The prevalence of anxiety symptoms in children and adolescents aged 4 to 18 years has nearly doubled after the first year of the pandemic. However, only one in five adolescents diagnosed with anxiety is treated. We R H.O.P. E. is a school-based mental health program that includes evidence-based principles designed to engage children and adolescents in anxiety treatment, including wellness and emotional regulation, and the emotional CPR method. We R H.O.P. E. augments traditional services provided by school administrators, school social workers, school teachers, and school nurses. The purpose of this study was to examine the feasibility, acceptability, and preliminary effectiveness of We R H.O.P. E.
BACKGROUND
Over the past decade, growing scientific evidence shows that community engagement in research produces more relevant research, increases uptake of research findings, and better clinical outcomes
OBJECTIVE
The purpose of this study was to assess the feasibility, acceptability, and preliminary effectiveness of a dyadic virtual training on community-based participatory research.
METHODS
Thirteen service users, peer support specialists, caregivers of people with mental health challenges, and scientists (basic science to implementation scientists) aged 18+ participated in a dyadic virtual training on community-based participatory research. Data were collected at baseline, 2-days, and 3-months.
RESULTS
The pilot study demonstrated that a three-month, dyadic virtual training on community-based participatory research (“Partnership Academy”) was experienced by service users, peer support specialists, caregivers of people with mental health challenges, and scientists as feasible and acceptable. Improvements were found in research engagement and the quality of partnership. A marked increase in distrust in the medical system was also found. Dyads submitted four grant applications and published one peer-reviewed journal at 3-month follow-up.
CONCLUSIONS
This pre/post pilot study demonstrated it is possible to train dyadic groups of service users, peer support specialists, caregivers of people with mental health challenges, and scientists in community-based participatory research. These findings provide preliminary evidence that a three-month, dyadic virtual training on community-based participatory research (“Partnership Academy”) is feasible, acceptable, and is potentially associated with improvements in research engagement and the quality of partnership and output such as manuscripts and grant applications.
CLINICALTRIAL
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