Open Access

ARTICLE

Reducing Stigma and Promoting Empowerment: A Pre-Post Evaluation of ACE-LYNX Intervention on the Mental Health Literacy of University Providers

Fenghua Wang¹, Jianguo Gao^1,*, Zhi-Ying Yao², Kenneth Po-Lun Fung³, Cun-Xian Jia², Sheng-Li Cheng¹, Josephine Pui-Hing Wong⁴

1 Department of Social Work, School of Philosophy and Social Development, Shandong University, Jinan, 250100, China
2 Department of Epidemiology, School of Public Health, Cheeloo College of Medicine, Shandong University, Jinan, 250012, China
3 Department of Psychiatry, University of Toronto, Toronto, ON M5S 1A1, Canada
4 Daphne Cockwell School of Nursing, Toronto Metropolitan University, Toronto, ON M5B 2K3, Canada

* Corresponding Author: Jianguo Gao. Email:

(This article belongs to the Special Issue: Mental Health Promotion in Higher Education: Interventions and Strategies for the Psychological Well-being of Teachers and Students)

International Journal of Mental Health Promotion 2025, 27(10), 1497-1514. https://doi.org/10.32604/ijmhp.2025.069458

Received 24 June 2025; Accepted 22 September 2025; Issue published 31 October 2025

Abstract

Background: Limited mental health literacy (MHL) among university service providers is a significant obstacle to effective psychological support. Developing and systematically assessing evidence-based interventions is an urgent priority, particularly in low- and middle-income countries (LMICs). This study aimed to evaluate the effectiveness of the Acceptance & Commitment to Empowerment: Linking Youths AND ‘Xin’ (Hearts) (ACE-LYNX) intervention in reducing stigma, improving psychological well-being, and enhancing the MHL and empowerment practices of university mental health providers in China. Methods: A total of 124 trained providers participated in this longitudinal study. Quantitative data were collected at baseline, immediately post-intervention, and three-month follow-up using the validated scale (CAMI, DASS-21) and weekly activity logs recording empowerment practices. Generalized estimating equations (GEEs) and qualitative content analysis were used for data analysis. Results: Quantitative analysis showed a significant reduction in stigma immediately postintervention, particularly in the Social Restriction subscale (β = 1.35, p < 0.001), though this effect diminished by the 3-month follow-up (β = 1.80, p = 0.001). Notably, a lasting reduction in the providers’ stress levels was maintained. Activity logs showed the highest level of engagement at the individual level (51.4%), followed by group level (32.0%), organizational level (10.5%), and community level (6.1%). Qualitative analysis revealed three themes: Skill-based empowerment enhances professional efficacy, embedded interventions expand service boundaries, and organizational empowerment fosters sustainability. Conclusions: This dual-focus ACE-LYNX intervention effectively improved MHL and both attitudinal and functional competencies among providers. It provides a scalable framework for fostering sustainable and inclusive campus mental health ecosystems, with significant implication for enhance psychological services in resource-constrained educational settings.

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Supplementary Material

Supplementary Material File

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