The British Journal of Psychiatry (2009) 194: 365-370. doi: 10.1192/bjp.bp.108.053058
© 2009 The Royal College of Psychiatrists
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Impact of a mental health teaching programme on adolescents

Paul B. Naylor, PhD, AFBPsS, CPsychol, CSci

Health Services Research Section, School of Health and Related Research (ScHARR), Faculty of Medicine, University of Sheffield, UK

Helen A. Cowie, PhD, CPsychol, FBPsS

Faculty of Health and Medical Sciences, University of Surrey, Guildford, UK

Stephen J. Walters, PhD, CStat

Health Services Research Section, School of Health and Related Research (ScHARR), Faculty of Medicine, University of Sheffield, UK

Lorenzo Talamelli

Cooperativa Crescere, Fano, Italy

Judith Dawkins, MRCPsych

Baker and Duncan Family Consultancy Ashwood Centre, Woking, UK

Correspondence: Paul B. Naylor, Health Services Research Section, School of Health and Related Research (ScHARR), Faculty of Medicine, University of Sheffield, Regent Court, Sheffield S1 4DA, UK. Email: p.b.naylor{at}sheffield.ac.uk

Declaration of interest

None.

Funding

Financial support for this research from the Private Patients Plan Healthcare Medical Trust (grant number 1750/197) was awarded to H.A.C.

Background

Child and adolescent mental health disorders are present in around 10% of the population. Research indicates that many young people possess negative attitudes towards mental health difficulties among peers.

Aims

To assess the impact of a mental health teaching programme on adolescent pupils’ understanding.

Method

Two-group pre-test–post-test control group study in two English secondary schools. Experimental classes (School E) received a six-lesson teaching intervention on mental health; control classes (School C) did not. Participants were 14- and 15-year-old pupils. The intervention consisted of six lessons on mental health issues common to young people: stress; depression; suicide/self-harm; eating disorders; being bullied; and intellectual disability. School C was given access to these lesson plans and materials on completion of the study. Understanding was measured at two time points, Time 1 (T1) and Time 2 (T2), 8 months apart, by a Mental Health Questionnaire. Behavioural, emotional and relationship strengths and difficulties were measured by the self-rated Strengths and Difficulties Questionnaire (SDQ) with five subscales: hyperactivity, emotional symptoms, conduct problems, peer problems and prosocial behaviour.

Results

At T2, pupils in School E compared with those in School C showed significantly more sensitivity and empathy towards people with mental health difficulties. They also used significantly fewer pejorative expressions to describe mental health difficulties. There was a significant reduction in SDQ scores on conduct problems and a significant increase on prosocial behaviour among School E pupils compared with controls. Pupils valued the intervention highly, in particular the lessons on suicide/self-harm.

Conclusions

Teaching 14- and 15-year-olds about mental health difficulties helps to reduce stigma by increasing knowledge and promoting positive attitudes. The intervention also reduced self-reported conduct problems and increased prosocial behaviour. Generally, participating pupils were positive about the importance of lessons on mental health, and said that they had learnt much about the lesson topics.


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