Evidence map›Paper›PMID 40753263›Full record

ArticleScientific reports2025

Evidence based consensus statements for digital tools to address youth mental health literacy.

Stephana Julia Moss, Sonia Siddiqui, Cristina Zuniga Chacon, Cynthia Sriskandarajah, Maia Stelfox, Ben Gaunce, Micaela Harley, Stacie Smith, Sofia B Ahmed, Kathryn Birnie and 16 more

Abstract readConsensus Statement
PubMed Full text at PMC Publisher
In one paragraph

Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

26 authors.

Stephana Julia MossDepartment of Pediatrics, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada. sj.moss@dal.ca.
Sonia SiddiquiSchool of Health Administration, Faculty of Health, Dalhousie University, Halifax, NS, Canada.
Cristina Zuniga ChaconDepartment of Pediatrics, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada.
Cynthia SriskandarajahDepartment of Pediatrics, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada.
Maia StelfoxSchool of Health Administration, Faculty of Health, Dalhousie University, Halifax, NS, Canada.
Ben GaunceDepartment of Pediatrics, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada.
Micaela HarleyRoyal's Institute of Mental Health Research, Ottawa, ON, Canada.
Stacie SmithYoung Canadians Roundtable on Health, Toronto, ON, Canada.
Sofia B AhmedFaculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada.
Kathryn BirnieDepartment of Anesthesiology, Perioperative and Pain Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.
Donna HalperinRankin School of Nursing, St. Francis Xavier University, Antigonish, NS, Canada.
Scott HalperinDepartment of Pediatrics, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada.
Christine HampsonThe Sandbox Project, Toronto, ON, Canada.
Jia HuFaculty of Nursing, University of Calgary, Calgary, AB, Canada.
Laura LeppanDepartment of Pediatrics, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada.
Angie NickleSchool of Health Administration, Faculty of Health, Dalhousie University, Halifax, NS, Canada.
Kristine RussellSchool of Health Administration, Faculty of Health, Dalhousie University, Halifax, NS, Canada.
Andrea SooDepartment of Critical Care Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.
May SolisSchool of Health Administration, Faculty of Health, Dalhousie University, Halifax, NS, Canada.
Henry T StelfoxFaculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada.
Sharon StrausInstitute of Health Policy, Management and Evaluation, Faculty of Medicine, University of Toronto, Toronto, ON, Canada.
Perri R TutelmanDepartment of Oncology, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.
Quincy WieleThe Sandbox Project, Toronto, ON, Canada.
Kirsten M FiestDepartment of Critical Care Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.
Nicole RacineSchool of Psychology, University of Ottawa, Ottawa, ON, Canada.
Jeanna Parsons LeighSchool of Health Administration, Faculty of Health, Dalhousie University, Halifax, NS, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Mental health disorders typically emerge in early life and can be modified through prompt intervention. Mental health literacy is the multi-dimensional knowledge of mental health disorders to recognize, manage, or prevent mental health disorders. Enhancing youth mental health literacy through information communication technologies already adopted by youth may be an accessible and effective approach to address the ongoing mental health crisis. We used an interconnected, three phase process following co-design methods to determine evidence-based consensus statements to conceptualize and develop the Youth MindTrack and to inform future digital tools to support youth mental health literacy. In Phase I, a scientific team (N = 21; 24% youth) adhered to deliberative dialogue and priority setting methods to develop strategic priorities. Phase II consisted of a modified Delphi consensus process to determine evidence-based consensus statements (N = 352 (13% youth) Round 1; N = 87 (33% youth) Round 2). Semi-structured focus groups in Phase III were conducted to refine the consensus statements (N = 16, 25% youth) and design the digital mental health literacy tool (N = 24, 33% youth). Twenty-one consensus statements encompassing four domains were produced: (1) Understanding mental health (N = 4); (2) Exercising mental health (N = 6); (3) Engaging with digital support (N = 8); and (4) Evaluating digital support (N = 3). Content analysis of discussions identified 16 themes mapped to the domains of mental health literacy and user-interface, design considerations for digital tools on mental health literacy more broadly. The resulting design of the Youth MindTrack tool to support mental health literacy included four main interactive sections designed to be downloaded and completed by youth on a digital device. We determined 21 evidence-based consensus statements that underpinned the conceptualization and development of the Youth MindTrack: a downloadable digital tool to support youth mental health literacy. The data supports proceeding to pilot testing to assess the tool's usability, acceptability, and perceived effectiveness prior to implementation, and provides evidence that an iterative and participatory research-based process with youth can help adapt health technology to their needs.

Indexed as

Health LiteracyMental DisordersMental HealthAdolescentChildDelphi TechniqueFemaleFocus GroupsHumansMaleDelphi consensus processDigital toolFocus groupsMental health literacyYouth

Identifiers

PMID40753263
PMCPMC12318097

What Socratic holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.