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

Final year speech pathology students had higher mental health literacy scores than first year students.

• A cross-sectional between-groups study design was used to compare first and final year students.
• The study was conducted at an Australian university.
• 46 final year speech pathology students and 32 first year students participated.
• Participants completed a 56-item online survey.

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.

• This finding was observed across the whole sample (both first and final year students combined).
• No other predictor variables reached statistical significance in the analysis.
• The study described this as a 'preliminary' finding given the sample sizes.
• The authors interpreted this as suggesting personal experience of treatment is the main source of mental health knowledge among these students.

Mental health literacy appears to develop over the course of the speech pathology undergraduate degree.

• The comparison between first and final year students was used as an indicator of knowledge development across the degree program.
• Final-year students appeared prepared, 'from a knowledge perspective, for their role in supporting individuals with mental health needs.'
• The study was described as a preliminary investigation, suggesting findings should be interpreted with caution.
• Speech pathologists work with populations described as vulnerable to mental illness.

The authors identified a need to review mental health curriculum content in speech pathology programs.

• The review was recommended to ensure students without personal treatment experience can develop mental health knowledge.
• For students with personal experience of treatment, the authors recommended ensuring curriculum content is 'comprehensive and evidence based.'
• The current apparent reliance on personal treatment experience as the primary source of mental health literacy was identified as a curricular concern.
• This recommendation was framed in the context of preparing students for professional practice with vulnerable populations.