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

Abstract

BackgroundAdolescents with emotional difficulties need accessible, acceptable and evidence‐based mental health interventions. Self‐referral workshops (DISCOVER workshops) were offered to stressed 16‐ to 19‐year olds in 10 Inner London schools.MethodSemistructured interviews were conducted with three groups of participants: students who attended a 1‐day workshop (n = 15); students who initially showed interest in the DISCOVER workshop programme, but decided not to take part (n = 9); and school staff who helped organise the programme in their schools (n = 10). Students were purposively sampled to ensure that those from Black and minority ethnic (BME) backgrounds were represented. Data were analysed using thematic analysis.ResultsThe accounts generally indicate that the delivery and evaluation of this intervention is perceived as feasible and acceptable. Students, including those from BME backgrounds, described the setting as suitable and reported that the workshop helped them develop new understandings of stress and how to handle it. They expressed a preference for engaging and interactive activities, and valued a personalised approach to workshop provision. School staff felt that the workshop was in line with school values. They described some logistical barriers to providing the workshops in school settings, and expressed a desire for more information about the workshop in order to provide follow‐up support. The main reason students gave for nonparticipation was limited time.ConclusionsFindings are discussed in relation to increasing the feasibility of implementing school‐based psychological interventions and the value of providing access to mental health support in schools.

School‐based early intervention for anxiety and depression in older adolescents: A feasibility randomised controlled trial of a self‐referral stress management workshop programme (“DISCOVER”)

“…The high uptake and retention of schools and of students using the (independent and teacher encouraged) self‐referral system indicate that the DISCOVER workshop programme is both accessible and acceptable. A separate study has also formally assessed the acceptability of the DISCOVER to students and teachers (McKeague et al, 2018).…”

Implementing brief and low-intensity psychological interventions for children and young people with internalizing disorders: a rapid realist review

“…Seven of the included interventions were delivered in the USA. 4 , 24–28 The remaining studies were conducted in the UK, 29 Australia 30 and one paper explored the implementation of their intervention used across the world. 31 …”

“…Studies presented findings for a range of different low-intensity psychological interventions, including those for children and young people with anxiety, 4 , 24 , 25 , 28 depression, 4 , 26–28 , 31 eating problems 31 and stress. 29 , 30 Table 1 displays the intervention characteristics and study summaries are available in Appendix 3 .…”

How Can We Actually Change Help-Seeking Behaviour for Mental Health Problems among the General Public? Development of the ‘PLACES’ Model

“…In the pilot study, attendance of the workshops was greater when these were run in schools compared to community settings such as libraries, youth clubs, or community centres. Schools were seen as safer, more convenient, and familiar environments to the adolescents than the other settings [ 22 , 46 ].…”