Accessible mental well-being intervention for adolescents in school settings: a single-group intervention study using a pretest–post-test design, Child and Adolescent Psychiatry and Mental Health

Background A growing number of adolescents seek treatment for mental health problems, a circumstance that stresses the importance of implementing accessible treatment options. This study evaluates the impacts of brief, mental well-being intervention for adolescents in a school environment. As mental health interventions are often targeted at specific disorders, we sought a comprehensive approach to reach adolescents with a range of mental health symptoms. Methods Single-group intervention study with a pretest–posttest design was utilized and conducted in lower, upper secondary, and vocational schools on adolescents ages 12–18 who sought medical attention for mental health symptoms. The cut-off point for inclusion was ≥ 14, for the Young Persons Clinical Outcomes for routine Evaluation (YP-CORE) measurement. The intervention included six face-to-face visits implemented by psychiatric nurses who received a 3-day training course. The impacts were evaluated after 6 weeks (n = 87) and again at 6 months (n = 68) and assessed using the YP-CORE, Beck Depression Inventory (BDI-II) and Overall Anxiety Severity and Impairment Scale (OASIS). Results The participants reported significant levels of mental distress at baseline with a YP-CORE mean score = 21.48, a BDI-II mean score = 23.60, OASIS mean score = 10.98. Post-intervention results at 6 weeks for the primary outcome YP-CORE showed a significant (p < .001) mean score decrease of − 3.82, a medium effect size d = .627. For participants attending upper secondary and vocational schools the YP-CORE scores changed significantly from baseline to 6-weeks (p = .005) and from baseline to 6-months (p < .001). Long-term outcomes at 6-months showed a − 1.14 decrease (p = non-significant), effect size d = .175. After the 6-week intervention, 12% of the participants were assessed as not requiring additional visits. Conclusions This easily accessible intervention in a school setting indicated improvement for those participants with mild to moderate mental disorder symptoms and attending upper secondary and vocational schools. After the 6-week intervention, significant positive effects were observed. Participants reported substantial levels of mental distress at the baseline, which could contribute to the decline of symptoms and need for extended care during the 6 months follow-up. Trial registration Retrospectively registered with Clinicaltrials.gov identifier NCT05356949

Mental Health Promotion and Prevention

PSICE Project Protocol: Evaluation of the Unified Protocol for Transdiagnostic Treatment for Adolescents with Emotional Symptoms in School Settings

IJERPH, Free Full-Text

PDF) Accessible mental well-being intervention for adolescents in

Acknowledging the bahaviours we want: promoting positive mental health in schools

PSICE Project Protocol: Evaluation of the Unified Protocol for Transdiagnostic Treatment for Adolescents with Emotional Symptoms in School Settings

Pretest-Posttest Comparison Group Designs: Analysis and Interpretation - Journal of the American Academy of Child & Adolescent Psychiatry

Download The Intervention Research Online Grant Material (PDF)

Creative arts and digitial interventions as potential tools in prevention and recovery from the mental health consequences of adverse childhood experiences

Eastern Nursing Research Society: 29th Annual Scientific Sessions Abstracts, Article

A school intervention for mental health literacy in adolescents: effects of a non-randomized cluster controlled trial, BMC Public Health

Research Evidence — Connect Attachment Program

August 2022Sustained Effects from a School-Based Intervention Pilot Study for Children with Asthma and Anxiety