Urban-Rural Differences in Depression Literacy among High School Teachers in the Kingdom of Eswatini

Autor/inn/en	Ngwenya, Thabo Zwelethu; Huang, Nicole; Wang, I-An; Chen, Chuan-Yu
Titel	Urban-Rural Differences in Depression Literacy among High School Teachers in the Kingdom of Eswatini
Quelle	In: Journal of School Health, 92 (2022) 6, S.561-569 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Chuan-Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13173
Schlagwörter	Rural Urban Differences; Depression (Psychology); Knowledge Level; Etiology; Mental Health; Health Services; Case Studies; High School Teachers; Measures (Individuals); Item Analysis; Stress Variables; Intervention; Faculty Development; Mental Disorders; Health Promotion; Adolescent Development; Foreign Countries; Eswatini + Suchen Sie Ihr Suchwort? Stadt-Land-Beziehung; Wissensbasis; Ätiologie; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Case study; Fallstudie; Case Study; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Messdaten; Itemanalyse; Mental illness; Geisteskrankheit; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Ausland
Abstract	Background: Concerns have been raised over teachers' mental health literacy in low-income countries and lower- and middle-income countries wherein pediatric mental health resources are limited. This study aims to investigate adolescent depression literacy among teachers in Eswatini and to explore the role of urbanicity. Methods: We conducted a cross-sectional survey in 59 public high schools in Eswatini in 2019-2020. Data were collected by a paper-and-pencil questionnaire; depression literacy was assessed by the 17-item Adolescent Depression Knowledge Questionnaire. Results: Teachers' adolescent depression literacy item-level correct rates fell between 27 and 80%. Although the multivariate response models indicated that teaching in urban areas was slightly associated with having higher depression literacy in general (adjusted odds ratio [aOR] = 1.46; 95% confidence interval = 1.00-2.12), such urban-rural differences did not manifest homogeneously across all items: urban teaching was significantly linked with reduced correct responses toward certain items concerning depression etiology and treatment, including "depression runs in some families," "major stress as a necessary cause," and "a curable illness" (aOR = 0.57 [approximately] 0.68). Conclusion: Urban-rural differences in teachers' depression literacy were manifested at both scale- and item-levels. A critical need exists for urban/rural areas-tailored intervention on teachers' literacy toward mental disorders in the resource-limited regions to better improve health and developmental outcomes of students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01