The modules of mental health programs implemented in schools in low- and middle-income countries: findings from a systematic literature review

Solomon Musa Gimba; Paul Harris; Amornrat Saito; Hyacinth Udah; Averil Martin; Amanda J Wheeler

doi:10.1186/s12889-020-09713-2

The modules of mental health programs implemented in schools in low- and middle-income countries: findings from a systematic literature review

BMC Public Health. 2020 Oct 20;20(1):1581. doi: 10.1186/s12889-020-09713-2.

Authors

Solomon Musa Gimba^{1

2}, Paul Harris³, Amornrat Saito⁴, Hyacinth Udah⁵, Averil Martin⁶, Amanda J Wheeler^{3

7}

Affiliations

¹ Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia. musasol19@gmail.com.
² Department of Nursing Science, University of Jos, Jos, Nigeria. musasol19@gmail.com.
³ Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia.
⁴ School of Nursing and Midwifery, Griffith University, Brisbane, Queensland, Australia.
⁵ Social Work and Human Services, James Cook University, Townsville, Queensland, Australia.
⁶ Academic Engagement Services, Griffith University, Brisbane, Queensland, Australia.
⁷ Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand.

Abstract

Background: Secondary schools in low- and middle-income countries (LMICs) provide health promotion, preventive, and early intervention services. Nevertheless, literature indicates that the modules of these services are either adapted or modified from existing mental health programs in developed countries. The literature also highlights the provision of non-comprehensive services (mental health promotion, prevention, and early intervention), in LMICs. These findings inform the need for undertaking this systematic literature review. The aim of this review was thus to identify the modules of school-based mental health programs (SBMHP) that have been implemented in LMICs to guide the development of a culturally sensitive comprehensive mental health program for adolescents in a LMIC country.

Methods: The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement was used to guide this review. The following databases were searched in September 2018, to identify the relevant literature: PubMed, CINAHL, Scopus, Web of Science, PsycINFO, and ERIC. The search was conducted by the first author and reviewed by the authors.

Results: Following the screening process, a total of 11 papers were identified and reviewed for quality. The systematic review highlighted that the mental health programs provided in schools included: an introduction module, a communication and relationship module, a psychoeducation module, a cognitive skills module, a behavioral skills module, establishing social networks for recovery and help seeking behavioral activities and a summary/conclusion module.

Conclusion: This review sheds light on the characteristics of the programs in LMICs. Two programs were found to be universal in nature. Five programs were directed at key risk factors or at-risk groups, and four were early intervention programs. The review also revealed that only one program out of the 11 programs included modules for parents. The synthesis indicated that all the identified programs were adapted or modified from existing programs. The dearth of comprehensive programs in LMICs was also revealed. Lastly, the review revealed seven modules that can be useful for developing a SBMHP.

Keywords: Adolescents; LMIC; Mental health programs; Secondary school.

Publication types

Systematic Review

MeSH terms

Adolescent
Developing Countries
Health Promotion*
Humans
Mental Health*
Poverty
Preventive Health Services / standards*
Program Evaluation / standards*
Schools