Impact of a mental health teaching programme on adolescents
Impact of a mental health teaching programme on adolescents
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DOI：
10.1192/bjp.bp.108.053058
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发表时间：
2009-04-01
影响因子：
10.5
通讯作者：
Dawkins, Judith
中科院分区：
文献类型：
--
作者：
Naylor, Paul B.;Cowie, Helen A.;Dawkins, Judith
研究背景儿童和青少年心理健康障碍存在于约10%的人口中。研究表明，许多年轻人对心理健康问题持消极态度的peer.AimsTo评估心理健康教学计划对青少年学生的understanding.MethodTwo-group前测后测控制组研究在两所英语中学的影响。实验班（E学校）接受了六节课的心理健康教学干预;控制班（C学校）没有。参加者是14岁和15岁的学生。干预措施包括关于年轻人常见的心理健康问题的六节课：压力;抑郁;自杀/自残;饮食失调;被欺负;智力残疾。学校C在完成研究后可查阅这些教案和教材。在两个时间点，时间1（T（1））和时间2（T（2）），间隔8个月，通过心理健康问卷测量理解。行为，情绪和关系的优势和困难进行了测量的自评优势和困难问卷（SDQ）与5个分量表：多动症，情绪症状，行为问题，同伴问题和亲社会behaviors.ResultsAt（2），学生在学校E与那些在学校C相比，表现出显着更多的敏感性和同情心的人与心理健康的困难。他们还使用了明显较少的贬义词来描述心理健康问题。与对照组相比，E学校学生在行为问题上的SDQ分数显着下降，在亲社会行为上显着增加。学生高度重视的干预，特别是自杀/自我伤害的教训。ConclusionsTeaching 14- 15岁的心理健康的困难，有助于减少耻辱，增加知识和促进积极的态度。干预措施还减少了自我报告的行为问题，增加了亲社会行为。一般来说，参与的学生对心理健康课程的重要性持肯定态度，并表示他们对课程主题有很多了解。
BackgroundChild and adolescent mental health disorders are present in around 10% of the population. Research indicates that many young people possess negative attitudes towards mental health difficulties among peers.AimsTo assess the impact of a mental health teaching programme on adolescent pupils' understanding.MethodTwo-group pre-test-post-test control group study in two English secondary schools. Experimental classes (School E) received a six-lesson teaching intervention on mental health; control classes (School C) did not. Participants were 14- and 15-year-old pupils. The intervention consisted of six lessons on mental health issues common to young people: stress; depression; suicide/self-harm; eating disorders; being bullied; and intellectual disability. School C was given access to these lesson plans and materials on completion of the study. Understanding was measured at two time points, Time 1 (T(1)) and Time 2 (T(2)), 8 months apart, by a Mental Health Questionnaire. Behavioural, emotional and relationship strengths and difficulties were measured by the self-rated Strengths and Difficulties Questionnaire (SDQ) with five subscales: hyperactivity, emotional symptoms, conduct problems, peer problems and prosocial behaviour.ResultsAt T(2), pupils in School E compared with those in School C showed significantly more sensitivity and empathy towards people with mental health difficulties. They also used significantly fewer pejorative expressions to describe mental health difficulties. There was a significant reduction in SDQ scores on conduct problems and a significant increase on prosocial behaviour among School E pupils compared with controls. Pupils valued the intervention highly, in particular the lessons on suicide/self-harm.ConclusionsTeaching 14- and 15-year-olds about mental health difficulties helps to reduce stigma by increasing knowledge and promoting positive attitudes. The intervention also reduced self-reported conduct problems and increased prosocial behaviour. Generally, participating pupils were positive about the importance of lessons on mental health, and said that they had learnt much about the lesson topics.