Technology-based instructional interventions for mental health risk reduction among the youths in Gulu City

Abstract

This study examined technology-based instructional interventions for mental health risk reduction among the youth in Gulu City. To meet this prerequisite, the study explored the current interventions for mental health risks reduction in Gulu City, factors affecting their implementation, and designed appropriate education messages that can address the exact mental health concerns of the youth in Gulu City. The study was carried out in Gulu City, Uganda, and was guided by Digital Mental Health Empowerment Theory (DMHET). A qualitative research approach with an exploratory design was employed. Data were collected through in-depth interviews, focus group discussions, and document review from a purposive sample of 21 youths aged 14-35 years, 5 counselors and were analysed through thematic analysis. Pre-intervention findings revealed limited awareness and knowledge of mental health issues among the youth in Gulu City with poverty, stigma, alcohol and drug use abuse, family breakage, insufficient resources etc. hindering the implementation of the existing interventions. Post-intervention findings showed significant improvements in mental health awareness, knowledge, and help-seeking attitudes among youth participants, with education messages on mental health risks reduction preferred as the most effective technology-based intervention. From the findings, it was concluded that mental health risks reduction in Gulu City is both psychological and medical services with limited use of technology, and that education messages on mental health risks reduction promote positive mental health outcomes and reduce risks factors. Based on the findings in both pre- and post-interventions, the study strongly recommends integration of technology-based instructional interventions into the existing mental health services, especially the use of education messages on mental health to combat mental health risks in Gulu City. Mental health curriculum should be developed and incorporated into the school curriculum at all levels, local network that brings together all the mental health workers in Gulu City need to be instituted to develop local policy of mental health workers’ operation. Mental health professionals should embark on screening pupils/students or youth for cognitive impairments and other neurodevelopmental disorders and give appropriate recommendations for alternative formal, non-formal or specialised education to reduce frustration, stress, anxiety, depression and suicide ideation.