Online HOPE Intervention on Mental Health Literacy Among Youths in Singapore: An RCT Protocol
试验速览
- 阶段
- 不适用
- 入组人数
- 200
- 主要终点
- Mental health literacy
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 24 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •: 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.
排除标准
- •Exclusion criteria were reading or hearing disabilities. This was because the online HOPE intervention consists of written words and videos that require visual and auditory abilities, respectively.
研究组 & 干预措施
Intervention
The HOPE intervention can be accessed through web. It consists of two sessions per week, with a total of four sessions. In this study, participants will be sent weekly weblinks for access to each session. Each session take about ten minutes to complete. Each session consist of pre-post multiple-choice and/or open-end question, video(s) and mental health information. The first session is about depression. The second session is about positive psychology and consists of relevant exercises such as gratitude, affect-based and strength-based exercises. The third session describes anxiety disorder. The last session describes relaxation techniques and self-management of unhelpful thoughts.
Each session consists of quizzes, video(s), and graphical / written information
干预措施: Online HOPE intervention (Behavioral)
Control
The group will receive a control website intervention that consists of several graphical inspirational quotes. Examples of the quotes are, 'Today is full of possible' and 'You can do anything'.
干预措施: Online HOPE intervention (Behavioral)
结局指标
主要结局
Mental health literacy
时间窗: Change from baseline depression literacy to post intervention (up to 1 month), and follow up at 2 months
depression vignette (shortened)
Depression Literacy
时间窗: 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
时间窗: 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.
次要结局
- Psychological well-being(Change from baseline depression literacy to post intervention (up to 1 month), and follow up at 2 months)
- Stress(Change from baseline depression literacy to post intervention (up to 1 month), and follow up at 2 months)
研究者
Tay Jing Ling
Graduate Student
National University of Singapore