将基于生活经验的工作者主导的严肃游戏与基于接触的干预相结合，用于预防高中生抑郁的可行性研究。
Feasibility of a serious game coupled with a contact-based session led by lived experience workers for depression prevention in high-school students.
机构信息
Trimbos Institute (Netherlands Institute of Mental Health and Addiction), Utrecht, The Netherlands.
GGZ Oost Brabant, Boekel, The Netherlands.
出版信息
PLoS One. 2021 Nov 30;16(11):e0260224. doi: 10.1371/journal.pone.0260224. eCollection 2021.
BACKGROUND
Stigma and limited mental health literacy impede adolescents getting the help they need for depressive symptoms. A serious game coupled with a classroom session led by lived experience workers (LEWs) might help to overcome these barriers. The school-based Strong Teens and Resilient Minds (STORM) preventive program employed this strategy and offered a serious game, Moving Stories. The current study was carried out to assess inhibiting and promoting factors for scaling up Moving Stories once its effectiveness has been ascertained.
METHODS
Moving Stories was offered in three steps: (1) introductory classroom session, (2) students playing the game for five days, (3) debriefing classroom session led by lived experience worker. Data was collected on the number of participating students, costs of offering Moving Stories, and was further based on the notes of the debriefing sessions to check if mental health first aid (MHFA) strategies were addressed.
RESULTS
Moving Stories was offered in seven high-schools. Coverage was moderate with 982 participating students out of 1880 (52%). Most participating students (83%) played the Moving Stories app three out of the five days. Qualitative data showed that the MHFAs were discussed in all debriefing sessions. Students showed great interest in lived experience workers' stories and shared their own experiences with depression.
CONCLUSIONS
Bringing Moving Stories to scale in the high-school setting appears feasible, but will remain logistically somewhat challenging. Future implementation and scale-up of Moving Stories could benefit from improved selection and training of LEWs that played such an important role in grabbing the full attention of students and were able to launch frank discussions about depressive disorder and stigma in classrooms.
TRIAL REGISTRATION
The study is registered in the Dutch Trial Register: Trial NL6444 (NTR6622: https://www.trialregister.nl/trial/6444).
背景
污名化和有限的心理健康素养阻碍了青少年获得他们所需的抑郁症状帮助。一款与生活经验工作者（LEW）共同开展的课堂游戏可能有助于克服这些障碍。基于学校的坚强青少年和坚韧心灵（STORM）预防计划采用了这种策略，并提供了一款名为“动人故事”的严肃游戏。本研究旨在评估一旦确定“动人故事”的有效性，扩大其规模的抑制和促进因素。
方法
“动人故事”分三个步骤提供：（1）介绍性课堂课程，（2）学生连续五天玩游戏，（3）由生活经验工作者主导的讨论课。收集了参与学生的数量、提供“动人故事”的成本的数据，并进一步基于讨论课的笔记，以检查是否涉及心理健康急救（MHFA）策略。
结果
“动人故事”在七所高中提供。覆盖率适中，1880 名学生中有 982 名参与（52%）。大多数参与学生（83%）在五天内玩了“动人故事”应用程序三天。定性数据显示，所有讨论课都讨论了 MHFA。学生对生活经验工作者的故事表现出极大的兴趣，并分享了自己的抑郁经历。
结论
在高中环境中推广“动人故事”似乎可行，但在后勤方面仍具有一定的挑战性。未来实施和推广“动人故事”可以从生活经验工作者的选拔和培训中受益，他们在吸引学生的全部注意力方面发挥了重要作用，并能够在课堂上开展关于抑郁障碍和污名的坦诚讨论。
试验注册
该研究在荷兰试验登记处注册：试验 NL6444（NTR6622：https://www.trialregister.nl/trial/6444）。
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