Digital video interventions and mental health literacy among young people: a scoping review

Figures & data

Table 1. Characteristics of the sources of evidence.

Author	Country	Population	Digital video intervention(s)	Additional intervention(s)	Control group	Follow-up time	Disorder addressed	Stu dy design	Co- creation
Altindag et al., 2006	Turkey	n = 60 University M = 20	Movie 2.25 h	Lecture & direct contact	Movie (unrelated to mental illness)	1 month	Schizophrenia	CBA	No
Brown et al., 2010	USA	n = 143 University M = 19	Documentary 16 min	None	Simulation/ No intervention	1 week	Schizophrenia	RCT	No
Chan et al., 2009	China	n = 255 Secondary M = 15	Documentary 15 min	Lecture (lecture & documentary)	Lecture only/ Documentary & lecture	1 month	Schizophrenia	Cluster RCT	No
Clement et al., 2012	UK	n = 360 University M = 24	Documentary 71 min	None	Direct contact/ Lecture	4 months	Mental illness	RCT	No
Corrigan et al., 2007	USA	n = 257 College M = 24	Interview 10 min	None	Educational video 10 min	1 week	Schizophrenia	RCT	No
Demyan and Anderson, 2012	USA	n = 228 University M = 20	Mass-media video 2 min	None	No intervention	Post-test only	Mental health	RCT	Yes
Faigin and Stein, 2008	USA	n = 303 University M = 19	Theatrical video 70 min	None	Direct contact/ No intervention	1 month	Serious mental illness	CBA	No
Kaplan et al., 2012	USA	n = 144 College 18-25	Documentary 7 min × 3 (repeated)	None	Documentary (single)/ No intervention	1 week & 3 weeks	Mental health	RCT	No
Kerby et al., 2008	UK	n = 46 University M = 21	Documentaries 15 min & 12 min	None	Documentary (unrelated to mental illness)	8 weeks	Serious mental illness	RCT	No
Kern et al., 2017	USA	n = 652 University 18-23	Two documentaries 4–5 min each	None	n/a (within subject design)	Post-test only	Mental health	BA	No

Table 2. Characteristics of the sources of evidence (continued).

Author	Country	Population	Digital video intervention(s)	Additional intervention(s)	Control group	Follow-up time	Disorder addressed	Study design	Co- creation
Koike et al., 2016	Japan	n = 218 University M = 20	Interview & Education 30 min	None	Internet-based self-study/ Video games (control)	1 month & 12 months	Mental health	RCT	No
Ojio, 2015	Japan	n = 118 Secondary 14–15 & 17–18	Two animations 6 min & 8 min	Lecture & discussion	n/a (within subject design)	Post-test only	Mental health	BA	No
Ojio et al., 2020	Japan	n = 179 Secondary – young adults M = 22	Educational video (biomedical) 10 min	None	Educational video (recommended) 10 min	1 month & 12 months	Mental health	RCT	No
Owen, 2007	USA	n = 143 University M = 19.44	Movie clips & documentary 36 min	None	Lecture	Post-test only	Schizophrenia	RCT	No
Tippin and Maranzan, 2019	Canada	n = 303 University M = 21	Photovoice-based video 18 min	None	Documentary (unrelated to mental health)	1 month	Mental illness	RCT	Yes
Vinson et al., 2016	USA	n = 158 University M = 19	Documentary 12 min	None	Direct contact	2 weeks	Mental illness	CBA	No
Yamaguchi et al., 2019	Japan	n = 187 University M = 20	Interview & Education 30 min	None	Internet-based self-study/Video games (control)	1 month, 12 months, & 24 months	Mental health	RCT	No

Table 3. Effects of the interventions.

