Understanding and enhancing mental health competence - a promising new approach to improving lives for young people

了解和提高心理健康能力——改善年轻人生活的一种有前途的新方法

• 批准号: MR/T046260/1
• 负责人: Russell Viner
• 金额: $ 12.28万
• 依托单位: University College London
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=MR%2FT046260%2F1
• 关键词: Understanding; enhancing; mental; health; competence

BackgroundThe Chief Medical Officer for England's Annual Reports 2012 and 2013 acknowledged the importance of promotion of mental health in young people, rather than focusing on mental health problems. One conceptualisation of positive mental health is mental health competence (MHC). MHC includes skills for getting along with and caring for others, as well as the capacity to manage emotions and behaviour. Improving MHC through school-based programmes may lead to benefits, ranging from reductions in risky behaviours such as substance use to higher school achievements. As young people move into adulthood, MHC skills are also assets in a rapidly changing labour market and participating as active citizens in society. There is good evidence that key elements of MHC are open to change in childhood and adolescence. We know that social and emotional learning (SEL) programmes in schools can achieve lasting effects on aspects of MHC, including social skills and prosociality. Our long-term aim is to accelerate the development of MHC interventions to improve young people's lives. However, there are a number of knowledge gaps before MHC programmes are ready to implement and evaluate.Our proposal will establish a collaboration to begin to fill these gaps through 3 related workpackages (WP). WP1. Working with young people, practitioners (health and education) and policy stakeholders to further develop MHC concepts We will work with young people and stakeholders from health, school and policy settings to define and develop MHC concepts and plan WP2&3. Over many years, our work has included consultations with Young Research Advisors (YRAs) from the National Children's Bureau. We will engage with YRAs to ground the work within lived experiences, transforming MHC into a concept with meaning for young people and schools and real potential for interventions. Second, we will convene a stakeholder network to further develop MHC concepts and interventions. We will also discuss issues with translating interventions into practice. WP2. Scoping school-based intervention typologies to identify candidate interventions with potential to modify MHC One way to accelerate development of MHC-related interventions is to identify which existing effective school programmes around learning, mental health and wellbeing can or might influence MHC. We will examine recent evidence reviews to identify those interventions which theory or evidence suggests are likely to influence MHC and where changes in MHC may form part of the intervention's effects.In this WP we will re-analyse data from one type of intervention (SEL). The INCLUSIVE trial included SEL elements and significantly reduced bullying and substance use and improved mental health, wellbeing and quality of life in young people. We will examine whether these benefits related to improvements in MHC. WP3. Investigate the potential for MHC to improve outcomes at a population levelWe will scope the potential for interventions around MHC to improve adolescent wellbeing by simulating the likely effect of improvements in MHC on key outcomes in young people. Our method evaluates potential national interventions where randomised trials are unfeasible or have not taken place. We will undertake one pilot simulation using the UK Millennium Cohort Study, assessing the impact of improving MHC at age 11 years (the transition to secondary school) on bullying, mental health, smoking and drinking and academic attainments at age 14-16 years. Findings from the three WPs will be integrated by YRAs and members of the network and used to plan future work, including evaluations of trial data, modelling MHC interventions, development of future intervention pilots, and disseminating insights about implementation of interventions in practice, with the overall aim to improve health and wellbeing in young people.

背景英格兰2012年和2013年年度报告的首席医疗官承认促进年轻人心理健康的重要性，而不是关注心理健康问题。积极心理健康的一个概念是心理健康能力(MHC)。MHC包括与他人相处和关心他人的技能，以及管理情绪和行为的能力。通过以学校为基础的计划改善MHC可能会带来好处，从减少危险行为，如使用药物到在高中取得的成绩。随着年轻人步入成年期，MHC技能也是快速变化的劳动力市场的财富，并作为活跃的公民参与社会。有很好的证据表明，MHC的关键成分在儿童和青春期是可以改变的。我们知道，学校的社交和情绪学习(SEL)课程可以对MHC的各个方面产生持久的影响，包括社交技能和亲社交。我们的长期目标是加快MHC干预措施的发展，以改善年轻人的生活。然而，在MHC计划准备好实施和评估之前，还有许多知识差距。我们的提议将建立一个合作，通过3个相关的工作包(WP)开始填补这些差距。WP1。与年轻人、从业者(健康和教育)和政策利益相关者合作，进一步发展MHC概念我们将与来自健康、学校和政策环境的年轻人和利益相关者合作，定义和发展MHC概念，并计划WP2和WP3。多年来，我们的工作包括与国家儿童局的青年研究顾问(YRA)进行咨询。我们将与YRAS合作，将工作放在亲身经历中，将MHC转变为对年轻人和学校有意义的概念，并真正具有干预潜力。第二，我们将召集一个利益相关者网络，进一步发展MHC的概念和干预措施。我们还将讨论将干预措施转化为实践的问题。WP2。界定基于学校的干预类型，以确定有可能改变MHC的候选干预措施。加快MHC相关干预措施发展的一种方法是确定哪些围绕学习、心理健康和幸福感的现有有效学校计划可以或可能影响MHC。我们将审查最近的证据审查，以确定理论或证据表明哪些干预措施可能影响MHC，以及MHC的变化可能成为干预效果的一部分。在这篇WP中，我们将重新分析一种干预类型(SEL)的数据。这项包容性试验包括SEL元素，显著减少了欺凌和药物使用，并改善了年轻人的心理健康、幸福感和生活质量。我们将研究这些好处是否与MHC的改善有关。WP3。研究MHC在人群水平改善结局的潜力我们将通过模拟MHC改善对年轻人关键结局的可能影响，来探索围绕MHC进行干预以改善青少年幸福感的潜力。我们的方法评估随机试验不可行或尚未进行的潜在国家干预措施。我们将使用英国千年队列研究进行一个试点模拟，评估在11岁(过渡到中学)提高MHC对14-16岁的欺凌、心理健康、吸烟和饮酒以及学业成就的影响。YRA和网络成员将整合三个WPS的结果，并用于规划未来的工作，包括评估试验数据、建立MHC干预模型、制定未来干预试点、传播关于在实践中实施干预措施的见解，总体目标是改善年轻人的健康和福祉。

项目成果

Natural history of mental health competence from childhood to adolescence.

• DOI: 10.1136/jech-2021-216761
• 发表时间: 2022-03
• 期刊: Journal of epidemiology and community health
• 影响因子: 6.3
• 作者: O'Connor M;Arnup SJ;Mensah F;Olsson C;Goldfeld S;Viner RM;Hope S
• 通讯作者: Hope S

Did Pre-Pandemic Mental Health Competence Shape Risk and Resilience During the COVID-19 Pandemic? A Comparative Perspective Between the UK and Australian Contexts.

大流行前的心理健康能力是否影响了 COVID-19 大流行期间的风险和复原力？

• 发表时间: 2022
• 作者: Hope, S