None listed
Conditions
Brief summary
The MyPREP-ED trial is a hybrid randomised controlled effectiveness and implementation feasibility trial of a of a peer supported self-management intervention “My Personal REcovery Plan for young people in Early psychosis services who are approaching Discharge” (MyPREP-ED). The goal of this study is to see how well the MyPREP-ED program works to help young people to learn how to manage their own mental health condition. The program is delivered with the support of a Peer Support Worker who also has experience living with a mental health condition. Our aim is to get feedback from participants about whether MyPREP-ED is more helpful than ‘usual care’. MyPREP-ED is a program made by members of this research team with the help of people with lived-experience of mental ill-health. MyPREP-ED is a personal recovery plan and supports people to map out the strategies that help to keep people well, manage those ups and downs, move on from a crisis if one comes their way, and make active, meaningful and purposeful plans for now and the future.
Interventions
Our research team has used a co-production and co-design approach to translate the CORE Study self-management resources (now called My Personal REcovery Plan for Early Psychosis Service Discharge [MyPREP-ED]) from the United Kingdom to an Australian youth Early Intervention in Psychosis Service (EIPS) context. This has included the adaptation of both paper-based and digital resources for use by peer coaches supporting young people transitioning out of EIPS.
Over a 12-week period, trained peer c
Our research team has used a co-production and co-design approach to translate the CORE Study self-management resources (now called My Personal REcovery Plan for Early Psychosis Service Discharge [MyPREP-ED]) from the United Kingdom to an Australian youth Early Intervention in Psychosis Service (EIPS) context. This has included the adaptation of both paper-based and digital resources for use by peer coaches supporting young people transitioning out of EIPS. Over a 12-week period, trained peer coaches from the participating EIPS site will support individuals accessing the service to work through the MyPREP-ED intervention. MyPREP-ED consists of a series of self-management modules, each combining psychoeducation and structured activities. Participants may choose which modules to complete based on their personal needs and preferences. MyPREP-ED Modules and Content Introduction to the tool and peer worker Introduces the purpose of MyPREP-ED, outlines how peer support works, and establishes shared expectations, goals, and boundaries for the sessions. Recovery (connectedness, hope, identity, meaning, empowerment) Explores personal understandings of recovery, focusing on strengths, values, identity beyond illness, and what a meaningful life looks like for the participant. Psychoeducation Provides accessible information about mental health, early psychosis, recovery, and common experiences following discharge, tailored to the participant’s interests and level of understanding. Relapse strategies Supports participants to identify early warning signs, triggers, and protective factors, and to develop personalised strategies to manage setbacks. Crisis planning Guides participants in creating a simple, practical plan outlining what helps during times of distress, who to contact, and preferred supports. Wellness planning Focuses on maintaining wellbeing through routines, self-care strategies, social supports, and activities that support mental health. Goal setting Assists participants to identify short- and medium-term goals related to education, employment, relationships, health, or personal development, and to break these into achievable steps. Links to tools and resources Connects participants with relevant community, digital, and service-based supports that align with their goals and needs. EIPS graduation / closure Supports reflection on the transition out of EIPS, consolidates learning from the program, and reinforces confidence in ongoing self-management and help-seeking. Delivery Format and Duration The MyPREP-ED intervention is flexibly delivered based on participant preference, including: Which modules are completed, depending on relevance to the participant Mode of delivery, including digital tools, paper-based materials, verbal discussion, or a combination Format of sessions, including face-to-face, telephone, digital conferencing platforms, or mixed formats Frequency and timing, with sessions scheduled at mutually agreed times Sessions are typically held approximately weekly, for up to 10 sessions. Each session is expected to last approximately 30 minutes, Sessions may extend to up to 60 minutes where clinically appropriate or preferred by the participant. Participants may engage with individual modules across one or more sessions depending on their needs. Use of Digital and Paper-Based Tools Participants in the intervention arm who wish to use the interactive digital support tools will be supported by their peer coach to log in and navigate the platform. Participants may access and use the digital tool as often as they wish during the intervention period. If participants prefer not to use paper-based or digital materials, the intervention will be delivered through verbal discussion facilitated by the peer coach across the scheduled sessions. Participants will be considered to have received the intervention according to protocol if they complete at least three sessions with their peer coach. At the conclusion of each session, the peer worker will record session delivery and tool use with the study research team. Co-designed Consent e-Resources As part of the study, we are also trialling co-designed electronic resources to support informed consent. This tool uses natural language processing to transform complex medical information into simple text, images, audio, or video formats. The prototype has been developed by the trial investigator team in collaboration with TechLab (Faculty of Information Technology, University of Sydney) as part of the broader co-design of the MyPREP-ED intervention. Regulatory Clarification MyPREP-ED is a non-clinical self-management support tool delivered with peer coach support to assist young people transitioning out of EIPS at discharge. It is not intended to diagnose, prevent, monitor, or treat medical conditions and does not replace clinical care. The intervention consists of educational materials, guided reflection exercises, and structured peer support, designed to complement usual care. Safety concerns are managed through established clinical pathways. MyPREP-ED does not involve automated decision-making, physiological monitoring, or clinical-grade assessments and does not meet the criteria for a medical device under regulatory definitions. The intervention is an adapted youth version of the original adult My-PREP tool, which was previously confirmed by SLHD HREC and RGO not to be a medical device and did not require a CTN.
Sponsors
The University of Sydney
Study design
Allocation
Randomised controlled trial
Primary purpose
Prevention
Masking
Blinded (masking used) (Investigator)
Eligibility
Sex/Gender
All
Age
16 Years to No maximum
Healthy volunteers
No
Inclusion criteria
Group 1 – Service Users Aged 16 years and older On the caseload of a participating Early Intervention in Psychosis Service (EIPS) for First Episode Psychosis or Ultra-high risk support Within 6 months of discharge from the EIPS Group 2 - Staff Adult aged 18 years of age and older Staff of participating Early Psychosis Intervention Services who deliver or support the intervention Group 3 – Parent or Guardians Adults aged 18 years of age and older This refers to parent or guardian who have been invited by the participant to be present and assist with the research process. They may also provide proxy consent on behalf of the participant if the participant wishes them to do so. This authority is specific to participation in this study and does not extend to general service provision or other decision-making areas. The participant has chosen to have their parent or guardian representative involved in this capacity, ensuring that their preferences and needs are respected throughout the research process.
Exclusion criteria
Group 1 – Service Users People who, in the view of the clinical/treating team, lack capacity to consent to take part in the study. People who, in the view of the mental health team, present such a high risk of harm to others, or it would be unsafe for researchers or a support worker to meet with them even in a mental health service setting People who cannot understand the intervention when delivered in English Group 2 – Staff None Group 3 – Parent or Guardian No verbal or CNF authorisation to act on behalf of the person they represent. All participants will be informed when scheduling that they can invite a representative if they are unable to provide informed consent.
Outcome results
None listed