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Abstract
The prevalence of mental health disorders has been a growing concern and significantly impacts society. As such, it is vital for academic institutions to contribute to the solution of this timely issue. Studies have emphasized the importance of mental health literacy in promoting awareness of mental health, early detection of mental disorders, reducing stigma, providing appropriate assistance to those in need and in developing mental health programs and policies. To this end, the present study employed a mixed-method approach that assessed selected universities' mental health literacy and mental health services. Specifically, mental health literacy levels were analyzed among 342 students, 48 faculty members, 44 employees, and 8 administrators. Results indicated that the participants showed high levels of mental health literacy in all factors, specifically in knowledge of mental health problems, erroneous beliefs or stereotypes, self- help strategies and first-aid skills, and help-seeking behavior. However, focus group interviews revealed a need for improvement in the mental health programs and/or services currently provided in the universities. In light of these findings, a proposed school mental health policy called “GINHAWA” was recommended to enhance the university's mental health programs and services. The results of this study contribute to the literature on mental health literacy and provide practical implications for the development and improvement of mental health programs in academic institutions.
