None listed
Conditions
Brief summary
Mental disorders are common in childhood, but many young people do not receive adequate professional support when they experience mental ill health. Help-seeking interventions may bridge this substantial treatment gap. In adolescents, there is evidence that interventions targeting mental health literacy and mental health stigma can increase help-seeking. However, there has been limited research on such interventions in primary-school aged children. The aim of the proposed study is to evaluate the effectiveness of the newly established Thriving Minds program in increasing literacy, reducing stigma and promoting help-seeking in children aged 7-12 years. Children from at least 12 primary schools will participate in a pragmatic controlled trial to assess intervention effects, while select school staff will participate in semi-structured interviews to evaluate program satisfaction and identify other observable effects of the intervention on student learning and wellbeing. It is expected that Thriving Minds will improve children's help-seeking for difficult emotions. The proposed study will provide important new knowledge on the effectiveness and acceptability of mental health awareness programs in children. If found to be effective, the Thriving Minds program could be scaled up for delivery across Australia, providing a low-intensity and accessible intervention to promote mental health and timely help-seeking in our children, now and into the future.
Interventions
The Thriving Minds intervention consists of two classroom sessions that are delivered by a lived experience educator. There are 2 x 50 minute sessions held one week apart. The program aims to address mental health literacy and stigma by normalising uncomfortable emotional experiences, equip students with effective self-care strategies, and encourage them to seek help for emotional problems. Content is mapped to the Australian curriculum and delivered with classroom teachers present, who are idea
The Thriving Minds intervention consists of two classroom sessions that are delivered by a lived experience educator. There are 2 x 50 minute sessions held one week apart. The program aims to address mental health literacy and stigma by normalising uncomfortable emotional experiences, equip students with effective self-care strategies, and encourage them to seek help for emotional problems. Content is mapped to the Australian curriculum and delivered with classroom teachers present, who are ideally placed to support ongoing classroom use of emotion literacy content. The program focuses on key concerns for 8–10-year-olds, including coping with stress/anxiety and responding to bullying. The content is delivered through developmentally appropriate story books and classroom discussions. Adherence to the intention will be monitored via a fidelity checklist completed by facilators following each session. Allocation to the trial conditions (intervention or wait-list control) will be pragmatic, by school, based on school timetable availability. The school’s choice of program timing will determine their allocation to intervention or control.
Sponsors
Australian National University
Study design
Allocation
Non-randomised trial
Intervention model
Parallel
Primary purpose
Prevention
Masking
Blinded (masking used) (Investigator, Outcomes Assessor)
Eligibility
Sex/Gender
All
Age
7 Years to 12 Years
Healthy volunteers
Yes
Inclusion criteria
The current project is a universal trial, meaning all students within a participating classroom will be invited to participate in the trial. As such, all students in years 3 or 4 who are in a classroom that will be taking part in the Thriving Minds program who can complete a survey, independently or with usual classroom supports, can participate in the study.
Exclusion criteria
No exclusion criteria; however, participants must meet the inclusion criteria and provide consent and parental consent.
Outcome results
None listed