The African Guide: One Year Impact and Outcomes from the Implementation of a School Mental Health Literacy Curriculum Resource in Tanzania

little research is available. Schools are an ideal location in which to address mental health literacy. A Canadian school-based mental health literacy resource was adapted for application in sub-Saharan Africa called the African Guide (AG). The AG is a classroom ready curriculum resource addressing all aspects of mental health literacy. Herein we provide teacher reported activity impacts and MHL outcomes from the implementation of the AG in Tanzania. Following training, survey data addressing teacher reported AG impact and MHL outcomes was collected at three time points over a one year period. Over a period of one year, 32 teachers from 29 different schools reported that over: 4,600 students were taught MHL; 150 peer teachers were trained on the AG; 390 students approached teachers with a mental health concern; 450 students were referred to previously trained community care providers for diagnosis and treatment of Depression; and most students were considered to have demonstrated improved or very much improved knowledge, attitudes and help-seeking efficacy, with similar outcomes reported for teachers. Results of this study demonstrate a substantial positive impact on MHL related activities and outcomes for both students and teachers using the AG resource in Tanzania. Taken together with previously published research on enhancing MHL in both Malawi and Tanzania, if replicated in another setting, these results will provide additional support for the scale up of this intervention across sub-Saharan Africa

Development of a Psychological Intervention to Improve Depressive Symptoms and Enhance Adherence to Antiretroviral Therapy among Adolescents and Young People Living with HIV in Dar es Salaam Tanzania

Background: Interventions that simultaneously target depression and antiretroviral therapy (ART) medication adherence are recommended for improving HIV treatment outcomes and quality of life for adolescents living with HIV. However, evidence is scarce on culturally feasible and acceptable interventions that can be implemented for HIV-positive adolescents in Tanzania. We, therefore, developed a manualized brief psychological intervention that utilizes evidence-based strategies to address depression and ART adherence in adolescents living with HIV in Tanzania. Methods: We used the Theory of Change Enhanced Medical Research Council framework (TOCMRC) for developing complex interventions in health care to develop the intervention in five phases. First, the literature was reviewed to identify potential intervention components. Second, we conducted a situational analysis using qualitative interviews with adolescents living with HIV, health care providers, and caregivers. Third, we conducted a mental health expert workshop; and fourth, theory of change workshops with representatives from the Ministry of Health, mental health professionals, HIV implementing partners, adolescents, and healthcare providers. Lastly, we synthesized results to finalize the intervention and a theory of change map showing the causal pathway for how we expect the developed intervention to achieve its impact. Results: Adolescents living with HIV in Tanzania experience several unmet mental health needs ranging from overwhelming depressive symptoms to not feeling understood by healthcare providers who lack mental health knowledge. Participants perceived psychological intervention that utilizes a task-shifting approach to be acceptable and beneficial to addressing those problems. The novel components of the NITUE intervention included incorporating evidence-based intervention components, namely, cognitive–behavioral therapy, motivational interviewing, and problem solving. In addition, caregiver inclusion in the treatment was essential to ensure access to care, compliance, and improved outcomes. Conclusions: A culturally appropriate brief psychological intervention that utilizes a task-shifting approach to address depression and medication adherence for adolescents living with HIV in Dar es Salaam, Tanzania, was developed. The intervention will be piloted for appropriateness, feasibility, and acceptability and will provide material for a future trial to determine its effectiveness

Addressing Adolescent Depression in Tanzania: Positive Primary Care Workforce Outcomes Using a Training Cascade Model

Background. This is a report on the outcomes of a training program for community clinic healthcare providers in identification, diagnosis, and treatment of adolescent Depression in Tanzania using a training cascade model. Methods. Lead trainers adapted a Canadian certified adolescent Depression program for use in Tanzania to train clinic healthcare providers in the identification, diagnosis, and treatment of Depression in young people. As part of this training program, the knowledge, attitudes, and a number of other outcomes pertaining to healthcare providers and healthcare practice were assessed. Results. The program significantly, substantially, and sustainably improved provider knowledge and confidence. Further, healthcare providers’ personal help-seeking efficacy also significantly increased as well as the clinicians’ reported number of adolescent patients identified, diagnosed, and treated for Depression. Conclusion. To our knowledge, this is the first study reporting positive outcomes of a training program addressing adolescent Depression in Tanzanian community clinics. These results suggest that the application of this training cascade approach may be a feasible model for developing the capacity of healthcare providers to address youth Depression in a low-income, low-resource setting

Evaluating Community Health Care Providers Knowledge and Self-Confidence in the Identification, Diagnosis and Treatment of Adolescent Depression in Tanzania

