No Mental Health Without Young People: A Thematic Synthesis of Young People’s Views and Experiences of School-Based Group Mental Health Interventions and a Study Exploring Facilitators’ and Young People’s Experiences of a School-Based Internet Cognitive Behaviour Therapy (iCBT) Intervention Programme Called Braive- Managing Anxiety for Youth

Abstract

Mental health issues are becoming a major global health issue. Problems related to mental health often arise during adolescence as the brain matures. If these problems continue, they have the potential to influence young people’s (YP’s) developmental trajectories and predict future adult mental health problems. Schools are ideally placed to deliver mental health interventions. It is paramount that YP’s voices are heard to ensure the success of mental health interventions. This research aimed to hear the voices of YP about their views and experiences of school-based mental health interventions within two studies.

Chapter 1 provides a systematic review and thematic synthesis of YP’s views and
experiences of school-based group mental health interventions. This review assessed findings from qualitative studies to help generate new insights into YP’s perspectives of group school-based mental health interventions for YP at secondary-level education. Fourteen articles were identified through electronic databases. Data was thematically synthesised according to established guidelines. Five main themes were identified: sense of agency, experience of content, group dynamics, perception of environment and acknowledging and embracing change. The findings provide evidence that group mental health interventions need to be embedded within educational systems to promote YP’s well-being. This review recommends how these can be implemented and how mental health problems could be prevented in the future.

Chapter 2 comprises a qualitative study exploring facilitators and YP’s experiences of a school-based iCBT intervention programme called B-MAY for reducing YP’s anxiety. A total of 31 interviews were completed which comprised 22 YP and 9 facilitators. The data was analysed using a reflexive thematic analysis. Four main themes were found: hopes for programme, ease of use, perceived efficacy of B-MAY and significance of relationships. Findings indicated positive experiences of the intervention programme, with perceived strengths and barriers and suggestions of what an ideal school-based online intervention programme might be composed of. The findings provide an insight into how educators can implement digital interventions successfully within secondary schools with educational psychology support and potential future research.

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Identifiers

ORCID for Sarah Kirby: orcid.org/0000-0003-1759-1356

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