Adaptation of a school-based mental health literacy curriculum: from Canadian to English classrooms
Abstract Background School-based mental health literacy (MHL) interventions are increasingly trialled outside of the country in which they were developed. However, there is a lack of published studies that qualitatively explore their cultural adaptation. This study investigated the reasons for adapt...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2021-01-01
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| Series: | Cambridge Prisms: Global Mental Health |
| Subjects: | |
| Online Access: | https://www.cambridge.org/core/product/identifier/S2054425121000388/type/journal_article |
| _version_ | 1811156102475153408 |
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| author | Rosie Mansfield Neil Humphrey Praveetha Patalay Anna Moore Emily Stapley |
| author_facet | Rosie Mansfield Neil Humphrey Praveetha Patalay Anna Moore Emily Stapley |
| author_sort | Rosie Mansfield |
| collection | DOAJ |
| description | Abstract
Background
School-based mental health literacy (MHL) interventions are increasingly trialled outside of the country in which they were developed. However, there is a lack of published studies that qualitatively explore their cultural adaptation. This study investigated the reasons for adaptations made and suggested to a Canadian MHL curriculum (The Guide) within the English school context.
Method
Semi-structured interviews were conducted with 11 school staff responsible for the planning and/or implementation of The Guide across three schools in the South East of England, as part of the Education for Wellbeing (EfW) feasibility study. Transcripts were analysed using a hybrid, deductive-inductive thematic analysis.
Results
Adaptations made and suggested included dropping and emphasising content, and adapting language, examples and references. Most adaptations were proactive and related to The Guide's implementation methods, including developing more interactive and student-led approaches. Staff Capacity and Expertise, Timetabling, and Accessibility of Resources were identified as logistical reasons for adaptations. Philosophical reasons included Consistency of Messages, Student Characteristics, Reducing Stigma and Empowering Students, National and Local Context, and Appropriate Pedagogic Practices.
Conclusion
Overall, recommendations were for immediately implementable lesson plans informed by teachers' knowledge about best pedagogic practices in England. Adequate training, attended by both senior leadership and those implementing, was also emphasised. While ensuring that the core components are clear, MHL interventions should be developed with a necessary level of flexibility to accommodate contextual characteristics. Future research should ensure that adaptations are captured through process and implementation evaluations conducted alongside efficacy trials.
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| first_indexed | 2024-04-10T04:44:51Z |
| format | Article |
| id | doaj.art-3f0c80b62d2648348e1cbd4f25a9246d |
| institution | Directory Open Access Journal |
| issn | 2054-4251 |
| language | English |
| last_indexed | 2024-04-10T04:44:51Z |
| publishDate | 2021-01-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Cambridge Prisms: Global Mental Health |
| spelling | doaj.art-3f0c80b62d2648348e1cbd4f25a9246d2023-03-09T12:35:45ZengCambridge University PressCambridge Prisms: Global Mental Health2054-42512021-01-01810.1017/gmh.2021.38Adaptation of a school-based mental health literacy curriculum: from Canadian to English classroomsRosie Mansfield0https://orcid.org/0000-0002-8703-5606Neil Humphrey1Praveetha Patalay2Anna Moore3Emily Stapley4Centre for Longitudinal Studies, University College London, London, UK Manchester Institute of Education, University of Manchester, Manchester, UKManchester Institute of Education, University of Manchester, Manchester, UKCentre for Longitudinal Studies, University College London, London, UK MRC Unit for Lifelong Health and Aging, University College London, London, UKEvidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UKEvidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UKAbstract Background School-based mental health literacy (MHL) interventions are increasingly trialled outside of the country in which they were developed. However, there is a lack of published studies that qualitatively explore their cultural adaptation. This study investigated the reasons for adaptations made and suggested to a Canadian MHL curriculum (The Guide) within the English school context. Method Semi-structured interviews were conducted with 11 school staff responsible for the planning and/or implementation of The Guide across three schools in the South East of England, as part of the Education for Wellbeing (EfW) feasibility study. Transcripts were analysed using a hybrid, deductive-inductive thematic analysis. Results Adaptations made and suggested included dropping and emphasising content, and adapting language, examples and references. Most adaptations were proactive and related to The Guide's implementation methods, including developing more interactive and student-led approaches. Staff Capacity and Expertise, Timetabling, and Accessibility of Resources were identified as logistical reasons for adaptations. Philosophical reasons included Consistency of Messages, Student Characteristics, Reducing Stigma and Empowering Students, National and Local Context, and Appropriate Pedagogic Practices. Conclusion Overall, recommendations were for immediately implementable lesson plans informed by teachers' knowledge about best pedagogic practices in England. Adequate training, attended by both senior leadership and those implementing, was also emphasised. While ensuring that the core components are clear, MHL interventions should be developed with a necessary level of flexibility to accommodate contextual characteristics. Future research should ensure that adaptations are captured through process and implementation evaluations conducted alongside efficacy trials. https://www.cambridge.org/core/product/identifier/S2054425121000388/type/journal_articlecultural adaptationmental health literacy curriculumschool staff |
| spellingShingle | Rosie Mansfield Neil Humphrey Praveetha Patalay Anna Moore Emily Stapley Adaptation of a school-based mental health literacy curriculum: from Canadian to English classrooms Cambridge Prisms: Global Mental Health cultural adaptation mental health literacy curriculum school staff |
| title | Adaptation of a school-based mental health literacy curriculum: from Canadian to English classrooms |
| title_full | Adaptation of a school-based mental health literacy curriculum: from Canadian to English classrooms |
| title_fullStr | Adaptation of a school-based mental health literacy curriculum: from Canadian to English classrooms |
| title_full_unstemmed | Adaptation of a school-based mental health literacy curriculum: from Canadian to English classrooms |
| title_short | Adaptation of a school-based mental health literacy curriculum: from Canadian to English classrooms |
| title_sort | adaptation of a school based mental health literacy curriculum from canadian to english classrooms |
| topic | cultural adaptation mental health literacy curriculum school staff |
| url | https://www.cambridge.org/core/product/identifier/S2054425121000388/type/journal_article |
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