scholarly journals Teen Mental Health First Aid for years 7–9: a description of the program and an initial evaluation

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Laura M. Hart ◽  
Kathy S. Bond ◽  
Amy J. Morgan ◽  
Alyssia Rossetto ◽  
Fairlie A. Cottrill ◽  
...  
Keyword(s):  
Mental Health ◽  
High School Students ◽  
First Aid ◽  
Mental Health First Aid ◽  
School Students ◽  
Training Course ◽  
Uncontrolled Trial ◽  
Post Test

Abstract Background A teen Mental Health First Aid training course for high school students in years 10–12 (tMHFA 10–12) has previously been evaluated in uncontrolled and randomized controlled trials and found to improve Mental Health First Aid intentions, mental health literacy and to reduce stigma. This 3 × 75-min course has more recently been adapted for younger students in years 7–9 (tMHFA 7–9). The present study reports an initial uncontrolled trial of this new training course which aimed to assess feasibility and acceptability of the course and test effects on knowledge, attitudes and behaviour. Methods An uncontrolled trial was carried out in five schools with measures taken at pre-test, post-test and 3-month follow-up. The outcomes measured were: quality of first aid intentions to help peers, confidence in helping, stigmatising attitudes, recognition of anxiety disorder, number of adults thought to be helpful, help-seeking intentions, quality of support provided to a peer, quality of support received, and psychological distress. Questions were also asked about satisfaction with the course. Results There were 475 students (mean age 13.86 years) who provided data at baseline, with 76% of these providing data at post-test and 75% at follow-up. Sustained changes at follow-up were found for: number of adults thought to be helpful, some components of stigma, recognition of anxiety disorder, and quality of support provided to a peer. However, there was an unexpected decline in willingness to tell others about a mental health problem. Most students found the information presented to be new, easy to understand, and useful. Conclusions The tMHFA 7–9 training course produced some positive changes that were sustained over 3 months. However, the changes were not as strong as previously found for older high school students, suggesting the need for further refinement of the course.

scholarly journals Talking about suicide: An uncontrolled trial of the effects of an Aboriginal and Torres Strait Islander mental health first aid program on knowledge, attitudes and intended and actual assisting actions

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0244091
Author(s):  
Gregory Armstrong ◽  
Georgina Sutherland ◽  
Eliza Pross ◽  
Andrew Mackinnon ◽  
Nicola Reavley ◽  
...  
Keyword(s):  
Mental Health ◽  
Torres Strait Islander ◽  
First Aid ◽  
Mental Health First Aid ◽  
Culturally Appropriate ◽  
Training Course ◽  
Uncontrolled Trial ◽  
Suicidal Person ◽  
Torres Strait

Objective Suicide is a leading cause of death among Aboriginal and Torres Strait Islander people. Friends, family and frontline workers (for example, teachers, youth workers) are often best positioned to provide initial assistance if someone is at risk of suicide. We developed culturally appropriate expert consensus guidelines on how to provide mental health first aid to Australian Aboriginal and Torres Strait Islander people experiencing suicidal thoughts or behaviour and used this as the basis for a 5-hour suicide gatekeeper training course called Talking About Suicide. This paper describes the outcomes for participants in an uncontrolled trial of this training course. Methods We undertook an uncontrolled trial of the Talking About Suicide course, delivered by Aboriginal and Torres Strait Islander Mental Health First Aid instructors to 192 adult (i.e. 18 years of age or older) Aboriginal and Torres Strait Islander (n = 110) and non-Indigenous (n = 82) participants. Questionnaires capturing self-report outcomes were self-administered immediately before (n = 192) and after attending the training course (n = 188), and at four-months follow-up (n = 98). Outcome measures were beliefs about suicide, stigmatising attitudes, confidence in ability to assist, and intended and actual actions to assist a suicidal person. Results Despite a high level of suicide literacy among participants at pre-course measurement, improvements at post-course were observed in beliefs about suicide, stigmatising attitudes, confidence in ability to assist and intended assisting actions. While attrition at follow-up decreased statistical power, some improvements in beliefs about suicide, stigmatising attitudes and intended assisting actions remained statistically significant at follow-up. Importantly, actual assisting actions taken showed dramatic improvements between pre-course and follow-up. Participants reported feeling more confident to assist a suicidal person after the course and this was maintained at follow-up. The course was judged to be culturally appropriate by those participants who identified as Aboriginal and/or Torres Strait Islanders. Implications The results of this uncontrolled trial were encouraging, suggesting that the Talking About Suicide course was able to improve participants’ knowledge, attitudes, and intended assisting actions as well as actual actions taken.

scholarly journals Longer-term effectiveness of eLearning and blended delivery of Mental Health First Aid training in the workplace: 2-year follow-up of a randomised controlled trial (Preprint)

