020;9(2):187-20. [Persian]
16-Freţian AM, Graf P, Kirchhoff S & et al. The long-term effectiveness of interventions addressing mental health literacy and stigma of mental illness in children and adolescents: systematic review and meta-analysis. International journal of public health. 2021;66:1604072.
17-Kutcher S, Wei Y, Gilberds H & et al. The African Guide: One Year Impact and Outcomes from the Implementation of a School Mental Health Literacy Curriculum Resource in Tanzania. Journal of Education and Training Studies. 2017;5(4):64-73.
18-Jorm AF, Barney LJ, Christensen H & et al. Research on mental health literacy: what we know and what we still need to know. Australian & New Zealand Journal of Psychiatry. 2006;40.3-5:(1).
19-Campos L, Dias P, Duarte A & et al. Is it possible to “find space for mental health” in young people? Effectiveness of a school-based mental health literacy promotion program. International journal of environmental research and public health. 2018;15(7):1426.
20-O’Connor M, Casey L. The Mental Health Literacy Scale (MHLS): A new scale-based measure of mental health literacy. Psychiatry research. 2015;229(1-2):511-6.
21-O’Connor M, Casey L, Clough B. Measuring mental health literacy–a review of scale-based measures. Journal of mental health. 2014;23(4):197-204.
22-Jorm AF, Korten AE, Jacomb PA & et al. “Mental health literacy”: a survey of the public's ability to recognise mental disorders and their beliefs about the effectiveness of treatment. Medical journal of Australia. 1997;166(4):182-6.
23-Wei Y, Baxter A, Kutcher S. Establishment and validation of a mental health literacy measurement in Canadian educators. Psychiatry Research. 2019;279:231-6.
24-Waldmann T, Staiger T, Oexle N & et al. Mental health literacy and help-seeking among unemployed people with mental health problems. Journal of Mental Health. 2019.
25-Bullinger M, Alonso J, Apolone G & et al. Translating health status questionnaires and evaluating their quality: the IQOLA project approach. Journal of clinical epidemiology. 1998;51(11):913-23.
26-Mcluckie A, Kutcher S, Wei Y & et al. Sustained improvements in students’ mental health literacy with use of a mental health curriculum in Canadian schools. BMC psychiatry. 2014;14:1-6.
27-Milin R, Kutcher S, Lewis SP & et al. Impact of a mental health curriculum on knowledge and stigma among high school students: a randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry. 2016;55(5):383-91. e1.
28-Lawshe CH. A quantitative approach to content validity. Personnel psychology. 1975;28(4):563-75.
29-Bhaskaran V. Research methods for social work. New Delhi: Rawat. 2008:173-93.
30-Taghizadeh Z, Ebadi A, Montazeri A & et al.Psychometric properties of health related measures. Part 1: Translation, development, and content and face validity. Payesh (Health Monitor). 2017;16(3):343-57. [Persian]
31-Polit DF, Yang FM. Measurement and the measurement of change: a primer for the health professions: Wolters Kluwer Philadelphia; 2016.
32-Krishna H KK. Reliability estimation in generalized inverted exponential distribution with progressively type II censored sample. J Stat Comput Simul. 2013;83(6):1007-19.
33-Baumgartner TA CH. Confidence limits for intraclass reliability coefficients. Meas Phys Educ Exerc Sci. 2001;5(3):179-88.
34-Ebadi A SH, Zareian A, L z. Instrument Development in Health Sciences. Tehran: Jameae negar; 2019. 164 p.
35-Wild D, Grove A, Martin M, Eremenco S & et al. Principles of good practice for the translation and cultural adaptation process for patient-reported outcomes (PRO) measures: report of the ISPOR task force for translation and cultural adaptation. Value in health. 2005;8(2):94-104.
36-Kutcher S, Wei Y, Morgan C. Successful application of a Canadian mental health curriculum resource by usual classroom teachers in significantly and sustainably improving student mental health literacy. The Canadian Journal of Psychiatry. 2015;60(12):580-6.
37-Zaeri R, Yaghoubi M, Rahmati F. Translation and localization of team performance observation tool (TPOT) of healthcare workers in Baqiyatallah University. Journal of Military Medicine. 2021;23(5):463-71.
38-Zarebi A, Jafari F, Hosseinian S & et al. Psychometric properties of the Persian version of the Mental Health Literacy Scale (MHLS) on Iranian students in 1398. J Res Psychol Health. 2021;14(4):85-103 . [Persian]
Type of Study: Research |
Subject:
Psychology
Received: 2024/03/29 | Accepted: 2024/06/9 | Published: 2024/06/30
Received: 2024/03/29 | Accepted: 2024/06/9 | Published: 2024/06/30
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