Participant demographic information.

While mental health literacy is an important component to successful help-seeking, rural populations often face gaps in both knowledge and service provision. Informed by the Theory of Planned Behaviour and Self-Efficacy Theory, we designed the ‘Skills for Resilience’ as a brief, once-off, community-based educational intervention to increase Irish farmers’ mental health literacy and help-seeking intentions. We adopted a quasi-experimental between (group: intervention and control) and within-group design (time: baseline [T1], immediately post-intervention [T2], and ≥ 1 month post-intervention [T3]). A total of 72 participants (intervention n = 37; control n = 35) were recruited from knowledge-sharing discussion groups. Although recruitment was also open to women, all discussion groups consisted of men. A trained facilitator delivered a discussion lasting between 30 and 90 minutes. Five intervention participants also participated in a qualitative interview after T3. Our results identified intervention participants’ mental health literacy increased significantly at T2 and T3 compared to T1, but did not increase between T2 and T3. Mental health literacy was also significantly greater in the intervention group compared to the control group at T2 and T3. Help-seeking intentions and self-efficacy in seeking mental healthcare also increased significantly at T2 compared to T1, but did not increase between T1 and T3 or T2 and T3. There were no significant changes in outcome measures for the control group at any time point. Through reflexive thematic analysis we identified that the intervention also addressed stigma against mental health (Theme 1) and provided important resources for participants and their community’s present and future coping (Theme 2). At T3, 100% of participants enjoyed the discussion and would recommend the intervention to other farmers. This intervention provides a successful example of integrating the Theory of Planned Behaviour and Self-Efficacy Theory to improve mental health literacy in farmers using a brief, educational intervention.心理健康素养（mental health literacy）是成功寻求心理援助的重要组成部分，而乡村人群往往在相关知识与服务供给两方面存在明显缺口。本研究基于计划行为理论（Theory of Planned Behaviour）与自我效能感理论（Self-Efficacy Theory），设计了名为‘韧性技能（Skills for Resilience）’的简短单次社区教育干预方案，以提升爱尔兰农民的心理健康素养与求助意愿。本研究采用准实验设计，包含组间（分组：干预组与对照组）与组内（时间维度：基线[T1]、干预后即刻[T2]、干预后≥1个月[T3]）两个评估维度。本研究从知识分享讨论小组中共招募72名参与者，其中干预组37人、对照组35人。尽管招募面向女性开放，但所有讨论小组均由男性组成。由经过培训的引导员主持时长30至90分钟的讨论活动。另有5名干预组参与者在T3阶段后参与了质性访谈（qualitative interview）。研究结果显示，与基线T1相比，干预组参与者的心理健康素养在T2与T3阶段均显著提升，但T2至T3阶段无显著变化；且在T2与T3阶段，干预组的心理健康素养水平显著高于对照组。求助意愿与寻求心理医疗服务的自我效能感同样在T2阶段较T1显著提升，但T1至T3以及T2至T3阶段均无显著提升。对照组在各时间点的结局指标均无显著变化。通过反思性主题分析，本研究发现该干预方案还可缓解心理健康污名化（主题1），并为参与者及其所在社区的当下与未来应对需求提供了重要支持资源（主题2）。在T3阶段，所有参与者均表示对本次讨论活动满意，并愿意将该干预方案推荐给其他农民。本干预方案为结合计划行为理论与自我效能感理论，通过简短教育干预提升农民心理健康素养提供了成功范例。