2020 ◽  
Author(s):  
Nicola Reavley ◽  
Amy J Morgan ◽  
Julie-Anne FIscher ◽  
Betty A Kitchener ◽  
Nataly Bovopoulos ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Problem ◽  
Health Problem ◽  
Social Distance ◽  
First Aid ◽  
Mental Health First Aid ◽  
Blended Courses ◽  
Blended Course

BACKGROUND Evidence relating to long-term outcomes of online education programs is largely lacking and head-to-head comparisons of different delivery formats are very rare. OBJECTIVE The aim of the study was to test whether eLearning Mental Health First Aid (MHFA) or blended training (eLearning plus face-to-face course delivery) implemented in an Australian public sector workplace were more effective than a control intervention at 1-year and 2-year follow-up, and whether blended MHFA training was more effective than eLearning alone. METHODS Australian public servants (n=608 at baseline) were randomly assigned to complete an eLearning MHFA course, a blended MHFA course or Red Cross eLearning Provide First Aid (PFA) (the control) and completed online questionnaires pre- and post-training and one year and two years later. The questionnaires were based on vignettes describing a person with depression or post-traumatic stress disorder (PTSD). Primary outcomes were mental health first aid knowledge, desire for social distance and quality of support provided to a person in the workplace. Secondary outcomes were recognition of mental health problems, beliefs about treatment, helping intentions and confidence, personal stigma, quality of support provided to a person outside the workplace, self-reported professional help seeking and psychological distress. RESULTS At 1-year follow-up, both eLearning and blended courses produced greater improvements than PFA training in knowledge, confidence and intentions to help a person with depression or PTSD, beliefs about dangerousness and desire for social distance. At 2-year follow-up, some of these improvements were maintained, particularly those relating to knowledge and intentions to help someone with PTSD. When eLearning and blended courses were compared at 1-year follow-up, the blended course led to greater improvements in knowledge and in confidence and intentions to help a person with depression. At 2-year follow-up, improvements in the quality of help provided to a person with a mental health problem outside the workplace were greater in participants in the blended course. CONCLUSIONS Both blended and eLearning MHFA courses led to significant longer-term improvements in knowledge, attitudes and intentions to help a person with a mental health problem. Blended MHFA training led to an improvement in the quality of helping behaviours and appears to be more effective than online training alone. CLINICALTRIAL ACTRN12614000623695 registered on 13/06/2014 (prospectively registered) Trial registry record url: https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=366410&isReview=true

scholarly journals Effects of the Mental Health First Aid for the suicidal person course on beliefs about suicide, stigmatising attitudes, confidence to help, and intended and actual helping actions: an evaluation

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Kathy S. Bond ◽  
Fairlie A. Cottrill ◽  
Andrew Mackinnon ◽  
Amy J. Morgan ◽  
Claire M. Kelly ◽  
...  
Keyword(s):  
Mental Health ◽  
Suicide Prevention ◽  
Mixed Models ◽  
Linear Mixed Models ◽  
First Aid ◽  
Mental Health First Aid ◽  
Helping Behaviours ◽  
Suicidal Person

Abstract Background Suicide is a significant concern in Australia and globally. There is a strong argument for training community gatekeepers in how to recognise and support suicidal people in their social network. One such training course is the Mental Health First Aid for the Suicidal Person course. This course was developed using suicide prevention best practice guidelines based on expert opinion (determined using the Delphi Method). Methods We evaluated the impact of attending the Mental Health First Aid for the Suicidal Person course on suicide literacy and stigma, confidence in and quality of intended and actual helping behaviours towards a person who is suicidal, and course satisfaction. Surveys were administered before and immediately after the course, and at 6-month follow-up. Data were analysed to yield descriptive statistics (percentages, means, standard deviations), with linear mixed models and generalized linear mixed models being used to test the statistical significance of changes over occasions of measurement. Results We recruited 284 participants from workplaces and general community networks. The mean age was 41 years and 74% were female. 85% of people undertook the course as part of professional development, and almost half (44%) did the course because they had contact with a suicidal person. The majority (59%) of participants had previous mental health and suicide prevention training. The majority of participants held knowledge (suicide literacy) before undertaking the course. The major effect of training was to strengthen this knowledge. There was a significant improvement from pre-course (M = 1.79, SD 0.56) to post-course (M = 1.48, SD 0.82, p < 0.0001), which was maintained at follow-up (M = 1.51, SD 0.49, p < 0.0001). Confidence in gatekeeper skills significantly improved after the course and at follow-up (M = 3.15, SD 0.95 before the course to M = 4.02, SD 0.68 afterward and 3.87, SD 0.77 at follow-up, p < 0.0001 and p < 0.0001, respectively). The quality of intended helping behaviours significantly improved from pre-course (intended actions M = 4.28, SD 0.58) and to post-course (M = 4.70, SD 0.50, p < 0.0001) and were maintained at follow-up (M = 4.64, SD 0.41, p < 0.0001). There was significant improvement in some of the actions taken by participants to help a suicidal person from pre-course to post-course (e.g. asking about suicidal thoughts and plan, contacting emergency services). The course was highly acceptable to participants. Conclusion These results indicate that this course is an acceptable intervention that delivers a broad spectrum of beneficial outcomes to community and workplace gatekeepers.

