A qualitative study exploring adolescents’ experiences with a school-based mental health program

Abstract

BackgroundSupporting positive mental health development in adolescents is a major public health concern worldwide. Although several school-based programs aimed at preventing depression have been launched, it is crucial to evaluate these programs and to obtain feedback from participating adolescents. This study aimed to explore adolescents’ experiences with a -based cognitive-behavioral depression prevention program.MethodsEighty-nine adolescents aged 13–15 years were divided into 12 focus groups. The focus group interviews were analyzed using qualitative content analysis.ResultsThree categories and eight subcategories were found to be related to the experience of the school-based program. The first category, intrapersonal strategies, consisted of the subcategories of directed thinking, improved self-confidence, stress management, and positive activities. The second category, interpersonal awareness, consisted of the subcategories of trusting the group and considering others. The third category, structural constraints, consisted of the subcategories of negative framing and emphasis on performance.ConclusionsThe school-based mental health program was perceived as beneficial and meaningful on both individual and group levels, but students expressed a desire for a more health-promoting approach.Electronic supplementary materialThe online version of this article (doi:10.1186/s12889-015-2368-z) contains supplementary material, which is available to authorized users.

Stigma related to targeted school-based mental health interventions: A systematic review of qualitative evidence

“…These interventions were described as 'school mental health services' (Huggins et al, 2016), 'school counselling services' (Prior, 2012a(Prior, , 2012b, an intervention to enhance protective factors for young people experiencing change, loss and transition events and early signs of emotional distress (Dickinson et al, 2003), an intervention for students with social and emotional difficulties in school and family settings (Evans et al, 2015), and a school-based emotional support service for 'young people with emotional difficulties/mental health issues, which had the potential to cause a crisis or have a negative effect on emotional well-being' (p. 219) (Segrott et al, 2013). Only two studies (Garmy et al, 2015;Kvist Lindholm and Zetterqvist Nelson, 2014) A C C E P T E D M A N U S C R I P T 11 focused on programmes with an explicit diagnostic focus, both involving cognitivebehavioural interventions for students at risk for depression. Four of the referenced interventions were delivered in groups and three were delivered individually.…”

“…sessions has been shared among school staff, raising the prospect that stigmatising information about service use might also reach peers (Prior, 2012b). Students also resisted the negative connotation of being singled out for support (Garmy et al, 2015), and distanced themselves from stigmatising aspects of TSMHIs by downplaying their own need for support and potential benefits of TSMHIs (Kvist Lindholm and Zetterqvist Nelson, 2014).…”

Gender-based generalisations in school nurses’ appraisals of and interventions addressing students’ mental health

“…This was interesting, as one preventative intervention approach, DISA, which was originally designed for girls has since also been applied to boys, see Garmy et al [41]). None of the interviewed nurses had planned programs specifically for boys, although they said it was more difficult to get boys to talk to about health issues and might need help for mental health problems.…”

Exploring the feasibility and acceptability of a school‐based self‐referral intervention for emotional difficulties in older adolescents: qualitative perspectives from students and school staff

“…While there were some concerns about confidentiality and fears about making personal disclosures in front of fellow students, students appeared to benefit from being part of a group as it provided opportunities to share and compare experiences with peers. The value of adolescents discussing their problems in a group setting is also noted in a recent study of a Swedish school‐based mental health programme (Garmy et al., ).…”

“…Existing interventions have primarily been evaluated by measuring quantitative psychological outcomes (Corrieri et al., ; Spence & Shortt, ), with some researchers also collecting data on participant satisfaction to supplement data on intervention outcomes (e.g. Garmy, Berg, & Clausson, ; Taylor et al., ).…”