Home / Health and Physical Education / Beliefs and attitudes towards mental illness: an examination of the sex differences in mental health literacy in a community sample

Beliefs and attitudes towards mental illness: an examination of the sex differences in mental health literacy in a community sample

 

Table Of Contents

<p> </p><div>                       <b>TABLE OF CONTENTS</b><br><p>Title Page &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; i</p><p>Approval page &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ii</p><p>Certification &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; iii</p><p>Dedication &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; iv</p><p>Acknowledgement &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; v</p><p>Table of Content &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; vi</p><p>List of Tables &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ix</p><p>List of Figures &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; x</p><p>List of Acronyms &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; xi</p><p>Abstract &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; xii</p><p><strong>

Chapter ONE

: Introduction &nbsp; &nbsp; &nbsp;</strong></p><p>&nbsp;Background to the study----------------------------------------------------------------------------------------------------------1</p><p>Statement of the problem-----------------------------------------------------------------------------------------------------------9</p><p>Purpose of the study-----------------------------------------------------------------------------------------------------------------9</p><p>Research questions-----------------------------------------------------------------------------------------------------------------10</p><p>Hypotheses ---------------------------------------------------------------------------------------------------------------------------10</p><p>Significance of the study-----------------------------------------------------------------------------------------------------------10</p><p>Scope of the study &nbsp;---------------------------------------------------------------------------------------------------------------- 12</p><p><strong>

Chapter TWO

: Review of Related Literature</strong></p><p><strong>Conceptual framework-----------------------------------------------------------------------------------------------------------</strong>13</p><ul><li>Mental illness-----------------------------------------------------------------------------------------------------------------15</li><li>Types of mental illness-----------------------------------------------------------------------------------------------------17</li><li>Causes, Symptoms of mental illness ----------------------------------------------------------------------------------16</li><li>Beliefs regarding mental illness ----------------------------------------------------------------------------------------21</li><li>Prevention strategies regarding mental illness ---------------------------------------------------------------------22</li><li>Adults------------------------------------------------------------------------------------------------------------------------- 25</li><li>Measurement of beliefs regarding mental illness ------------------------------------------------------------------26</li><li>Socio-demographic factors associated with mental illness----------------------------------------------------- 26</li></ul><p><strong>Theoretical framework ----------------------------------------------------------------------------------------------------------</strong>29</p><ul><li>Common sense model -------------------------------------------------------------------------------------------------- 29</li><li>Mental theory----------------------------------------------------------------------------------------------------------------30</li><li>Social cognitive theory---------------------------------------------------------------------------------------------------- 31</li></ul><p><strong>Empirical studies &nbsp;-----------------------------------------------------------------------------------------------------------------</strong>33</p><p><strong>Summary of literature review--------------------------------------------------------------------------------------------------</strong>42</p><p><strong>

Chapter THREE

: Methods</strong></p><p>Research Design -------------------------------------------------------------------------------------------------------------------44</p><p>Area of Study ------------------------------------------------------------------------------------------------------------------------44</p><p>Population for the study ---------------------------------------------------------------------------------------------------------- 45</p><p>Sample and Sampling Techniques-------------------------------------------------------------------------------------------- 45</p><p>Instrument for Data Collection -------------------------------------------------------------------------------------------------- 46</p><p>Validity of the instrument---------------------------------------------------------------------------------------------------------- 46</p><p>&nbsp;Reliability of the Instrument-------------------------------------------------------------------------------------------------------46</p><p>Method of Data Collection---------------------------------------------------------------------------------------------------------47</p><p>&nbsp;Method of Data Analysis -------------------------------------------------------------------------------------------------------- 47</p><p><strong>

Chapter FOUR

: Results and Discussion</strong></p><p>Results &nbsp; ------------------------------------------------------------------------------------------------------------------------------ 48</p><p>Summary of major findings------------------------------------------------------------------------------------------------------ 59</p><p>Discussion of Finding ------------------------------------------------------------------------------------------------------------- 60</p><ul><li>Beliefs regarding mental illness among adults --------------------------------------------------------------------- 60</li><li>Differences in the beliefs regarding mental illness among adults ----------------------------------------------62</li></ul><p><strong>

Chapter FIVE

: Summary, Conclusions and Recommendations</strong></p><p>Summary-------------------------------------------------------------------------------------------------------------------------------64</p><p>Conclusions --------------------------------------------------------------------------------------------------------------------------65</p><p>Recommendations------------------------------------------------------------------------------------------------------------------ 66</p><p>Suggestions for Further Research ----------------------------------------------------------------------------------------------67</p><p>Limitation of the Study------------------------------------------------------------------------------------------------------------- 67</p><p><strong>References</strong>------------------------------------------------------------------------------------------------------------------------- 68</p><p><strong>Appendixes &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;</strong></p><p><strong>&nbsp;</strong>Appendix A: Population by ward of adults in Isiala Ngwa South L.G.A-----------------------------------------------75</p><p>&nbsp;Appendix B: Stratification of the L.G.A. into Nvosi, Mbutu and Ovoahaba<strong>------------------------------------------</strong>76</p><p>Appendix C: Validated Instrument. &nbsp;------------------------------------------------------------------------------------------ 77 &nbsp; &nbsp; &nbsp;</p><p>Appendix D: Reliability Testing-------------------------------------------------------------------------------------------------80 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;</p><p>&nbsp;Appendix E: Letter of introduction &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 83 &nbsp; &nbsp; &nbsp;</p><p>&nbsp;Appendix F: Statistical analysis</p></div><br> <div>                       <b>TABLE OF CONTENTS</b><br><p>Title Page &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; i</p><p>Approval page &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ii</p><p>Certification &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; iii</p><p>Dedication &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; iv</p><p>Acknowledgement &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; v</p><p>Table of Content &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; vi</p><p>List of Tables &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ix</p><p>List of Figures &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; x</p><p>List of Acronyms &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; xi</p><p>Abstract &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; xii</p><p><strong>