scholarly journals Delivery of a Mental Health First Aid training package and staff peer support service in secondary schools: A process evaluation of uptake and fidelity of the WISE intervention

2020 ◽  
Author(s):  
Harriet Fisher ◽  
Sarah Harding ◽  
Sarah Bell ◽  
Lauren Copeland ◽  
Rhiannon Evans ◽  
...  
Keyword(s):  
Mental Health ◽  
Peer Support ◽  
First Aid ◽  
Support Service ◽  
Mental Health First Aid ◽  
Training Package ◽  
Mental Health Awareness ◽  
The One ◽  
Peer Support Service

Abstract Background: Improving children and young people’s provision for mental health is a current health priority in England. Secondary school teachers have worse mental health outcomes than the general working population, which the Wellbeing in Secondary Education (WISE) cluster randomised controlled trial aimed to improve. The WISE intervention comprised a Mental Health First Aid (MHFA) training package to at least 16 percent of staff, a short mental health awareness session to all teachers, and development of a staff peer-support service. Twenty-five schools were randomised to intervention or control arms. This paper reports findings regarding the extent of uptake and fidelity of the intervention, drawn from a wider process evaluation reported elsewhere. Methods: Mixed methods data collection comprised researcher observations of training delivery, training participant evaluation forms, trainer and peer supporter interviews, peer supporter feedback meetings, logs of support provided, and teacher questionnaires. Quantitative data were summarised descriptively, while thematic analysis was applied to the qualitative data. Results: In the 12 schools assigned to the intervention arm, 113 (8.6%) staff completed the two-day standard MHFA training course, and a further 146 (11.1%) staff completed the one-day MHFA for Schools and Colleges training. In seven (58.3%) schools the required eight percent of staff completed the MHFA training packages. A one-hour mental health awareness raising session was attended by 666 (54.5%) staff. Delivery of the MHFA training package was achieved with high levels of fidelity and quality across schools. All schools set up the peer-support service following training, with a majority adhering to most of the operational guidelines developed from the pilot study at the outset. Teachers reported limited use of the peer support service during follow-up. At the one year follow up, only three (25.0%) schools indicated they had re-advertised the service and there was evidence of a reduction in support from senior leadership. Conclusion: The MHFA training package was delivered with reasonably high fidelity, and a staff peer support service was established with general, but not complete, adherence to guidelines. In some schools insufficient staff received MHFA training and levels of delivery of the peer support service compromised intervention dose and reach.

scholarly journals Pengembangan Bahan Ajar Menulis Deskripsi Menggunakan Model Kooperatif Round Table dengan Media Audio pada Siswa Kelas X SMA

2020 ◽  
Vol 3 (2) ◽  
pp. 115-124
Author(s):  
Siti Halijah
Keyword(s):  
High School Students ◽  
Round Table ◽  
Average Score ◽  
Expert Teachers ◽  
Learning Tools ◽  
Teaching Materials ◽  
School Students ◽  
Test Analysis ◽  
Post Test

The purpose of this study is to produce teaching materials that can enhance the creativity of the learning process, increase development and improve the quality of the application of the development of cooperative models of the type of Round Table with audio media in improving the learning outcomes of writing the description of class X high school students. This research is a research development or Research & Development (R&D). Research and Development is a research method used to produce certain products and test the effectiveness of these products. The results of the study can be concluded from the analysis of teaching material scores by material expert teachers and media expert teachers obtained an average score of 4.74 or 94.74% of the maximum average score of 5.00 with a very good collection. The application of the development of teaching materials in the excellent category is 29 or 90.62% of the students' attention to the material delivered and student activity is included in the excellent category of 30 or 93.75% of students. The quality of the application of the development of cooperative learning model teaching materials of the round table type in learning 100% with very good assessment and the results of post-test analysis of 96.87% indicate whether the learning tools used have practical qualities and the learning devices developed have effective qualities according with student completeness of more than 75%.

scholarly journals The Effects of Study Skills Training on Qualitative Academic Achievement among Students

2021 ◽  
Vol 17 (3) ◽  
pp. 130
Author(s):  
Saeid Motevalli ◽  
Mohd Sahandri Ghani Hamzah ◽  
Samsilah Roslan ◽  
Siti Raba’ah Hamzah ◽  
Maryam Gholampour Garmjani
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Study Skills ◽  
Skills Training ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Experimental Group

