Evaluating the Impact of Aevidum on Mental Health Knowledge, Attitudes, and Help-Seeking Behaviors in High School Students: A Mixed-Methods Study.
Evaluating the Impact of Aevidum on Mental Health Knowledge, Attitudes, and Help-Seeking Behaviors in High School Students: A Mixed-Methods Study.
复制标题
DOI：
10.1177/08901171231204473
复制
发表时间：
2024-01
影响因子：
2.7
通讯作者：
Sekhar, Deepa L.
中科院分区：
文献类型：
--
作者：
Pattison, Krista L.;Lehman, Erik;Molinari, Alissa;Costigan, Heather;Pileggi, Francesca;Stuckey, Heather;Sekhar, Deepa L.
在一项混合方法研究中，包括前后调查、随机临床试验和定性访谈，比较Aevidum的学校心理健康课程与课程加Aevidum俱乐部。并行混合方法：目标1)事后调查分别评估了仅课程与课程加社团学校在知识、求助和学校文化方面的变化；目的2)随机临床试验比较课程和课程加俱乐部学校；目的3)定性的学校教职员访谈增进了对学校文化变化的理解。宾夕法尼亚州十所高中九年级学生的课程；随机抽取5所学校成立社团。学生（调查），员工（访谈）。Aevidum课程加/减俱乐部。目的1，采用纵向数据的混合效应线性和逻辑回归模型对每个时间点的调查项目进行分析。Aim 2，使用相同的回归模型，除了模型中包含固定效应的组和组的时间交互效应。目标3，采访记录；编写了一本密码本，然后进行专题分析。预调查2557名受访者；49%是女性，86%是非西班牙裔白人。调查后737（29%回复率）。目标1，前后（李克特反应，多数人赞成）表明学生识别抑郁症的知识增加（4.26[4.19-4.33]至4.59 [4.47-4.71],P < .001），并帮助朋友获得支持（4.30[4.21-4.38]至4.56 [4.40-4.71],P = .001）。电话求助热线（1.61[1.57-1.66]增至1.78 [1.70-1.86],P < 0.001）、危机短信热线（1.60[1.55-1.64]增至1.78 [1.70-1.86],P < 0.001）、互联网/网站（1.80[1.75-1.85]增至1.99 [1.90-2.08],P < 0.001）、学校辅导员（P = 0.005）和教师（P = 0.013）的求助人数有所增加。目标2，在知识，寻求帮助或文化方面，课程+俱乐部学校与课程+俱乐部学校没有显著差异。目标3，工作人员（n = 17）访谈支持减少污名和增加心理健康转诊。Aevidum的课程提高了心理健康知识和寻求帮助的能力；加入俱乐部并没有显著改变人们的反应。工作人员发现积极的学校文化影响。限制包括较低的调查后反应。
To compare Aevidum’s school mental health curriculum vs the curriculum plus Aevidum clubs in a mixed-methods study including pre/post surveys, a randomized clinical trial, and qualitative interviews. Concurrent mixed-methods: Aim 1) pre-post surveys evaluated curriculum only vs curriculum plus club schools separately regarding changes in knowledge, help-seeking, and school culture; Aim 2) randomized clinical trial compared curriculum only to curriculum plus club schools; Aim 3) qualitative school staff interviews enhanced understanding of school culture changes. Curriculum delivered to 9th graders at ten Pennsylvania high schools; 5 schools randomized to start clubs. Students (surveys), staff (interviews). Aevidum curriculum plus/minus club. Aim 1, mixed effects linear and logistic regression models for longitudinal data were used to analyze survey items at each time point. Aim 2, the same regression models were used, except models included a fixed-effect for group and group by time interaction effect. Aim 3, interviews were transcribed; a codebook was developed followed by thematic analysis. Pre-survey 2557 respondents; 49% female, 86% non-Hispanic white. Post-survey 737 (29% response rate). Aim 1, pre-post (Likert responses, larger numbers favorable) demonstrated increased student knowledge to identify depression (4.26 [4.19-4.33] to 4.59 [4.47-4.71], P < .001) and help a friend access support (4.30 [4.21-4.38] to 4.56 [4.40-4.71], P = .001). Help-seeking increased for phone helplines (1.61 [1.57-1.66] to 1.78 [1.70-1.86], P < .001), crisis textlines (1.60 [1.55-1.64] to 1.78 [1.70-1.86], P < .001), internet/websites (1.80 [1.75-1.85] to 1.99 [1.90-2.08], P < .001), school counselors (P = .005) and teachers (.013). Aim 2, no significant differences in knowledge, help-seeking or culture between curriculum only vs curriculum plus club schools. Aim 3, staff (n = 17) interviews supported reduced stigma and increased mental health referrals. Aevidum’s curriculum improved mental health knowledge and help-seeking; adding the club did not significantly change responses. Staff identified positive school culture impacts. Limitations include the lower post-survey response.
登录
查看更多内容
评估在过渡幼儿园到12年级学校的测试 - 加利福尼亚州洛杉矶县，8月16日至10月31日，2021年10月31日。
DOI：
10.15585/mmwr.mm705152e1
发表时间：
2021-12-31
期刊：
MMWR. Morbidity and mortality weekly report
影响因子：
--
作者：
Harris-McCoy K;Lee VC;Munna C;Kim AA
通讯作者：
Kim AA
影响因子：
2
作者：
Sandelowski, Margarete
通讯作者：
Sandelowski, Margarete
影响因子：
5
作者：
Lyon, Aaron R.;Cook, Clayton R.;Waltz, Thomas J.
通讯作者：
Waltz, Thomas J.
影响因子：
2.8
作者：
Francis, E.;Hogentogler, R.;Kraschnewski, J. L.
通讯作者：
Kraschnewski, J. L.
影响因子：
6.3
作者：
Bisset, Sherri;Markham, Wolfgang A.;Aveyard, Paul
通讯作者：
Aveyard, Paul