Chapter ONE

: Introduction &nbsp; &nbsp; &nbsp;</strong></p><p>&nbsp;Background to the study----------------------------------------------------------------------------------------------------------1</p><p>Statement of the problem-----------------------------------------------------------------------------------------------------------9</p><p>Purpose of the study-----------------------------------------------------------------------------------------------------------------9</p><p>Research questions-----------------------------------------------------------------------------------------------------------------10</p><p>Hypotheses ---------------------------------------------------------------------------------------------------------------------------10</p><p>Significance of the study-----------------------------------------------------------------------------------------------------------10</p><p>Scope of the study &nbsp;---------------------------------------------------------------------------------------------------------------- 12</p><p><strong>

Chapter TWO

: Review of Related Literature</strong></p><p><strong>Conceptual framework-----------------------------------------------------------------------------------------------------------</strong>13</p><ul><li>Mental illness-----------------------------------------------------------------------------------------------------------------15</li><li>Types of mental illness-----------------------------------------------------------------------------------------------------17</li><li>Causes, Symptoms of mental illness ----------------------------------------------------------------------------------16</li><li>Beliefs regarding mental illness ----------------------------------------------------------------------------------------21</li><li>Prevention strategies regarding mental illness ---------------------------------------------------------------------22</li><li>Adults------------------------------------------------------------------------------------------------------------------------- 25</li><li>Measurement of beliefs regarding mental illness ------------------------------------------------------------------26</li><li>Socio-demographic factors associated with mental illness----------------------------------------------------- 26</li></ul><p><strong>Theoretical framework ----------------------------------------------------------------------------------------------------------</strong>29</p><ul><li>Common sense model -------------------------------------------------------------------------------------------------- 29</li><li>Mental theory----------------------------------------------------------------------------------------------------------------30</li><li>Social cognitive theory---------------------------------------------------------------------------------------------------- 31</li></ul><p><strong>Empirical studies &nbsp;-----------------------------------------------------------------------------------------------------------------</strong>33</p><p><strong>Summary of literature review--------------------------------------------------------------------------------------------------</strong>42</p><p><strong>

Chapter THREE

: Methods</strong></p><p>Research Design -------------------------------------------------------------------------------------------------------------------44</p><p>Area of Study ------------------------------------------------------------------------------------------------------------------------44</p><p>Population for the study ---------------------------------------------------------------------------------------------------------- 45</p><p>Sample and Sampling Techniques-------------------------------------------------------------------------------------------- 45</p><p>Instrument for Data Collection -------------------------------------------------------------------------------------------------- 46</p><p>Validity of the instrument---------------------------------------------------------------------------------------------------------- 46</p><p>&nbsp;Reliability of the Instrument-------------------------------------------------------------------------------------------------------46</p><p>Method of Data Collection---------------------------------------------------------------------------------------------------------47</p><p>&nbsp;Method of Data Analysis -------------------------------------------------------------------------------------------------------- 47</p><p><strong>

Chapter FOUR

: Results and Discussion</strong></p><p>Results &nbsp; ------------------------------------------------------------------------------------------------------------------------------ 48</p><p>Summary of major findings------------------------------------------------------------------------------------------------------ 59</p><p>Discussion of Finding ------------------------------------------------------------------------------------------------------------- 60</p><ul><li>Beliefs regarding mental illness among adults --------------------------------------------------------------------- 60</li><li>Differences in the beliefs regarding mental illness among adults ----------------------------------------------62</li></ul><p><strong>

Chapter FIVE

: Summary, Conclusions and Recommendations</strong></p><p>Summary-------------------------------------------------------------------------------------------------------------------------------64</p><p>Conclusions --------------------------------------------------------------------------------------------------------------------------65</p><p>Recommendations------------------------------------------------------------------------------------------------------------------ 66</p><p>Suggestions for Further Research ----------------------------------------------------------------------------------------------67</p><p>Limitation of the Study------------------------------------------------------------------------------------------------------------- 67</p><p><strong>References</strong>------------------------------------------------------------------------------------------------------------------------- 68</p><p><strong>Appendixes &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;</strong></p><p><strong>&nbsp;</strong>Appendix A: Population by ward of adults in Isiala Ngwa South L.G.A-----------------------------------------------75</p><p>&nbsp;Appendix B: Stratification of the L.G.A. into Nvosi, Mbutu and Ovoahaba<strong>------------------------------------------</strong>76</p><p>Appendix C: Validated Instrument. &nbsp;------------------------------------------------------------------------------------------ 77 &nbsp; &nbsp; &nbsp;</p><p>Appendix D: Reliability Testing-------------------------------------------------------------------------------------------------80 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;</p><p>&nbsp;Appendix E: Letter of introduction &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 83 &nbsp; &nbsp; &nbsp;</p><p>&nbsp;Appendix F: Statistical analysis</p></div><br> <br><p></p>

