Developing a School-Based Mental Health Promotion Program Through Co-creation Approach
Main Article Content
Abstract
School setting is an effective environment for primary mental health care for students. There have been many mental health support programs in schools for students, most of which are predesigned. The objectives of this paper are: i) To introduce the co-creation approach; and ii) To narratively describe the process of co-creating a mental health promotion program for 04 secondary schools and 04 high schools in Nghe An and Khanh Hoa, Vietnam. Students, teachers, parents and local authorities were the involved stakeholders. Mixed methods including narrative research, observations, open-ended and closed-ended questionnaires were used. The results show that using co-creation approach to develop a mental health promotion program is feasible and applicable in Vietnam. Challenges, learnt lessons and discussion about feasibility of the co-creation process to develop the school-based mental health promotion program are also mentioned in the paper.
Keywords:
Mental health promotion program, secondary and high schools, co-creation, narrative research, mixed methods study, Vietnam.
References
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[25] D. E. Jones, R. L. Grantz, M. DeJonckheere, A Review of Mixed Methods Community-Based Participatory Research Applications in Mental Health, J Soc Behav Health Sci, Vol. 14, 2020, pp. 254-288, https://doi.org/10.5590/JSBHS.2020.14.1.18.
[2] World Health Organization, Adolescent mental health Fact sheet 2018, 2018.
[3] UNICEF Vietnam, Study on School-related Factors Impacting Mental Health and Well-being of Adolescents in VietNam, 2022 (in Vietnamese).
[4] World Health Organization, Improving the Mental and Brain Health of Children and Adolescents, 2021.
[5] G. C. Patton, C. Coffey, H. Romaniuk, A. Mackinnon, J. B. Carlin, L. Degenhardt, C. A. Olsson, P. Moran, The Prognosis of Common Mental Disorders in Adolescents: A 14-year Prospective Cohort Study, The Lancet, Vol. 383, 2014, pp. 1404–1411, https://doi.org/10.1016/S0140-6736(13)62116-9.
[6] World Health Organization, Atlas Mental Health Resources in the World, 2001.
[7] G. C. Patton, S. M. Sawyer, J. S. Santelli, D. A. Ross, R. Afifi, N. B. Allen, M. Arora, P. Azzopardi, W. Baldwin, C. Bonell, R. Kakuma, E. Kennedy, J. Mahon, T. McGovern, A. H. Mokdad, V. Patel, S. Petroni, N. Reavley, K. Taiwo, J. Waldfogel, D. Wickremarathne, C. Barroso, Z. Bhutta, A. O. Fatusi, A. Mattoo, J. Diers, J. Fang, J. Ferguson, F. Ssewamala, R. M. Viner, Our Future: A Lancet Commission on Adolescent Health and Wellbeing, The Lancet, Vol. 387, 2016, pp. 2423-2478, https://doi.org/10.1016/S0140-6736(16)00579-1.
[8] H. Frankish, N. Boyce, R. Horton, Mental Health for All: A Global Goal, The Lancet, Vol. 392, 2018, pp. 1493-1494, https://doi.org/10.1016/S0140-6736(18)32271-2.
[9] UNICEF Vietnam, Mental Health and Psychosocial Wellbeing among Children and Young People in Selected Provinces and Cities in VietNam, 2018.
[10] D. Osher, K. Kendziora, E. Spier, M. L. Garibaldi, School Influences on Child and Youth Development, in: Defining Prevention Science, Springer US, Boston, MA, 2014, pp. 151-169, https://doi.org/10.1007/978-1-4899-7424-2_7.
[11] V. Patel, G. S. Belkin, A. Chockalingam, J. Cooper, S. Saxena, J. Unützer, Grand Challenges: Integrating Mental Health Services into Priority Health Care Platforms, PLoS Med, Vol. 10, 2013, pp. e1001448,
https://doi.org/10.1371/journal.pmed.1001448.
[12] J. Payton, H. Resnik, R. P. Weissberg, J. A. Durlak, A. B. Dymnicki, R. D. Taylor, K. B. Schellinger, M. Pachan, The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students: Findings from Three Scientific Reviews, Collaborative for Academic, Social, and Emotional Learning (NJ1), 2008.
