Using a School-Based Depression Literacy Psychoeducation Program With AI Chatbot to Improve Depression Literacy and Help-Seeking Among High School Students

NCT07790731 | Not Yet Recruiting

• 1 other identifier: NYCU115068AF
• Study Type: interventional
• Target: 720
• Locations: 1 country
• Sites: 1

Brief Summary

The primary purpose of this randomized controlled trial is to evaluate the effectiveness of an AI chatbot enhanced school-based depression literacy psychoeducational program, combined with a resource navigation booklet, on high school students in Taiwan. Despite the high prevalence of depression among adolescents, the treatment gap remains significantly large due to low mental health literacy and high stigma. This study aims to bridge this gap by implementing a 4-week structured psychoeducational intervention. The investigators hypothesize that participants in the experimental group will demonstrate a significant improvement in depression literacy, a reduction in stigmatizing attitudes toward depression, and more positive attitudes toward seeking professional psychological help compared to those in the control group (regular classes as usual). Outcomes will be assessed at baseline and immediately post-intervention.

Conditions

Depressive Symptoms; Mental Health (Depression)

Keywords

Depression Literacy; Stigma; Help-Seeking Behavior; Adolescents

Outcome Measures

Primary Outcomes (3)

• Change in Stigmatizing Attitudes toward Depression

  Assessed by the Depression Stigma Scale (DSS). The scale measures both personal and perceived stigma. Lower scores indicate lower levels of stigmatizing attitudes toward depression.

  Baseline (1 week prior to intervention) and Immediate Post-test (within 1-2 weeks after the 4-week intervention).

• Change in Depression Literacy

  Assessed by the Depression Literacy Questionnaire (D-Lit). Higher scores indicate better mental health literacy and understanding of depression.

  Baseline (1 week prior to intervention) and Immediate Post-test (within 1-2 weeks after the 4-week intervention).

• Change in Attitudes Toward Seeking Professional Psychological Help

  Assessed by the full 29-item Attitudes Toward Seeking Professional Psychological Help Scale (ATSPPHS). Higher scores indicate more positive attitudes and greater willingness to seek professional mental health services.

  Baseline (1 week prior to intervention) and Immediate Post-test (within 1-2 weeks after the 4-week intervention).

Secondary Outcomes (1)

• Depressive Symptom Severity

  Baseline (1 week prior to the intervention) and Immediate Post-test (within 1-2 weeks after the 4-week intervention).

Other Outcomes (1)

• System Usability of the AI Chatbot

  Immediate Post-test (within 1-2 weeks after the 4-week intervention).

Study Arms (2)

School-based depression literacy psychoeducation program group

EXPERIMENTAL

A 4-week AI chatbot enhanced school-based depression literacy psychoeducation program consisting of four weekly 50-minute sessions and the distribution of a resource navigation booklet. The sessions cover the causes of depression, symptom recognition, and stigma reduction.

Behavioral: school-based depression literacy program

control group

NO INTERVENTION

Participants did not receive the school-based depression literacy program and continued their standard school curriculum and routine health education classes without additional intervention.

Interventions

school-based depression literacy program BEHAVIORAL

The structured psychoeducational program comprises four weekly 50-minute sessions that target knowledge of depression (causes and symptom recognition) and strategies for stigma reduction. A physical "Resource Navigation Booklet" is provided to serve as an actionable emotional first-aid kit detailing local help-seeking channels.

School-based depression literacy psychoeducation program group

Eligibility Criteria

• Age: 15 Years - 19 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64)

You may qualify if:

• Students aged 15 to 19 enrolled in participating high schools in Taiwan. Fluent in speaking, reading, and writing traditional Chinese, capable of independently completing self-report questionnaires. Willing to participate and provide signed informed assent, alongside signed informed consent from a parent or legal guardian.

You may not qualify if:

• Diagnosed with severe cognitive impairment or developmental delay that prevents understanding the curriculum or completing the questionnaires. Currently experiencing an acute psychiatric crisis or exhibiting high risk for self-harm/suicide (e.g., active suicidal ideation, or scoring \>= 15 on the baseline Patient Health Questionnaire-9 \[PHQ-9\], or scoring \>= 1 on item 9 of the PHQ-9). These individuals will be referred to immediate standard psychiatric or school counseling care.

Sponsors & Collaborators

• Chang Hsiu-Ju: lead
• Shin Kong Wu Ho-Su Memorial Hospital: collaborator

Study Sites (1)

National Yang Ming Chiao Tung University

Taipei, Taiwan, 155, Taiwan

Location

MeSH Terms

Conditions

Depression; Psychological Well-Being; Social Stigma; Help-Seeking Behavior

Condition Hierarchy (Ancestors)

Behavioral Symptoms; Behavior; Personal Satisfaction; Social Behavior

Central Study Contacts

Hsiu-Ju Chang, PhD

CONTACT

+88628267000; hsiuju26@nycu.edu.tw

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Professor

Study Record Dates

• First Submitted: August 25, 2026
• First Posted: August 27, 2026
• Study Start: August 1, 2026
• Primary Completion (Estimated): May 25, 2027
• Study Completion (Estimated): May 25, 2027
• Last Updated: August 27, 2026

Record last verified: 2026-08

Data Sharing

• IPD Sharing: Will not share

Locations

TW (1)