Table 1 Summary of activities included in the intervention
Activity | Description |
|---|---|
Ranking for risk | Know mental health can fluctuate from ‘good’ to ‘poor’ in the course of a day or over a lifetime the difference between poor mental health and mental illness relates to duration and severity of symptoms Understand people perceive risk differently depending on their experiences, values and beliefs a drug experience will differ depending on the drug that is taken, the person who takes it and where they take it talk about suicide must be taken seriously and the friend at risk must be referred on to an adult Do a student is able to assess short-term and long-term risk in a hypothetical situation identify ‘red flags’ (e.g. risk of harm to self or to others, change in behaviour, etc.) |
Myths and facts | Know what the research states in relation to the selected ‘myths’ and ‘facts Understand that stigma and misunderstandings relating to mental health issues and substance use do exist and these may act as barriers for young people thinking about seeking help Do correct misperceptions held by peers around mental health and substance use |
Under construction | Know the brain is still developing until the age of 25 years Understand what happens to the adolescent brain and the body when alcohol is consumed Do a student is able to make informed choices about drinking alcohol as an adolescent |
Helpers | Know the range of helpers that are available within and outside of school Understand the barriers that may stop a person from seeking help the difference between professional confidentiality and duty of care Do a student is able to ask questions to confirm what information will be passed on, and what will be kept confidential when speaking to a helper |
Helping Jason | Know how to have an effective health-seeking conversation with a friend Understand that encouraging a friend to seek help may take time, and repeated efforts that it is more effective to ask questions than to tell someone what to do Do a student is able to plan a help-seeking conversation with a friend |
Booster | Know key information from the course (see previous activities) Understand key information from the course (see previous activities) Do ‘sell’ a health-promoting message to a friend (in poster form) tasks as specified in the above five ‘do’ categories |