Youth Mental Health Awareness Study and Early Intervention Research Project
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 534
- 主要终点
- Self-Report Knowledge of Mental Illness Scale
研究概览
简要总结
This study examines the effectiveness of a school based mental health literacy intervention for high school students, on improving mental health knowledge and reducing stigma. Twenty-four high schools in the regional area of Ottawa, Canada were randomly assigned to either the curriculum or control condition at a two to one ratio. The educational curriculum was integrated within grade 11 and 12 Provincial "Healthy Living" courses, delivered by teachers, and replaced existing educational content on mental health.
详细描述
There is limited evidence and consensus on the effectiveness of school-based mental health educational programs, and no standardization for mental health education being taught in schools. This study examines the effectiveness of a school-based mental health literacy intervention for adolescents, on knowledge and stigma. A secondary objective was to determine the generalizability and applicability of an educational resource for mental health in high schools.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 14 Years 至 19 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Students enrolled in the Healthy Living course of participating Ottawa area community high schools.
排除标准
- •Students not enrolled in the Healthy Living course of participating Ottawa area community high schools.
- •Students with an English reading and comprehension level lower than the sixth grade
研究组 & 干预措施
Curriculum +eLearning Follow-up
The curriculum is a mental health literacy resource designed to inform high school curricula and contains six distinct modules: 1) stigma of mental illness; 2) understanding mental health and mental illness; 3) information on specific mental illnesses; 4) experiences of mental illness; 5) seeking help and finding support; and 6) the importance of positive mental health.
A research assistant trained teachers on The Curriculum Guide content in a half-day session. Teachers implemented The Curriculum Guide, which requires approximately 6 hours of classroom time, during regular instruction of the Healthy Living course. Students are asked to complete follow-up modules online. These modules are only accessible after completion of the Healthy Living course.
干预措施: Curriculum (Behavioral)
Curriculum +eLearning Follow-up
The curriculum is a mental health literacy resource designed to inform high school curricula and contains six distinct modules: 1) stigma of mental illness; 2) understanding mental health and mental illness; 3) information on specific mental illnesses; 4) experiences of mental illness; 5) seeking help and finding support; and 6) the importance of positive mental health.
A research assistant trained teachers on The Curriculum Guide content in a half-day session. Teachers implemented The Curriculum Guide, which requires approximately 6 hours of classroom time, during regular instruction of the Healthy Living course. Students are asked to complete follow-up modules online. These modules are only accessible after completion of the Healthy Living course.
干预措施: eLearning Follow-up (Behavioral)
Curriculum
The curriculum is a mental health literacy resource designed to inform high school curricula and contains six distinct modules: 1) stigma of mental illness; 2) understanding mental health and mental illness; 3) information on specific mental illnesses; 4) experiences of mental illness; 5) seeking help and finding support; and 6) the importance of positive mental health.
A research assistant trained teachers on The Curriculum Guide content in a half-day session. Teachers implemented The Curriculum Guide, which requires approximately 6 hours of classroom time, during regular instruction of the Healthy Living course.
干预措施: Curriculum (Behavioral)
Teaching As Usual (Control)
Schools randomized to this arm of the study received the unadulterated Healthy Living course, taught as usual.
结局指标
主要结局
Self-Report Knowledge of Mental Illness Scale
时间窗: Immediately following completed delivery of The Curriculum Guide
15 multiple choice questions about mental illness computed to provide a total score of mental health knowledge for each participant
Self-Report Attitudes Towards Mental Illness Scale
时间窗: Immediately following completed delivery of The Curriculum Guide
A Likert scale of 8 statements about characteristics of individuals with mental illness computed to provide a total score of positive attitudes towards mental illness for each participant
次要结局
未报告次要终点
研究者
Robert Milin
Associate Professor, Department of Psychiatry
University of Ottawa