Mental Health Literacy Among Speech Pathology Undergraduate University Students: A Preliminary Investigation

INTRODUCTION: Speech pathologists work with populations vulnerable to mental illness. Investigating the mental health literacy of speech pathology students in their final year of study is an important first step in identifying their preparedness for this area of professional practice. This study sought to investigate the mental health literacy of speech pathology students in their final year of undergraduate study by comparing their mental health literacy to that of first year students and considering relevant associates. METHOD: A cross-sectional between-groups study was conducted with speech pathology students in their first and final year of undergraduate study at an Australian university. Participants completed a 56-item online survey. RESULTS: Participants were 46 final year speech pathology students and 32 first year students. Final year students had higher mental health literacy scores than first years. Across the whole sample, previous engagement in treatment for mental health symptoms was the only predictor variable to account for a statistically significant portion of the variance in mental health literacy scores of students. CONCLUSIONS: Preliminary findings suggest that mental health literacy develops over the course of the degree and that final-year students appear prepared, from a knowledge perspective, for their role in supporting individuals with mental health needs. The main source of this knowledge appears to be personal experience of treatment. A review of mental health curriculum content might be appropriate to ensure those without personal treatment experience can develop knowledge, and for those with personal experience, this is comprehensive and evidence based.