Break Free from Depression: Implementation and Outcomes of a School-Based Depression Awareness Program

IF 1 4区医学 Q4 PSYCHIATRY

International Journal of Mental Health Promotion Pub Date : 2023-01-01 DOI:10.32604/ijmhp.2023.030185

Amy J. Kaye, Vanessa Prosper, Kathryn Moffa, Vanja Pejic, Karen Capraro, Georgios D. Sideridis, Abigail Ross, Kristine M. Dennery, David R. DeMaso

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引用次数: 0

Abstract

The objective of this study was to evaluate the impact of Break Free from Depression (BFFD), a school-based depression awareness curriculum, in comparison to a wait list control group. A total of 13 eighth grade classrooms participated in either an intervention or control group and completed pre-, post-, and three-month follow-up surveys. Students participating in BFFD (N = 6 classrooms, 166 students) demonstrated enhanced knowledge of and more adaptive attitudes towards depression compared to the control group (N = 7 classrooms, 155 students). Participants in the BFFD intervention also demonstrated increases in their confidence in knowing how to seek help for depression and in their intent to seek this help if needed. Slight decreases were found at a three-month follow-up in all scales except for intent to seek help. BFFD was effective regardless of gender, ethnicity, or identification as a member of the LGBTQ community. There was a delayed effect on measured constructs for Black students with gains apparent at three-month follow-up. The findings demonstrated that BFFD had a small but significant positive impact on students’ knowledge, skills, and attitudes in seeking support for themselves and for others when faced with signs of depression. The implementation of depression awareness curricula in schools hold promise in promoting student mental health, and it is important to consider factors that might have an impact on outcomes.

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摆脱抑郁:以学校为基础的抑郁意识项目的实施和结果

本研究的目的是评估以学校为基础的抑郁意识课程“摆脱抑郁”(BFFD)的影响，并与等待名单对照组进行比较。共有13个八年级教室参与了干预组或对照组，并完成了三个月前、三个月后和三个月的随访调查。参与BFFD的学生(N = 6个教室，166名学生)与对照组(N = 7个教室，155名学生)相比，表现出更高的抑郁知识和更强的适应态度。BFFD干预的参与者也表现出他们在知道如何寻求抑郁症帮助以及在需要时寻求这种帮助的意愿方面的信心增加。在三个月的随访中，除了寻求帮助的意愿外，所有量表都略有下降。无论性别、种族或作为LGBTQ社区成员的身份，BFFD都是有效的。在三个月的随访中，黑人学生的测量构念有明显的延迟效应。研究结果表明，当学生面临抑郁迹象时，BFFD对他们在为自己和他人寻求支持方面的知识、技能和态度有微小但显著的积极影响。在学校实施抑郁意识课程有望促进学生的心理健康，考虑可能对结果产生影响的因素是很重要的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Mental Health Promotion Multiple-

CiteScore

1.70

自引率

7.70%

发文量

期刊介绍： This title has ceased (2018). The first journal of its kind in the field, IJMHP publishes materials of distinction, making it essential reading for those with a professional or personal interest in mental health promotion. IJMHP co-ordinates the dissemination of new research outcomes to all those involved in policy making and the implementation of mental health promotion and mental disorder prevention policies. This makes it indispensable to clinical/medical staff, health services researchers, managers, health promoters, educationalists, sociologists, health economists and practitioners from all branches of health and social care, publishing materials by and for all these communities. IJMHP is an official publication of the Clifford Beers Foundation, who work to promote mental health and prevent mental disorders through dissemination of knowledge, training partnerships and consultation. The journal is peer reviewed by an expert international board and acts as a comprehensive information resource designed to increase awareness, foster understanding and promote collaboration between the different disciplines engaged in this diverse activity of study.