Authors	Knowledge and recognition	Help-seeking efficacy	Attitudes/stigma
Altindag	Increase in knowledge at post-test & 1 month.	n/a	Decrease in desire for social distance at post-test & 1 month.
Brown	n/a	n/a	Decrease in desire for social distance at post-test (d = 1.10) & follow-up (d = 0.71); Decrease in negative emotions at post-test (d = 1.07) & 1 week (d = 0.77).
Chan	Lecture & documentary (vs. lecture): Higher knowledge at 1 month.	n/a	Lecture & documentary (vs. lecture): Less stigmatising attitudes at post-test.; Shorter social distance at post-test & 1 month.
	Documentary & lecture vs. lecture: N.S. differences in knowledge.	n/a	Documentary & lecture (vs. lecture): N.S. differences in stigmatising attitudes.; shorter social distance at post-test.
Clement	Documentary vs. direct contact: N.S. differences in knowledge.	n/a	Documentary vs. direct contact: N.S. differences in attitudes and intended social proximity.
	Documentary vs. lecture: N.S. differences in knowledge.	n/a	Documentary (vs. lecture): More positive attitudes at post-test; better intended social proximity at post-test & 4 months.
Corrigan	n/a	n/a	Education video: Reduction in responsibility at post-test & 1 week; Contact video: Reductions in ‘pity’ ‘avoidance’ and ‘segregation’ at post-test & 1 week.
Demyan	n/a	More positive attitudes toward mental health care services.	n/a
Faigin	n/a	n/a	Video (vs. direct contact): Higher intolerant attitudes at post-test; lower tolerant attitudes and affective response at post-test & 1 month; lower behavioural intention to engage at post-test.
	n/a	n/a	Video (vs. no intervention): Lower intolerant attitudes at post-test & 1 month.
Kaplan	n/a	Repeated (vs. single): More positive attitudes toward help-seeking at 1 week (ηp^2 = 0.05) & 3 weeks (ηp^2 = 0.05).	n/a
	n/a	Repeated (vs. no intervention): More positive attitudes toward help-seeking at post-test (ηp^2 = 0.05), 1 week (ηp^2 = 0.90) & 3 weeks (ηp^2 = 0.11).	n/a

Table 4. Effects of the interventions (continued).

Authors	Knowledge and recognition	Help-seeking efficacy	Attitudes/stigma
Kerby	n/a	n/a	Increase in positive attitudes toward serious mental illness at post-test; decrease in perceived dangerousness at post-test & 8 weeks and in desire for social distance at post-test.
Kern	More confident to identify teammates struggling with a mental health issue (d = 0.47); higher knowledge.	More willing to seek help (d = 0.44) and to help teammates to seek help (d = 0.70).	More willing to accept someone who has received mental health treatment as a close friend (d = 0.20); N.S. change to think less of teammates who received mental health treatment (d = 0.06).
Koike	n/a	n/a	Video (vs. self-study/control): Greater improvement in intentions to contact people with mental health problems at 12 months.
Ojio, 2015	Increase in knowledge and in the correct diagnosis of major depression and schizophrenia.	Increase in intention to seek help and in intention to help peers with mental health problems.	n/a
Ojio, 2020	Both videos increased knowledge at post-test (BMM: d = 0.93/ RCM: d = 0.71), at 1 month (d = 0.79/d = 0.45) & at 1 year (d = 0.29/d = 0.18)	Both videos increased ‘intention to seek help’ at post-test (BMM: d = 0.23/RCM: d = 0.41).	Both videos increased future behavioural intentions to interact with people with mental health problems at post-test (BMM: d = 0.52/RCM: d = 0.69) and 1 month (d = 0.47/d = 0.50).
Owen	Higher knowledge on hallucinations	n/a	n/a
Tippin	n/a	n/a	Lower mental illness stigma: decrease in anger (d = 0.31), fear (d = 0.32) and the perception of being dangerous (d = 0.16) at post-test; decrease in social distance at post-test (d = 0.28) and 1 month (d = 0.58).
Vinson	n/a	Both groups decreased in concerns about seeking therapy at post-test & 2 weeks and increased positive help seeking attitudes at post-test.	Both groups decreased in desire for social distance at post-test & 2 weeks and decreased in negative attributions about people with mental illnesses at post-test.
Yamaguchi	Video vs. self-study: N.S. difference in knowledge.	n/a	Video vs. self-study: N.S. difference in intentions to contact people with mental health problems in the future at 24 months.
	Video (vs. control): Greater improvement in knowledge.	n/a	Video (vs. control): Greater improvement in intentions to contact people with mental health problems in the future at 24 months.

Figure 1. Flow chart of study selection process.

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