Project Abstract

<p> </p><p>                        <strong>Abstract
</strong></p><p>The study was conducted to find out beliefs of adults regarding mental illness in Isiala Ngwa South Local Government Area of Abia State, Nigeria. Seven specific objectives were formulated with seven corresponding research questions and three null hypotheses were also postulated to guide the study. The descriptive survey research design was used for the study. The population for the study was seventy thousand two hundred and thirty four adults while the sample for the study consisted of four hundred adults. A five sectioned researcher designed questionnaire was the instrument for data collection. The instrument was validated by five experts form the Department of Health and Physical Education and Educational Psychology Department University of Nigeria. Spilt half method using Cronbach Alpha statistic was utilized to establish the internal consistency of the instrument with a reliability index of.75. Percentages and means were utilized for answering research questions. Analysis of variance (ANOVA) and student t-Test statistic were used to test the hypotheses. The results of the study showed that adults of different age groups, male and female adults and adults with different levels of education had positive beliefs towards the various dimensions of mental illness. Majority of the respondents indicated yes to prevention strategies regarding mental illness. There was no significant difference in the beliefs regarding the concept of mental illness, beliefs regarding the causes of mental illness and beliefs regarding the symptoms of mental illness according to age. There was no significant difference in the beliefs regarding the concept of mental illness, beliefs regarding the causes of mental illness and beliefs regarding the symptoms of mental illness according to gender. There was significant different in the beliefs of adults regarding mental illness according to level of education. Based on the findings, recommendations were made among which include that Government and voluntary health agencies should sponsor enlightenment campaigns through the print and electronic media in order to sustain the positive beliefs regarding mental illness.</p><br> <br><p></p>

Project Overview

Blazingprojects Mobile App

📚 Over 50,000 Project Materials
📱 100% Offline: No internet needed
📝 Over 98 Departments
🔍 Project Journal Publishing
🎓 Undergraduate/Postgraduate
📥 Instant Whatsapp/Email Delivery

Blazingprojects App
Download Now

Related Research

Health and Physical . 4 min read

The Impact of Mental Health Education on Physical Activity Levels in Adolescents...

The project topic, "The Impact of Mental Health Education on Physical Activity Levels in Adolescents," aims to investigate the correlation between men...

BP
Blazingprojects
Read more →
Health and Physical . 3 min read

The Impact of High-Intensity Interval Training on Cardiovascular Health in Obese Ado...

The project topic, "The Impact of High-Intensity Interval Training on Cardiovascular Health in Obese Adolescents," focuses on investigating the effect...

BP
Blazingprojects
Read more →
Health and Physical . 4 min read

The Impact of High-Intensity Interval Training on Cardiovascular Health in Sedentary...

The project topic, "The Impact of High-Intensity Interval Training on Cardiovascular Health in Sedentary Young Adults," aims to investigate the effect...

BP
Blazingprojects
Read more →
Health and Physical . 2 min read

The impact of mindfulness training on stress reduction in college athletes: A random...

Overview: The project focuses on investigating the impact of mindfulness training on stress reduction among college athletes through a randomized controlled tr...

BP
Blazingprojects
Read more →
Health and Physical . 4 min read

The Impact of High-Intensity Interval Training on Cardiovascular Fitness in College ...

The research project titled "The Impact of High-Intensity Interval Training on Cardiovascular Fitness in College Athletes" aims to investigate the eff...

BP
Blazingprojects
Read more →
Health and Physical . 3 min read

The Impact of Mindfulness-Based Interventions on Stress and Anxiety Levels in Colleg...

The project topic, "The Impact of Mindfulness-Based Interventions on Stress and Anxiety Levels in College Students," aims to investigate the effective...

BP
Blazingprojects
Read more →
Health and Physical . 4 min read

The Impact of High-Intensity Interval Training on Cardiovascular Health in College A...

The project topic, "The Impact of High-Intensity Interval Training on Cardiovascular Health in College Athletes," aims to investigate the effects of h...

BP
Blazingprojects
Read more →
Health and Physical . 2 min read

The Impact of Mindfulness Practices on Stress Management and Academic Performance am...

The research project titled "The Impact of Mindfulness Practices on Stress Management and Academic Performance among College Students in Health and Physica...

BP
Blazingprojects
Read more →
Health and Physical . 3 min read

The Impact of Technology on Physical Activity Levels in Adolescents...

The research project titled "The Impact of Technology on Physical Activity Levels in Adolescents" aims to investigate the relationship between technol...

BP
Blazingprojects
Read more →
WhatsApp Click here to chat with us