Background: Depression, which frequently onsets in young people, is projected to become the largest single burden of disease globally in the next decade. Its impact may be disproportionally felt in low-income countries, such as Tanzania, where availability of appropriate care in the community is poor. As part of the development of a health provider work force that can properly address this issue, assessment of current mental health literacy, focusing on knowledge about and self-confidence in the identification, diagnosis and treatment of Depression in young people by community health care providers is needed. This study addresses that need.Methods:&nbsp; As part of the Integrated Approach to Addressing Depression amongst Youth in Malawi and Tanzania project funded by Grand Challenges Canada and supported by the Ministry of Health and Social Welfare, we evaluated the knowledge and self-confidence of 109 community based health care providers (HCP) in the Arusha and Meru Districts of Tanzania.Results:&nbsp; Results demonstrate that baseline knowledge about adolescent Depression among HCP’s was poor with a group average score of 55%. However, HCP’s demonstrated high rates of self-confidence regarding their ability to identify, diagnose and treat adolescent Depression. Conclusions: To our knowledge this is the first study investigating these parameters in a cohort of community HCP’s in Tanzania (and perhaps all of Sub-Saharan Africa) these findings provide valuable&nbsp; information regarding HCP’s&nbsp; knowledge about adolescent&nbsp; Depression. The disconnect between high self-confidence and low level of knowledge suggests that quantitative assessment of baseline&nbsp; competencies in mental health care is necessary&nbsp; when&nbsp; determining&nbsp; future&nbsp; mental&nbsp; health care training needs in this population.This study further indicates the importance of providing training of HCP on adolescent Depression to address the gap between knowledge and self-confidence.</p

Examining implementation of an intervention to reduce psychological distress and intimate partner violence in a refugee camp setting

An integrated approach to reduce intimate partner violence and improve mental health in humanitarian settings requires coordination across health and protection services. We developed and tested the Nguvu intervention, which combined evidence-based interventions for psychological distress and intimate partner violence among Congolese refugee women in Nyarugusu refugee camp (Tanzania). We conducted 29 semi-structured interviews with Nguvu participants and stakeholders to explore the relevance, acceptability, feasibility, and impact of this intervention. Participants reported that the intervention aligned with needs and filled a gap in programming, yet further adaptations may improve the fit of the intervention. The Nguvu intervention was acceptable to participants, including group discussion of sensitive topics. Confidentiality was highly regarded among staff and participants, which improved safety and acceptability. It was feasible to train non-specialist refugee workers to deliver the intervention with adequate supervision. Facilitators noted contextual challenges that made it difficult to implement the intervention: limited infrastructure, competing priorities, and population mobility. The intervention was perceived to improve awareness of the association between violence and mental health, reduce self-blame, and build skills to improve wellbeing. Recommended adaptations reveal promising, yet challenging future directions for addressing social determinants of mental health and implementing multi-sectoral programmes in complex humanitarian settings

Evaluation of an integrated intervention to reduce psychological distress and intimate partner violence in refugees:Results from the Nguvu cluster randomized feasibility trial

IntroductionThe complex relationship between intimate partner violence and psychological distress warrants an integrated intervention approach. In this study we examined the relevance, acceptability, and feasibility of evaluating a multi-sectoral integrated violence- and mental health-focused intervention (Nguvu).MethodsWe enrolled 311 Congolese refugee women from Nyarugusu refugee camp in Tanzania with past-year intimate partner violence and elevated psychological distress in a feasibility cluster randomized trial. Women were recruited from local women's groups that were randomized to the Nguvu intervention or usual care. Participants from women's groups randomized to Nguvu received 8 weekly sessions delivered by lay refugee incentive workers. Psychological distress, intimate partner violence, other wellbeing, and process indicators were assessed at baseline and 9-weeks post-enrollment to evaluate relevance, acceptability, and feasibility of implementing and evaluating Nguvu in refugee contexts.ResultsWe found that Nguvu was relevant to the needs of refugee women affected by intimate partner violence. We found reductions in some indicators of psychological distress, but did not identify sizeable changes in partner violence over time. Overall, we found that Nguvu was acceptable and feasible. However, challenges to the research protocol included baseline imbalances between study conditions, differential intervention completion related to intimate partner violence histories, differences between Nguvu groups and facilitators, and some indication that Nguvu may be less beneficial for participants with more severe intimate partner violence profiles.ConclusionsWe found evidence supporting the relevance of Nguvu to refugee women affected by partner violence and psychological distress and moderate evidence supporting the acceptability and feasibility of evaluating and implementing this intervention in a complex refugee setting. A definitive cluster randomized trial requires further adaptations for recruitment and eligibility screening, randomization, and retention.Trial registrationISRCTN65771265, June 27, 2016

MOESM1 of A school mental health literacy curriculum resource training approach: effects on Tanzanian teachers’ mental health knowledge, stigma and help-seeking efficacy

Additional file 1. The Questionnaire assessed teachers’ knowledge, attitudes and confidence regarding mental health; the amount of students, friends, peers, and family members teachers identified as having a mental health problem and advised to seek help; and their self-identification of a mental health problem and help-seeking intentions