Co-design and Evaluation of an Online Personalised Feedback Intervention Toolkit to Increase Help-seeking for Mental Health Problems among Students

共同设计和评估在线个性化反馈干预工具包，以增加学生心理健康问题的求助

• 批准号: 2602854
• 金额: --
• 依托单位: University of York
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2602854
• 关键词: Co; design; Evaluation; Online; Personalised

Mental health problems and poor wellbeing are increasing among UK university students and are increasing at a faster rate than in the general population (Cuijpers et al. 2019). The UK government has declared student mental health a national priority (Gyimah 2018) and the WHO identified a need for web-based intervention strategies (Cuijpers et al. 2019). Mental health problems during university study affect academic performance and dropout (Cuijpers et al. 2019; Hartley 2010), and long-term life and career functioning (Kernan et al. 2008). Effective treatments for mental health problems exist but help-seeking behaviours are low in student populations (Cuijpers et al. 2019) due to factors such as low mental health literacy, personal attitudes, perceived stigma, and health system structure (Reavley & Jorm 2010). Young people are more likely to seek help when they recognise a mental health problem and have the knowledge and support to seek help (Kelly et al. 2007). Personalised feedback are emerging educational interventions that provide individuals with feedback about symptoms and suggestions for coping strategies, such as self-help and help-seeking behaviours (Reavley & Jorm 2010). Multiple trials found that personalised feedback increases help-seeking, for example one trial found that individuals at risk of depression who received a personalised online assessment were three times more likely to seek help (Haas et al. 2008). Online self-assessment tools can overcome barriers to accessing face-to-face assessments such as social anxiety and stigma; they are widely acceptable to students and are cost-effective to implement compared to face-to-face assessments that require trained clinicians. It is hypothesised that a personalised feedback intervention will increase help-seeking and/or self-help behaviours for mental health problems.This project aims to co-design and evaluate an online intervention toolkit to increase help-seeking and self-help behaviour among university students with, or at risk of, mental health problems, via the following objectives:1. Explore existing evidence on personalised feedback interventions;2. Co-design an accessible and engaging online personalised feedback intervention and evaluate user perspectives of the toolkit; 3. Trial the intervention's effectiveness to increase help-seeking or self-help behaviours.I will perform a systematic review of the evidence to identify personalised feedback interventions that increase help-seeking or self-help behaviour. This evidence will inform stage two. Secondly, I will use an iterative group feedback process to co-design the study intervention with student representatives. A small group of students will then test an intervention prototype and I will explore user perspectives via qualitative interviews. This evidence will feed back into the iterative co-design process. Finally, I will test the intervention's effectiveness to increase help-seeking and self-help behaviours by embedding a randomised controlled trial within the York student cohort to perform a rapid evaluation. Six UK university students provided feedback on the proposal. All representatives said there was a need for the proposed intervention and that it had clear potential to help students recognise symptoms and benefit their mental health. Face-to-face assessments were perceived to be anxiety-provoking and an online intervention would overcome this barrier. The personalised feedback being provided immediately was highly attractive to students with busy schedules. All representatives said they would rather use the proposed intervention than initially approach professional sources of support. Early intervention would likely reap major benefits to student's mental health and long-term life and career functioning (Kernan et al., 2008), and has long-term health and economic benefits to society. Findings will be disseminated widely with an aim for UK universities to adopt the toolkit.

英国大学生的心理健康问题和健康状况不佳的情况正在增加，并且增长速度快于一般人群（Cuijpers等人，2019年）。英国政府已宣布学生心理健康为国家优先事项（Gyimah 2018），世卫组织确定了基于网络的干预策略的必要性（Cuijpers等人，2019）。大学学习期间的心理健康问题影响学习成绩和辍学（Cuijpers等人，2019; Hartley 2010）以及长期生活和职业功能（Kernan等人，2008）。心理健康问题的有效治疗是存在的，但寻求帮助的行为在学生群体中很低（Cuijpers等人2019），这是由于心理健康素养低，个人态度，感知的耻辱和卫生系统结构等因素（Reavley & Jorm 2010）。当年轻人认识到心理健康问题并有知识和支持寻求帮助时，他们更有可能寻求帮助（Kelly等人，2007年）。个性化反馈是新兴的教育干预措施，为个人提供有关症状的反馈和应对策略的建议，如自助和寻求帮助的行为（Reavley & Jorm 2010）。多项试验发现，个性化的反馈会增加寻求帮助的可能性，例如，一项试验发现，接受个性化在线评估的抑郁症风险个体寻求帮助的可能性是其他人的三倍（哈斯等人，2008年）。在线自我评估工具可以克服获得面对面评估的障碍，如社交焦虑和耻辱;与需要训练有素的临床医生的面对面评估相比，它们被学生广泛接受，并且具有成本效益。假设个人化的反馈干预会增加心理健康问题的求助和/或自助行为，本项目旨在共同设计和评估一个在线干预工具包，以增加有心理健康问题或有心理健康问题风险的大学生的求助和自助行为，目标如下：1.探索个性化反馈干预的现有证据;2。共同设计一个可访问和参与在线个性化反馈干预，并评估工具包的用户观点; 3.尝试干预措施的有效性，以增加寻求帮助或自助行为。我将对证据进行系统审查，以确定可以增加寻求帮助或自助行为的个性化反馈干预措施。这些证据将用于第二阶段。其次，我将使用一个迭代的小组反馈过程，与学生代表共同设计研究干预。然后，一小组学生将测试干预原型，我将通过定性访谈探索用户的观点。这些证据将反馈到迭代的协同设计过程中。最后，我将通过在约克学生队列中嵌入一个随机对照试验来进行快速评估，以测试干预措施在增加寻求帮助和自助行为方面的有效性。六名英国大学生对该提案提出了反馈意见。所有代表都表示，有必要进行拟议的干预，它有明显的潜力帮助学生识别症状并有益于他们的心理健康。面对面的评估被认为会引起焦虑，在线干预将克服这一障碍。即时提供的个性化反馈对日程安排忙碌的学生非常有吸引力。所有代表都表示，他们宁愿采用拟议的干预措施，而不是首先寻求专业支持来源。早期干预可能会对学生的心理健康以及长期生活和职业功能产生重大益处（Kernan等人，2008年），并对社会产生长期的健康和经济效益。调查结果将广泛传播，目的是让英国大学采用该工具包。