Good communication promotes competence and personal control of clients over health, and improves the satisfaction of both parties. Footnote 168 The development of mental health communication strategies using an accessible format, such as translating research findings into plain language, would support the development of interactive mental health literacy. Footnote 169 Public education about mental health and mental disorders using terms with which people are comfortable, would fit here. This could include information about prevalence, prevention, interventions, self-help, and helping others. Self-help initiatives such as web-based self-directed therapy programs, would also promote empowerment and choice.
Critical mental health literacy involves the capacity to critically analyze and use information to mobilize for social and political action, as well as individual action. Footnote 170 Social and political action can be directed toward changing public policy and the modifying social and economic determinants of health. Footnote 171 Enhancing critical mental health literacy supports collective empowerment and the development of social capital. Footnote 172 Because improving critical mental health literacy exerts influence on determinants of mental health, it can result in benefits to mental health at a population level. Footnote 173 Such initiatives are particularly important for marginalized groups suffering from a high incidence of mental health problems related to social and economic conditions, such as Aboriginal people and immigrant populations. Footnote 174
Community empowerment is a key factor in health promotion. Footnote 175 Community development programs and self-help/peer support initiatives develop critical mental health literacy because they build social capital and support collective empowerment for action. Footnote 176 This is a key factor in stigma reduction as it takes changes to political and economic relationships among social groups to create real improvements in labeling and stereotyping. Footnote 177 Social capital is a characteristic of healthy communities, and healthy communities are able to make their own decisions about what is culturally appropriate for them, and to take community action to improve their own health and well being. Footnote 178 Training in communication and advocacy can advance critical mental health literacy by giving people the skills they need to work for social justice. Footnote 179
Developing alliances and partnerships for advocacy is a key factor in mental health promotion and exemplifies critical mental health literacy in action. Footnote 180 Advocacy is often both a result of enhanced mental health literacy and a driver of it. Footnote 181 Advocating for policy or legislative change, for example, occurs when people are aware of and mobilized to fight for policy change, and the policy change helps to promote mental health literacy. For example, advocating for collaborative care and a reduction of funding barriers requires critical literacy. Successful implementation of a range of funded interventions would support the development of interactive literacy by empowering users. Negotiating with the media to influence mental health coverage would operate in a similar way. Footnote 182 In Australia, the beyondblue initiative has adopted an agenda for broad social change that includes the removal of key social barriers such as discrimination in employment and insurance. Footnote 183 These types of initiatives are critical in building a society with high mental health literacy and mental health.
Return to note 168 Makoul et al, 1995; Bauman et al, 2003
Return to note 169 Ratzan, 2001
Return to note 170 Nutbeam, 2000
Return to note 171 Nutbeam, 2000
Return to note 172 Nutbeam, 2000; Ratzan, 2001
Return to note 173 Nutbeam, 2000
Return to note 174 Kirmayer et al, 2000; Moldavsky, 2004
Return to note 175 WHO, 1998
Return to note 176 Nutbeam, 2000; Corrigan and Penn, 1999
Return to note 177 Corrigan et al, 2003
Return to note 178 Ratzan, 2001
Return to note 179 Waring et al, 2000
Return to note 180 Ratzan, 2001
Return to note 181 Nutbeam, 2000
Return to note 182 182 Ratzan, 2001
Return to note 183 Hickie, 2004; Pirkis, 2004