[13] G. Bas, Relation between Student Mental Health and Academic Achievement Revisited: A Meta-Analysis, Health and Academic Achievement - New Findings, 2021, https://doi.org/10.5772/intechopen.95766.
[14] M. E. O’Connell, T. Boat, K. E. Warner, Defining the Scope of Prevention, in: Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities, National Academies Press, 2009.
[15] C. Cefai, L. Camilleri, P. Bartolo, I. Grazzani, V. Cavioni, E. Conte, V. Ornaghi, A. Agliati, S. Gandellini, S. Tatalovic Vorkapic, M. Poulou, B. Martinsone, I. Stokenberga, C. Simões, M. Santos, A. A. Colomeischi, The Effectiveness of a School-based, Universal Mental Health Programme in Six European Countries, Front Psychol, Vol. 13, 2022, pp. 925614, https://doi.org/10.3389/fpsyg.2022.925614.
[16] M. Fazel, V. Patel, S. Thomas, W. Tol, Mental Health Interventions in Schools in Low-income and Middle-income Countries, Lancet Psychiatry, Vol. 1, 2014, pp. 388-398, https://doi.org/10.1016/S2215-0366(14)70357-8.
[17] T. Pearce, M. Maple, A. Shakeshaft, S. Wayland, K. McKay, What is the Co-Creation of New Knowledge? A Content Analysis and Proposed Definition for Health Interventions, Int J. Environ Res Public Health, Vol. 17, 2020, pp. 2229, https://doi.org/10.3390/ijerph17072229.
[18] M. Gibbons, C. Limoges, H. Nowotny, S. Schwartzman, P. Scott, M. Trow, The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies, 1st ed., SAGE Publications Ltd, 1994.
[19] T. Greenhalgh, C. Jackson, S. Shaw, T. Janamian, Achieving Research Impact Through Co‐creation in Community‐Based Health Services: Literature Review and Case Study, Milbank Q. 94, 2016, pp. 392-429,
https://doi.org/10.1111/1468-0009.12197.
[20] J. Sol, P. J. Beers, S. Oosting, F. Geerling-Eiff, Action Research in a Regional Development Setting: Students as Boundary Workers in a Learning Multi-actor Network, in: Knowledge in Action, Wageningen Academic Publishers, Wageningen, 2011, pp. 133-152, https://doi.org/10.3920/978-90-8686-724-0_6.
[21] J. M. R. Stacciarini, M. M. Shattell, M. Coady, B. Wiens, Review: Community-Based Participatory Research Approach to Address Mental Health in Minority Populations, Community Ment Health J. Vol. 47, 2011, pp. 489-497, https://doi.org/10.1007/s10597-010-9319-z.
[22] M. Minkler, Ethical Challenges for the Outside Researcher in Community-Based Participatory Research, Health Education & Behavior, Vol. 31, 2004, pp. 684-697, https://doi.org/10.1177/1090198104269566.
[23] S. E. Langdon, S. L. Golden, E. M. Arnold, R. F. Maynor, A. Bryant, V. K. Freeman, R. A. Bell, Lessons Learned From a Community-Based Participatory Research Mental Health Promotion Program for American Indian Youth, Health Promot Pract, Vol. 17, 2016, pp. 457-463, https://doi.org/10.1177/1524839916636568.
[24] C. A. Lewis, D. C. Castellanos, A. Byrd, K. Zynda, A. Sample, V. Blakely Reed, M. Beard, L. Minor, K. Yadrick, Using Mixed Methods to Measure the Perception of Community Capacity in an Academic-Community Partnership for a Walking Intervention, Health Promot Pract, Vol. 13, 2012, pp. 788-796, https://doi.org/10.1177/1524839911404230.
[25] D. E. Jones, R. L. Grantz, M. DeJonckheere, A Review of Mixed Methods Community-Based Participatory Research Applications in Mental Health, J Soc Behav Health Sci, Vol. 14, 2020, pp. 254-288, https://doi.org/10.5590/JSBHS.2020.14.1.18.
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