Black Dog Institute, University of New South Wales, Randwick, Australia.
J Med Internet Res. 2021 Aug 27;23(8):e26223. doi: 10.2196/26223.
Digital prevention programs that are delivered in a school environment can inoculate young people against depression. However, little is known about the school-based factors that help and hinder the implementation of these programs. Staff members are integral for supporting mental health programs in schools and are likely to have a wealth of expertise and knowledge about the factors that affect implementation.
The primary objective of this study was to explore the barriers and facilitators to implementing a digital depression prevention program in Australian secondary schools with teachers, counselors, and principals. The secondary objective was to explore variations in these factors across different school contexts, including the school type (government or nongovernment), location (capital city, regional/or rural areas), and socioeconomic status (SES) (low, medium, high).
This quantitative cross-sectional survey study assessed the barriers and facilitators to implementing a hypothetical digital prevention program in Australian schools. The survey was taken by 97 teachers (average age 38.3 years), 93 counselors (average age 39.5 years), and 11 principals (average age 50.9 years) across Australia between November 2017 and July 2018.
A range of barriers and facilitators relating to logistics and resources, staff support, and program factors were endorsed by the surveyed staff. Consistent with prior research, common barriers included a lack of time and resources (ie, staff and rooms). These barriers were particularly evident in government, rural/regional, and low socioeconomic schools. Other barriers were specific to digital delivery, including privacy issues and a lack of clarity around staff roles and responsibilities. Facilitators included upskilling staff through training, embedding the program into the curriculum, and other program factors including universal delivery, screening of students' mental health, and clear referral pathways. Knowledge about the program efficacy was also perceived as important by a large proportion of the respondents.
The digital depression prevention program was perceived as suitable for use within different schools in Australia, although certain factors need to be considered to enable effective implementation. Logistics and resources, support, and program factors were identified as particularly important for school-based implementation. To maximize the effectiveness in delivering digital programs, implementation may need to be tailored to the staff roles and school types.
在学校环境中提供的数字预防计划可以使年轻人预防抑郁。然而，对于有助于和阻碍这些计划实施的学校因素知之甚少。工作人员对于在学校中支持心理健康计划至关重要，并且可能对影响实施的因素具有丰富的专业知识和知识。
本研究的主要目的是探讨教师、辅导员和校长在澳大利亚中学实施数字抑郁预防计划的障碍和促进因素。次要目的是探讨这些因素在不同学校背景下的变化，包括学校类型（政府或非政府）、地理位置（首府城市、区域/农村地区）和社会经济地位（SES）（低、中、高）。
这项定量的横断面调查研究评估了在澳大利亚学校实施假设的数字预防计划的障碍和促进因素。2017 年 11 月至 2018 年 7 月，澳大利亚的 97 名教师（平均年龄 38.3 岁）、93 名辅导员（平均年龄 39.5 岁）和 11 名校长（平均年龄 50.9 岁）参与了这项调查。
被调查的工作人员认可了与后勤和资源、员工支持以及计划因素有关的一系列障碍和促进因素。与先前的研究一致，常见的障碍包括缺乏时间和资源（即员工和房间）。这些障碍在政府、农村/地区和低社会经济学校中尤为明显。其他障碍是数字交付特有的，包括隐私问题以及员工角色和职责不明确。促进因素包括通过培训提高员工技能、将计划纳入课程、以及其他计划因素，包括普及交付、筛查学生的心理健康以及明确的转介途径。很大一部分受访者还认为了解该计划的疗效也很重要。
数字抑郁预防计划被认为适合在澳大利亚的不同学校使用，尽管需要考虑某些因素才能实现有效实施。后勤和资源、支持以及计划因素被确定为学校实施的特别重要因素。为了最大限度地提高数字计划的有效性，实施可能需要根据员工角色和学校类型进行调整。
