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Assessing the Feasibility of a Peer Education Project to Improve Mental Health Literacy in Adolescents in the UK

dc.contributor.authorRussell, AE
dc.contributor.authorCurtin, E
dc.contributor.authorWidnall, E
dc.contributor.authorDodd, S
dc.contributor.authorLimmer, M
dc.contributor.authorSimmonds, R
dc.contributor.authorKidger, J
dc.date.accessioned2023-01-17T14:34:10Z
dc.date.issued2023-01-16
dc.date.updated2023-01-17T13:32:43Z
dc.description.abstractMany mental health problems begin in adolescence and occur on a spectrum of severity: early recognition and intervention is important. This study is a quantitative feasibility study of the Mental Health Foundation’s Peer Education Project (PEP). Attrition, psychometric properties of questionnaires, indications of improvement on a range of outcomes, and sample size required for a powered trial of effectiveness were assessed. 203 students completed the survey both pre and post-intervention. It was found that existing previously-validated measures had good psychometric properties, with two new questionnaires demonstrating reasonable reliability (self-help confidence alpha = 0.78, mental health knowledge alpha = 0.59). There were indications of improvement in help-seeking intentions, the number of sources likely to seek help from, and mental health knowledge from pre- to post-intervention. A future trial of PEP with a sample of approximately 36 schools, researcher-led data collections, and help-seeking intentions or sources as a primary outcome appears to be feasible.en_GB
dc.description.sponsorshipNational Institute for Health Research (NIHR)en_GB
dc.identifier.citationPublished online 16 January 2023en_GB
dc.identifier.doihttps://doi.org/10.1007/s10597-022-01059-w
dc.identifier.grantnumberNIHR300591en_GB
dc.identifier.grantnumberSPHR PHPES025en_GB
dc.identifier.urihttp://hdl.handle.net/10871/132256
dc.identifierORCID: 0000-0002-2903-6264 (Russell, Abigail Emma)
dc.language.isoenen_GB
dc.publisherSpringeren_GB
dc.rights© The Author(s) 2023. Open Access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/en_GB
dc.subjectPeer education en_GB
dc.subjectMental health literacy en_GB
dc.subjectSchool-based intervention en_GB
dc.subjectFeasibilityen_GB
dc.titleAssessing the Feasibility of a Peer Education Project to Improve Mental Health Literacy in Adolescents in the UKen_GB
dc.typeArticleen_GB
dc.date.available2023-01-17T14:34:10Z
dc.identifier.issn0010-3853
dc.descriptionThis is the final version. Available on open access from Springer via the DOI in this recorden_GB
dc.identifier.eissn1573-2789
dc.identifier.journalCommunity Mental Health Journalen_GB
dc.relation.ispartofCommunity Mental Health Journal
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_GB
dcterms.dateAccepted2022-11-17
rioxxterms.versionVoRen_GB
rioxxterms.licenseref.startdate2023-01-16
rioxxterms.typeJournal Article/Reviewen_GB
refterms.dateFCD2023-01-17T14:31:51Z
refterms.versionFCDVoR
refterms.dateFOA2023-01-17T14:34:14Z
refterms.panelAen_GB
refterms.dateFirstOnline2023-01-16


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© The Author(s) 2023. Open Access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/
Except where otherwise noted, this item's licence is described as © The Author(s) 2023. Open Access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/