Feasibility of a secondary school-based mental health intervention: Reprezents' On The Level

Bisal, Natalie, Gibson Miller, Jilly, Cox, Christine, Carey, Shane and Levita, Liat (2022) Feasibility of a secondary school-based mental health intervention: Reprezents' On The Level. Child Adolesc Psychiatry Ment Health, 16 (98). pp. 1-17. ISSN 1753-2000

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ention evaluation were taken at T1 and T2. We also assessed the feasibility of implementing the OTL intervention in secondary schools.

10,315 participants received the intervention (T1) and 3369 attended the follow-up session (T2), this high attrition, and potential selection bias, was due to only 30% of schools being able to take part in T2. Rates of acceptability were high among young people and school staff. At T1, 88% found OTL engaging, and 84% felt more confident they had the tools to help them better manage stress and anxiety. At T2, 66% viewed mental health in a more positive way, and 71% had better understanding of how to maintain good mental health. Rates of engagement with mental health tools and services were good, and significant reduction in levels of stress were found 4–6 weeks after the OTL show (T2). The low mental health and well-being indices reported by the school children at baseline strongly support the need and use for a mental health intervention such as OTL in secondary schools.

These findings indicated good feasibility and acceptability of OTL intervention and support the delivery of the OTL mental health intervention at UK-based secondary schools to educate young people about mental health and well-being and give them the necessary tools to support their mental health.

Item Type: Article
Keywords: Adolescents, Cognitive behavioural framework, Feasibility, Interactive digital mental health intervention, Secondary schools
Schools and Departments: School of Psychology > Psychology
SWORD Depositor: Mx Elements Account
Depositing User: Mx Elements Account
Date Deposited: 04 Jan 2023 10:25
Last Modified: 04 Jan 2023 10:30
URI: http://sro.sussex.ac.uk/id/eprint/109771

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