Mental Health Literacy and Its Relation to Sexual and Gender Minority Identity in a Diverse Sample of Undergraduate College Students. Issue 1 (January 2023)

• Record Type: Journal Article
• Authors: Brandt, Stephan A.; Miles, Rona; Krishnan, Anjali; Rabin, Laura A.
• Is Part Of: Journal of prevention and health promotion. Volume 4:Issue 1(2023)
• Page Start: 87
• Page End: 111
• Publication Date: 2023-01
• Subjects: mental health literacy -- LGBTQ+ -- college students -- sexual and gender minority -- mental health promotion; Health promotion -- Periodicals; Medicine, Preventive -- Periodicals; Public health -- Periodicals; 613
• DOI: 10.1177/26320770221123538
• Languages: English
• ISSNs: 2632-0770

Abstract

Research indicates that mental health literacy (MHL) can promote adaptive health behaviors and reduce stigma toward mental health problems. However, few studies have examined MHL among sexual and gender minority (SGM) individuals, a population that is disproportionately affected by negative mental health outcomes due to experiences with minority stress. This study aimed to fill this gap in the literature by investigating the association between MHL and SGM identity in a sample of demographically diverse college students in New York City. In addition to using a comprehensive measure of MHL, we recorded participants' self-reported history of a psychological disorder. Results indicated that SGM identity was associated with higher MHL than non-SGM identity over and above other sociodemographic characteristics. This association was fully driven by participants' self-reported history of a psychological disorder, which was more frequently reported by SGM participants as compared to non-SGM participants. These findings suggest that SGM college students may have higher MHL than non-SGM college students due to their relatively greater likelihood of having personally experienced a psychological disorder. Early MHL intervention with SGM individuals may be warranted to increase MHL prior to a potential onset of psychopathology, with the larger goal of facilitating more positive mental health outcomes. Implications for interventions in school-based settings and future research initiatives are also discussed.