Abstract: The aim of the present study was to investigate the effectiveness of study skills training on the qualitative academic achievement of girl high school students. This study was conducted by using an experimental design with pretest, posttest, and follow-up with the control group. The participants were 32 students from girl high school students of Tehran which were selected by cluster random sampling from girl high schools and then randomly assigned into control and experimental groups (Each group consisted of 16 students). The instruments used were Dortaj Qualitative Academic Achievement Questionnaire and Motevalli Study Skills Training Module. The experimental group received 8 sessions of psycho-educational group therapy and the control group did not receive any training. Two-way repeated-measures ANOVA was utilized for the analysis of data. Results revealed that there was a significant increase in qualitative academic achievement between pretest with post-test and follow-up among the experimental group. Moreover, there was a significant increase in qualitative academic achievement between post-test and follow-up in the experimental group with the control group. Additionally, the results showed that there is a significant increase in self-efficacy, planning, and motivation and also a significant decrease in emotional effects and lack of outcome control. In conclusion, the results of this study indicated that on the basis of deficit theory using learning and study skills training can lead to enhance student's skills to improve qualitative academic achievement. Further studies are required to examine whether exposing students to study skills training programs can lead them to enhance their qualitative academic achievement.   Keyword: Motivation Study Skills Training, Planning, Qualitative Academic Achievement, Self-efficacy.

scholarly journals PENGENALAN DASAR AKUNTANSI SERTA PERANAN PROFESI BAGI MASA DEPAN SISWA/I SMA KRISTEN ALMASIH

2021 ◽  
pp. 927
Author(s):  
Syanti Dewi ◽  
Anastasya Anastasya
Keyword(s):  
High School ◽  
High School Students ◽  
Social Studies ◽  
Human Resources ◽  
Career Choice ◽  
Learning System ◽  
Prospective Students ◽  
School Students

The basics of accounting are very important for someone who will do business. Therefore, we conduct counseling to students, as well as motivate them about choosing a career related to the science they are pursuing for their future in choosing which major and university to go to. Since the 2020 Pandemic, all schools use an online learning system, so we want to provide counseling to high school students about the basics of accounting, as well as provide information about professions that can be taken into consideration after graduating from school. As prospective students, they must know a very promising profession for their future. This introduction can be a factor in their career choice. This is what drives us, in introducing a promising profession for the future. Then a follow-up was carried out by making a statement of cooperation from Mr. Joseph Setiawan as the Principal of the Almasih Christian High School. This activity was carried out through zoom, followed by high school students majoring in science and social studies, which could provide knowledge and insight for them. The results of this activity can increase the intention of school students to continue to college, coupled with support from schools and parents. So that it can improve the quality of human resources to become useful individuals for the nation and state. The results achieved in this activity encourage their interest to enter college in the accounting field. Dasar-dasar akuntansi sangat penting bagi seseorang yang akan melakukan usaha. Oleh karena itu, kami melakukan penyuluhan kepada siswa dan siswi, serta metivasi mereka tentang pemilihan karir yang berhubungan dengan ilmu yang ditekuni bagi masa depan mereka dalam memilih jurusan dan universitas mana yang akan dituju. Sejak Pandemi tahun 2020, semua sekolah menggunakan sistem pembelajaran online, sehingga kami ingin memberikan penyuluhan kepada siswa-siswi SMA mengenai dasar-dasar akuntansi, serta memberikan informasi mengenai profesi yang dapat menjadi bahan pertimbangan setelah lulus dari sekolah. Sebagai calon mahasiswa, mereka harus mengenal profesi yang sangat menjanjikan bagi masa depan mereka. Pengenalan ini dapat menjadi salah satu faktor dalam pemilihan karir mereka. Hal inilah yang mendorong kami, dalam memperkenalkan profesi yang menjanjikan buat masa depan. Maka dilakukan tindak lanjut dengan membuat surat pernyataan kerjasama dari Bapak Joseph Setiawan selaku Kepala Sekolah Menengah Atas Kristen Almasih. Kegiatan ini dilakukan melalui zoom dengan diikuti oleh siswa dan siswi SMA jurusan IPA dan IPS, yang dapat memberikan pengetahuan dan wawasan bagi mereka. Hasil kegiatan ini dapat meningkatkan niat siswa-siswi sekolah untuk melanjutkan ke perguruan tinggi, ditambah dengan dukungan dari sekolah dan orang tua. Sehingga dapat meningkatkan kualitas sumber daya manusia menjadi pribadi yang berguna bagi bangsa dan negara. Hasil yang dicapai dalam kegiatan ini, mendorong minat mereka untuk masuk kuliah di bidang akuntansi.

Sign in / Sign up

Export Citation Format

Share Document