Evaluating the Effects of Mental Health Education by Two Methods of Role Playing and Small Group Discussion on Boy Teenagers' Mental Health

Document Type : Original Article (s)

Authors

1 Assistant Professor, Department of Preventive and Community Medicine, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran

2 Student of Medicine, Student Research Committee, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran

Abstract

Background: Mental health is one of the most significant aspects of health in adolescence, to which, if we do not pay attention, may lead to complications in teenagers' life. Therefore, it is necessary to find a way to increase mental health in this period. This study aimed to compare the effect of mental health education by two methods, role playing and small group discussion, on boy teenagers’ mental health.Methods: This was a study on 183 boy students selected randomly from 4 random schools in one of areas of education and training in Isfahan City, Iran (92 boys in small groups of discussion and 91 in play a role group). Evaluation of the intervention was carried out prior to Goldberg questionnaire, two months after the intervention.Findings: The education led to a significant decrease in the overall mental health score in both the methods, but in the role playing group, the effect was more (11.57 ± 8.74) than small groups of discussion (14.58 ± 10.52) (P < 0.003). Moreover, anxiety symptoms (2.46 ± 2.34 vs. 3.55 ± 3.11, P = 0.001), social functioning (2.74 ± 2.6 vs. 3.57 ± 2.96, P > 0.001) and physical symptoms (3.13 ± 2.32 vs. 4.01 ± 3.26, P = 0.011) were significantly less in role playing group, too.Conclusion: Regarding the effect of role playing method in improving public health, it can be used effectively to promote boy students’ mental health.

Keywords

References

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Journal of Isfahan Medical School
Volume 36, Issue 487 - Serial Number 487
May and June 2018
Pages 771-778

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History

  • Receive Date: 21 May 2018
  • Revise Date: 27 May 2024
  • Accept Date: 06 April 2022

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