Helen Van Vliet1, Gavin Andrews. 1. Clinical Research Unit for Anxiety and Depression, World Health Organization Collaborating Centre, School of Psychiatry, University of New South Wales at St Vincent's Hospital, NSW, Australia.
Abstract
OBJECTIVE: To determine the feasibility and efficacy of a Web-based stress management programme for schools. METHOD: A six-lesson Web-based programme was constructed in collaboration with the schools. It was implemented across Year 8 in six schools (464 students). Students completed measures of knowledge, perceived competence, and coping behaviours, prior to the programme; at the conclusion of the last lesson; and 3 months later. Well-being and distress were measured prior to each lesson. RESULTS: Input from schools into the development of the programme was very valuable. Knowledge about stress improved after the six lessons and students reported that support seeking coping had increased and avoidance behaviour decreased. Scores on measures of distress went down and well-being scores rose. Seventy-nine per cent of the students completed five or more lessons. CONCLUSIONS: Web-based curriculum-consistent education in mental health is feasible and efficacious at the level expected from a brief universal intervention.
OBJECTIVE: To determine the feasibility and efficacy of a Web-based stress management programme for schools. METHOD: A six-lesson Web-based programme was constructed in collaboration with the schools. It was implemented across Year 8 in six schools (464 students). Students completed measures of knowledge, perceived competence, and coping behaviours, prior to the programme; at the conclusion of the last lesson; and 3 months later. Well-being and distress were measured prior to each lesson. RESULTS: Input from schools into the development of the programme was very valuable. Knowledge about stress improved after the six lessons and students reported that support seeking coping had increased and avoidance behaviour decreased. Scores on measures of distress went down and well-being scores rose. Seventy-nine per cent of the students completed five or more lessons. CONCLUSIONS: Web-based curriculum-consistent education in mental health is feasible and efficacious at the level expected from a brief universal intervention.
Authors: Elena Heber; David Daniel Ebert; Dirk Lehr; Stephanie Nobis; Matthias Berking; Heleen Riper Journal: BMC Public Health Date: 2013-07-15 Impact factor: 3.295