Understanding unusual sensory experiences: a randomised experimental study of a school‐based intervention for adolescents

Abstract

BackgroundOne in ten young people experience unusual sensory experiences (USE), such as hallucinations. From a cognitive perspective, the appraisal of USE determines the impact of these experiences. Negative appraisal, as well as other psychological processes (e.g. thinking flexibility, maladaptive schemas, anxiety/depression), is associated with more distress. Our aim was to (a) develop a universal single‐session school‐based intervention on USE for adolescents and (b) evaluate the effect of the intervention on appraisals of and help seeking intentions for USE.MethodsA randomised controlled experimental design with a one‐month follow‐up was used to test the effectiveness of the intervention in one school. Students (n = 223) aged 12–13 were randomised by class to a single‐session intervention on USE or a control intervention (generic mental wellbeing). Participants completed measures of appraisals of and help‐seeking intentions for USE at pre‐ and postintervention and at one‐month follow‐up. They also completed measures of schemas, thinking flexibility and anxiety/depression at preintervention.ResultsOverall, 190 adolescents completed the main outcome measures at all three points. The intervention on USE led to a significant (p < .05) increase of positive appraisals of USE compared with the control, with effects sustained at one‐month follow‐up. The intervention on USE did not lead to significantly greater help‐seeking intentions for USE (p = .26). Adolescents' schemas were associated with appraisals and slow thinking and anxiety/depressive symptoms with help‐seeking behaviour for USE.ConclusionsA single‐session universal school‐based intervention shows promise by improving appraisals of USE. Further research is required across different school populations.

Editorial: The need for more effective school‐based youth mental health interventions

“…Third, teachers report a very high workload and, therefore, favour brief interventions over self-help programs. Single-session formats such as described by Radez et al (2023) meet this need.…”