TABLE OF CONTENTS
ABSTRACT. ii
TABLE OF CONTENTS…………………………………………….…………iii
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study. 1
1.2 Statement of the Problem.. 3
1.3 Objectives of the Study. 4
1.4 Research Questions. 4
1.5 Research Hypothesis. 5
1.6 Significance of the Study. 5
1.7 Scope of the Study. 6
1.8 Limitations of the Study. 6
1.9 Organization of the Study. 7
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction. 8
2.2 Theoretical Review.. 8
2.2.1 Socio-Cultural Theory. 8
2.2.2 Empowerment Theory. 9
2.2.3 Public Health Theory. 9
2.2.4 Community-Based Participatory Theory. 9
2.3 Conceptual Review.. 10
2.3.1 Overview.. 10
2.3.2 Mental Health Literacy. 11
2.3.3 Challenges in Mental Health Education. 11
2.3.4 The Role of Formal Education Systems. 11
2.3.5 Community-Based Education. 12
2.3.6 The Influence of Cultural Context 12
2.3.7 Harnessing Digital Platforms for Education. 12
2.3.8 The Role of Policy and Advocacy. 13
2.3.9 Empowering Individuals as Advocates. 13
2.3.10 Measuring Impact and Outcomes. 13
2.4 Empirical Review.. 14
2.5 Summary of Literature Review.. 16
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction. 17
3.2 Research Design. 17
3.3 Population of the Study. 17
3.4 Sample Size and Sampling Technique. 18
3.5 Instruments for Data Collection. 18
3.6 Validity of the Instrument 19
3.7 Reliability of the Instrument 19
3.8 Procedure for Data Collection. 20
3.9 Method of Data Analysis. 20
3.10 Ethical Considerations. 21
3.11 Limitations of the Methodology. 21
3.12 Conclusion. 21
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
4.1 Preamble. 23
4.2 Socio-Demographic Characteristics of Respondents. 23
4.3 Analysis of the Respondents’ Views on Research Question one: 27
4.4 Research Hypothesis. 38
4.5 Discussion of Findings. 40
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of Findings. 43
5.2 Conclusion. 44
5.3 Recommendations. 45
REFERENCES. 47
APPENDICES. 54
Appendix I: Research Questionnaire. 54
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Mental health literacy has received significant attention from global public health policy actors in recent years (Chua et al., 2022). Credited with introducing Mental Health Literacy (MHL) to Anthony Jorm and his associates in 1997, it is defined as the knowledge and beliefs that enable the identification, treatment, or prevention of mental disorders (Piper, 2018; O’Connor & Casey, 2015; Jorm, 2015; Poreddi et al., 2021; Ganassen et al., 2008; Rimal et al., 2022; Reddy et al., 2021). However, the understanding of this concept has evolved. Jorm and colleagues have argued that MHL consists of at least five elements: understanding how to prevent mental disorders; knowledge of where and how to get help and the treatment options available, understanding self-help strategies, and possessing mental health first aid skills to assist those affected by mental health issues (Jorm, 2015).
A lack of MHL can therefore lead to limited access to necessary treatment for those who need it. This is especially true as mental health services are rare in low- and middle-income countries and are compounded by increasing economic marginalization (Ganassen et al., 2008). The low MHL rates therefore lead to poor reporting and indeed poor diagnosis of mental disorders (Tay et al., 2018). On the other hand, increased MHL is associated with the prevention of several cases of psychological complications (Zenas et al., 2020). Therefore, the main goal of MHL is to teach people from multicultural communities how to manage and support their mental health and functioning in their daily lives, and this includes adolescents (Chua et al., 2022).
In Nigeria, the discussion about mental health is often clouded by stigma and misunderstanding, which has led to a widespread lack of awareness and care for people's mental health. However, there is a growing acknowledgment of the critical role that education plays in enhancing mental health awareness and understanding nationwide.
Education is essential to dismantling myths and false beliefs about mental health and providing people with the tools they need to recognize, understand and address mental health problems. With targeted educational efforts, such as programs in schools and public awareness campaigns, Nigeria can build a more knowledgeable community that can effectively address mental health issues. Education plays a crucial role in promoting empathy and understanding and helps create a safe environment in which people can talk about their mental health issues and seek help (Gureje, 2018). According to Atilola and Stevanovic (2019), Nigeria can reduce stigma, encourage people to seek help, and create a more compassionate society by incorporating mental health education into community programs and school curricula. Thus, highlighting the importance of embedding mental health education into Nigeria’s educational framework.
By integrating mental health awareness into curricula at all levels of education, from primary to tertiary, Nigeria can cultivate a culture of lifelong learning and improve mental well-being from an early stage. Equipping teachers and health professionals with the necessary training ensures that robust support systems are in place to fully address mental health needs (Okulate et al., 2004). Improving mental health literacy has become a major government concern. Therefore, the aim of this study is to examine in more depth the role of education in promoting mental health literacy and awareness in Nigeria.
1.2 Statement of the Problem
Despite the growing recognition of mental health as a critical component of overall well-being, Nigeria continues to grapple with pervasive stigma, misconceptions, and a lack of awareness surrounding mental health issues. This lack of understanding often translates into delayed or inadequate support for individuals facing mental health challenges, exacerbating the burden of mental illness across the nation. The absence of comprehensive mental health education within Nigeria's educational system further perpetuates this cycle of ignorance and neglect, highlighting the urgent need to address the role of education in promoting mental health literacy and awareness. Gureje, O., & Lasebikan, V. O. (2006).
Research indicates a significant gap in mental health literacy among various segments of the Nigerian population, including students, educators, healthcare professionals, and the general public. Studies have consistently shown limited knowledge about mental health disorders, misconceptions about their causes and treatments, and reluctance to seek help due to fear of stigma or discrimination. Without proper education and awareness initiatives, these misconceptions persist, hindering efforts to promote early intervention, access to treatment, and overall mental well-being. Moreover, the lack of standardized mental health education in schools and communities further exacerbates disparities in mental health literacy, particularly in underserved regions of the country. World Health Organization. (2018).Top of Form
Bottom of Form
1.3 Objectives of the Study
The main objective of the study is to examine the role of education in promoting mental health literacy and awareness in Nigeria.
Specific objectives of the study are:
- To assess the current level of mental health literacy and awareness among students and educators in Nigeria.
- 2. To evaluate the effectiveness of integrating mental health education programs into the Nigerian curriculum.
- To identify facilitators and barriers to promoting mental health literacy and awareness in Nigerian schools.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- What is the existing knowledge, attitudes, and help-seeking behaviors towards mental health among Nigerian students and educators at different educational levels?
- To what extent do school-based mental health education programs improve mental health literacy, reduce stigma, and increase help-seeking behaviors among students and educators in Nigeria?
- What are the key social, cultural, and educational factors that influence the successful implementation and sustainability of mental health education programs in Nigerian schools?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant relationship between education and the promotion of mental health literacy and awareness in Nigeria.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Psychology sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analyzed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organizations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Calabar Metropolis. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
