Effects of a classroom‐based educational resource on adolescent mental health literacy: A cluster randomised controlled trial

Abstract

Evidence suggests that poor mental health literacy is a key barrier to help‐seeking for mental health difficulties in adolescence. Educational programs have shown positive effects on literacy, however, the evidence base remains limited and available studies have many methodological limitations. Using cluster Randomised Control Trial (RCT) methodology, the current study examines the impact of ‘HeadStrong’, a school‐based educational intervention, on mental health literacy, stigma, help‐seeking, psychological distress and suicidal ideation. A total of 380 students in 22 classes (clusters) from 10 non‐government secondary schools was randomised to receive either HeadStrong or Personal Development, Health and Physical Education (PDHPE) classes. Participants were assessed pre‐ and post‐intervention, and at 6‐month follow‐up. Literacy improved and stigma reduced in both groups at post‐intervention and follow‐up, relative to baseline. However, these effects were significantly greater in the HeadStrong condition. The study demonstrates the potential of HeadStrong to improve mental health literacy and reduce stigma.

The treatment of suicidality in adolescents by psychosocial interventions for depression: A systematic literature review

“…This is particularly of note in universal and selective prevention trials, where it is likely participants will enter the study with low levels of suicidal ideation, which means that identifying any significant changes in suicidality will be more difficult than clinical trials where adolescents enter with a high level of suicidality. The findings of a lack of significant changes in suicidality may also be explained by this, for example, in the universal prevention study where suicidal ideation at baseline reflected endorsement of just one item some of the time (Perry et al, 2014). The significant reduction in suicidality in other prevention studies therefore highlights a promising area for research.…”

“…The programme involved four 50-minute psychoeducation sessions focused on depression and suicide risk factors, coping strategies and contributing factors such as family dysfunction, substance use and mental health disorders. In comparison, an RCT comparing 10 hours of psychoeducation related to psychological distress and suicide ideation to 10 hours of material focused on personal development, health and physical education classes did not find significant reductions between groups or across time (Perry et al, 2014).…”

“…Four studies examined the efficacy of school-based suicide prevention programmes for adolescents which aimed to reduce suicidal ideation as a risk factor for suicide, with three of these finding suicidality reduced between baseline and post-intervention (Eggert, 1995;Eggert et al, 2002;King et al, 2011). Two studies were universal prevention studies (King et al, 2011;Perry et al, 2014), and two studies were selective prevention trials (Eggert et al, 1995(Eggert et al, , 2002. In the Eggert et al (1995) study, students were randomized to receive one of three arms of intervention: an assessment, assessment plus a one semester educational programme or assessment plus a two semester programme.…”

“…The four prevention studies were conducted in group settings (Eggert et al, 1995;2002;King et al, 2011;Perry et al, 2014).…”

A Game-Based School Program for Mental Health Literacy and Stigma Regarding Depression (Moving Stories): Protocol for a Randomized Controlled Trial (Preprint)

“…A third school-based mental health literacy program consists of ten hours of class sessions about mood disorders and helping, with teachers providing the program. The program was associated with increased mental health literacy and decreased stigma in Australian 13-16 year-olds [23].…”