Bridging Gaps in Youth Mental Health: Insights from the MOST Program

Abstract

Objective: This study evaluates the efficacy of a community-based mental health workshop intervention aimed at increasing mental health literacy and reducing stigma among high school students in Newark, New Jersey, predominantly from African American and Latino backgrounds. Methods: The intervention, conducted in partnership with United Community Corporation, comprised bi-weekly workshops over five weeks, integrating didactic and activity-based components. Participants (n=23) were high school students. The workshop curriculum covered various mental health topics, supplemented by activities aimed to enhance positive coping mechanisms. Data collection included pre- and post-intervention surveys using the Peer Mental Health Stigmatization Scale and the Mental Health Literacy questionnaire, along with a focus group discussion. Results: The intervention demonstrated a significant reduction in stigma awareness (p<0.05) and an increase in positive attitudes towards recovery from mental illness. However, no significant changes were observed in overall mental health literacy scores. Qualitative analysis revealed a perceived distance from mental illness issues among participants and a preference for activities aligned with their interests. The study faced limitations, including a small sample size and inconsistency in survey matching. Conclusions: The study suggests that community-based interventions can effectively reduce mental health stigma among minority adolescents. However, enhancing mental health literacy may require more targeted and culturally relevant approaches. The findings highlight the importance of tailoring mental health education to the specific interests and cultural contexts of minority youth to improve engagement and outcomes.