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Table 1 Summary of activities included in the intervention

From: A school-based health promotion programme to increase help-seeking for substance use and mental health problems: study protocol for a randomised controlled trial

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