Overview
Alignment with Be You Domains
-
Mentally Healthy Communities
-
Learning Resilience
-
Early Support
Alignment with Australian Curriculum
- Health and PE
Target audience
- Secondary school
Target groups
- Small group
- Whole class
Aims
Youth Aware of Mental Health (YAM) aims to increase mental health literacy, promote discussion and encourage help-seeking behaviours in young people. Youth develop problem-solving skills to identify how they can help themselves, help others, and recognise situations where they may need to seek help from support services.Program theory
YAM is based on work that identifies information-provision as a way of supporting young people with their mental health. It can be divided into two types of learning: cognitive learning (through lectures and discussions), and experiential learning (through role play). The pedagogy of YAM is based on creating a dynamic that breaks down traditional power relations between students and educators, giving young people a channel through which to share their thoughts and concerns. Awareness-raising around suicidality has also been suggested to reduce, rather than increase, suicide risk overall. YAM should therefore further reinforce the positive effects of programs that address suicide.Topics
What is mental health?; Self-help advice; Stress and crisis; Depression and suicidal thoughts; Helping a friend in need; Who to contact. Suicide is brought up in the opening session of YAM, but is not explored unless students choose to bring it up (in role play scenarios or otherwise).Cost
Program structure
The program consists of 5 sessions delivered over 3 weeks (2 sessions in the first week; 2 sessions in the second week: one session in the third week). Sessions involve discussion, presentation, and role play. Young people are encouraged to explore challenging scenarios they may experience in the future, and discuss the potential outcomes of these scenarios with one another in a non-judgmental space. Youth are viewed as the experts of their own experiences, and facilitators encourage discussion between students, rather than lecturing students. Peer support is emphasised during the sessions.Instructor
- External facilitator
Instructor training
Face-to-face training (4.5 days) run by the Black Dog Institute.Supporting resources or materials available with program
- Manual
Other materials
Slides, booklet.Ongoing support
Continuous training opportunities, debriefings, opportunities for peer mentoring, direct communication with trainers from the Black Dog Institute.Parent involvement
- None
Origin of program
International
Black Dog Institute
Program authors
Mental Health in Mind AB International
Ratings
Summary of evidence factors
This is a summary of the evaluation or research study characteristics that contribute to the program’s evidence rating.
|
Positive impact on at least one outcome for children and/or young people?
The study reported positive outcomes. |
Yes |
|---|---|
|
Link between program description and theory of change
Theory of change refers to whether there was a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. |
Comprehensive |
|
Study design
Type of study design reported. |
Randomised control trial |
|
Independence
The degree to which the program authors were involved in the research. |
Semi |
Summary of implementation factors
This is a summary of the program’s characteristics that contribute to its implementation rating.
|
Feedback sought from participants
Participants enjoyed the program and understood its benefits. |
Yes |
|---|---|
|
Feedback sought from instructors
Instructors enjoyed the program and understood its benefits. |
No |
|
Groups program is not suitable for
Groups the program wouldn't be suitable for or that required further research to determine suitability. |
Not assessed |
|
Training provided during study
The model of training provided. |
Face to face, all instructors, in person |
|
Ongoing instructor support provided during study
Whether ongoing support is provided. |
Context
This is a summary of the context in which the evidence for the program was established.
|
Study Participants
Pre school, primary school (Foundation to Year 6), secondary school (Years 7 to 12). |
Primary school |
|---|---|
|
Country of Study/s
The location in which the evidence or research was conducted. |
International |
|
Evaluation of program in culturally and linguistically diverse populations
Provider has included culturally and linguistically diverse people when assessing the program. |
No |
|
Evaluation of program in Aboriginal and Torres Strait Islander children and young people
Provider has included Aboriginal and Torres Strait Islander peoples when assessing the program. |
No |
|
Evaluation of program in low socioeconomic groups
Program has evaluated a diverse socio-economic population in their research. |
No |
|
Developmental based adaptations to program design and delivery
Shorter sessions for younger students or activities are adjusted for age appropriateness. |
No |
|
Evaluation of program in children and young people with disability and/or learning difference
Provider has included participants with a disability or learning difference when assessing the program. |
No |
Last updated: 16 August 2021