A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary Schools

Patalay, Praveetha; Annis, Jennifer; Sharpe, Helen; Newman, Robbie; Main, Dominic; Ragunathan, Thivvia; Parkes, Mary; Clarke, Kelly

doi:10.1007/s11121-017-0840-y

Cited by 31 publications

(34 citation statements)

References 38 publications

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“…Previous research provides evidence that specifically identifies peers as a critical conduit for reducing stigma, increasing mental health literacy, generating health promoting communities, and promoting help‐seeking behaviour 23 . In considering the high rates of mental health issues in university students, 2 the potential negative outcomes of untreated mental health issues on academic achievement and undesirable life trajectories, 10 the reported patterns of limited help that university students seek, 1,6,7,24 and the role of peers in increasing mental health literacy, 25,26 this study corroborates previous research that has found peer‐to‐peer event delivery as an effective strategy to promote healthy behaviours among university students 22,27 . In the present study, activities that were directly delivered by student peers were reported to be the ones that most supported student well‐being.…”

Section: Discussionsupporting

confidence: 82%

Creating Healthy Universities: The role of campus‐based health promotion events in supporting student well‐being

Saheb

Mortimer

Rutherford

et al. 2019

Health Prom J of Aust

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Issue addressed University students have been increasingly recognised as a population with a high prevalence of mental ill health, with research suggesting that psychological distress is higher among tertiary education students than nonstudents. The purpose of this study was to assess students' perceptions of the effectiveness of student‐led, campus‐based mental health promotion events on their well‐being. Methods The cross‐sectional study included six campus‐based events, and collected data from 700 university students using a survey tool that included quantitative and qualitative measures. A multivariate logistic regression model was developed to investigate the association among explanatory variables and the response variable. A log‐likelihood ratio test was used to assess the goodness of fitness of the final model. Qualitative data were thematically analysed. Results Results showed that the majority of students (84%) agreed the event promoted and supported student well‐being, with three variables being statistically related to this agreement: (a) respondents' decision to spend more time on campus due to the event; (b) how respondents felt about receiving health information from student peers; and (c) the number of activities in which they took part. Conclusions Our findings suggest that campus‐based mental health promotion events need to be designed with emphasis on activities that attract, retain and educate students about mental health, and are delivered with the benefits of peer‐to‐peer health promotion in mind, in order to reach their full potential in supporting improved student mental health. So what? The findings highlight the opportunities that can be created by university events to promote and support student mental health by building peer relationships and creating a sense of community.

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Section: Discussionsupporting

confidence: 82%

Creating Healthy Universities: The role of campus‐based health promotion events in supporting student well‐being

Saheb

Mortimer

Rutherford

et al. 2019

Health Prom J of Aust

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“…Orkibi 2014 [35]The effect of drama-based group therapy on aspects of mental illness stigmaIsraelMI5 PW MI, 7 communityDrama (therapy); 20 weekly, 2-h sessionsIntrapersonalCommunityMulti-Country Validated MI Stigma scales at each of 14 session2Significant;CI not given;ES not given17. Patalay, Annis, Sharpe, Newman, Main, Ragunathan, Parkes, Clarke 2017 [17]A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary SchoolsUKMI234 community, 40 HCWEducation; 2 workshops over 3 weeksInterpersonalCommunitySocial Distance Measure used in the UK at pre-and post-interventionSignificant;CI not given;ES odds ratio: 0.8518. Pinfold, Thornicroft, Huxley, Farmer 2005 [36]Active ingredients in anti-stigma programs in mental healthUKMIPW MI, community (109 police, 78 adults, 472 school students)Education, social marketing, contact; 2, 2-h sessions; 2, 50-min school sessions;IntrapersonalInterpersonalCommunityMulti-Country Validated social distance scales at pre- and post-interventionSignificant;CI not given;ES not given19.…”

Section: Resultsmentioning

confidence: 99%

“…Seven of the 24 studies examined one stigma reduction strategy across more than one level. For example, Patalay and colleagues [17] trained university medical students in the UK to lead workshops with secondary school students on mental health conditions and services (educational strategy). Investigators measured medical students’ levels of stigma and impact on the interpersonal level to examine the workshop leadership’s potential impact on medical students’ future practice behaviors.…”

Section: Resultsmentioning

confidence: 99%

A systematic review of multi-level stigma interventions: state of the science and future directions

Rao

Elshafei

Nguyen

et al. 2019

BMC Med

206

188

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Background Researchers have long recognized that stigma is a global, multi-level phenomenon requiring intervention approaches that target multiple levels including individual, interpersonal, community, and structural levels. While existing interventions have produced modest reductions in stigma, their full reach and impact remain limited by a nearly exclusive focus targeting only one level of analysis. Methods We conducted the first systematic review of original research on multi-level stigma-reduction interventions. We used the following eligibility criteria for inclusion: (1) peer-reviewed, (2) contained original research, (3) published prior to initiation of search on November 30, 2017, (4) evaluated interventions that operated on more than one level, and (5) examined stigma as an outcome. We stratified and analyzed articles by several domains, including whether the research was conducted in a low-, middle-, or high-income country. Results Twenty-four articles met the inclusion criteria. The articles included a range of countries (low, middle, and high income), stigmatized conditions/populations (e.g., HIV, mental health, leprosy), intervention targets (e.g., people living with a stigmatized condition, health care workers, family, and community members), and stigma reduction strategies (e.g., contact, social marketing, counseling, faith, problem solving), with most using education-based approaches. A total of 12 (50%) articles examined community-level interventions alongside interpersonal and/or intrapersonal levels, but only 1 (4%) combined a structural-level intervention with another level. Of the 24 studies, only 6 (25%) were randomized controlled trials. While most studies (17 of 24) reported statistically significant declines in at least one measure of stigma, fewer than half reported measures of practical significance (i.e., effect size); those that were reported varied widely in magnitude and were typically in the small-to-moderate range. Conclusions While there has been progress over the past decade in the development and evaluation of multi-level stigma interventions, much work remains to strengthen and expand this approach. We highlight several opportunities for new research and program development.

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“…Evidence suggests being a peer educator (the individual delivering education to their peers) may increase self-esteem and improve social skills (Webel et al, 2010). However, there is limited research on peer-led initiatives around mental health in schools (Patalay et al, 2017). This evaluation was designed to test the effectiveness of peer education for universal, preventative mental health information through the Peer Education Project (PEP).…”

mentioning

confidence: 99%

Evaluating the Peer Education Project in secondary schools

Eisenstein

Zamperoni

Humphrey

et al. 2019

JPMH

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Purpose: This study aims to determine the efficacy of the Peer Education Project (PEP), a school-based, peer-led intervention designed to support secondary school students to develop the skills and knowledge they need to safeguard their mental health and that of their peers.Methodology: Six schools from across England and the Channel Islands took part in an evaluation of the PEP across the 2016/2017 academic year. 45 trained peer educators from the sixth form and 455 year 7 students completed pre-and post-questionnaires assessing their emotional and behavioural difficulties, perceived school climate, and knowledge, skills and confidence related to mental health. Findings: Results indicate that participation in the PEP is associated with significant improvement in key skills among both peer educators and student trainees, and in understanding of key terms and readiness to support others among trainees.Most students would recommend participation in the programme to other students.

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A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary Schools

Cited by 31 publications

References 38 publications

Creating Healthy Universities: The role of campus‐based health promotion events in supporting student well‐being

Creating Healthy Universities: The role of campus‐based health promotion events in supporting student well‐being

A systematic review of multi-level stigma interventions: state of the science and future directions

Evaluating the Peer Education Project in secondary schools

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