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What Should a Universal School-Based Psychoeducational Programme to Support Psychological Well-Being amongst Children and Young People in South Africa Focus on and How Should It Be Delivered? A Multi-Stakeholder Perspective

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Title: What Should a Universal School-Based Psychoeducational Programme to Support Psychological Well-Being amongst Children and Young People in South Africa Focus on and How Should It Be Delivered? A Multi-Stakeholder Perspective
Language: English
Authors: Coetzee, Bronwynè J. (ORCID 0000-0003-1545-418X), Gericke, Hermine (ORCID 0000-0002-2989-9481), Human, Suzanne (ORCID 0000-0001-5972-1978), Stallard, Paul (ORCID 0000-0001-8046-0784), Loades, Maria (ORCID 0000-0002-0839-3190)
Source: School Mental Health. Mar 2022 14(1):189-200.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Mental Health, Access to Health Care, School Health Services, Program Development, Value Judgment, Relevance (Education), Student Participation, Parent Participation, Stakeholders, Attitudes, Program Implementation, Well Being, Course Content, Delivery Systems, Psychoeducational Methods
Geographic Terms: South Africa
DOI: 10.1007/s12310-021-09465-3
ISSN: 1866-2625
Abstract: Children and young people are vulnerable to developing mental health problems. In South Africa, this vulnerability is compounded by contextual risk factors such as community violence and poverty. However, mental health services are scarce and costly, which precludes access for many. Universal school-based mental health programmes can prevent the onset of mental health problems in children and young people and have been implemented to good effect in high-income settings. We sought to understand stakeholder perspectives on what such a programme should focus on and how it could be implemented in practice within the South African context. We interviewed children and young people (n = 22), parents (n = 21), teachers (n = 17), and school mental health counsellors (n = 6) recruited from two schools in the Western Cape, South Africa. Interviews were audio-recorded, transcribed verbatim and analysed thematically. We generated three overarching themes: 'the value of a mental health and well-being programme', 'content and delivery', and 'practicalities and logistics'. Participants were optimistic about the potential value of such a programme. Developing content that was appropriate for group delivery, flexible and timed to fit within the school schedule was important. Finding ways to make activities meaningful for large classes was important logistically, as was determining to what extent leaners would feel comfortable participating alongside their peers. Participants felt that outsiders, as opposed to school staff, should deliver the programme and that parents should be involved where possible. Developing a mental health programme for children and young people in the South African context requires careful understanding of who the key role players in such an intervention will be and how exactly they want to be involved and, how the challenges associated with practicalities and logistics can be overcome.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1328201
Database: ERIC
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  Data: What Should a Universal School-Based Psychoeducational Programme to Support Psychological Well-Being amongst Children and Young People in South Africa Focus on and How Should It Be Delivered? A Multi-Stakeholder Perspective
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  Data: <searchLink fieldCode="AR" term="%22Coetzee%2C+Bronwynè+J%2E%22">Coetzee, Bronwynè J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1545-418X">0000-0003-1545-418X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gericke%2C+Hermine%22">Gericke, Hermine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2989-9481">0000-0002-2989-9481</externalLink>)<br /><searchLink fieldCode="AR" term="%22Human%2C+Suzanne%22">Human, Suzanne</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5972-1978">0000-0001-5972-1978</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stallard%2C+Paul%22">Stallard, Paul</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8046-0784">0000-0001-8046-0784</externalLink>)<br /><searchLink fieldCode="AR" term="%22Loades%2C+Maria%22">Loades, Maria</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0839-3190">0000-0002-0839-3190</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Mental+Health%22"><i>School Mental Health</i></searchLink>. Mar 2022 14(1):189-200.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Health+Care%22">Access to Health Care</searchLink><br /><searchLink fieldCode="DE" term="%22School+Health+Services%22">School Health Services</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Judgment%22">Value Judgment</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Delivery+Systems%22">Delivery Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Psychoeducational+Methods%22">Psychoeducational Methods</searchLink>
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  Data: 10.1007/s12310-021-09465-3
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  Data: Children and young people are vulnerable to developing mental health problems. In South Africa, this vulnerability is compounded by contextual risk factors such as community violence and poverty. However, mental health services are scarce and costly, which precludes access for many. Universal school-based mental health programmes can prevent the onset of mental health problems in children and young people and have been implemented to good effect in high-income settings. We sought to understand stakeholder perspectives on what such a programme should focus on and how it could be implemented in practice within the South African context. We interviewed children and young people (n = 22), parents (n = 21), teachers (n = 17), and school mental health counsellors (n = 6) recruited from two schools in the Western Cape, South Africa. Interviews were audio-recorded, transcribed verbatim and analysed thematically. We generated three overarching themes: 'the value of a mental health and well-being programme', 'content and delivery', and 'practicalities and logistics'. Participants were optimistic about the potential value of such a programme. Developing content that was appropriate for group delivery, flexible and timed to fit within the school schedule was important. Finding ways to make activities meaningful for large classes was important logistically, as was determining to what extent leaners would feel comfortable participating alongside their peers. Participants felt that outsiders, as opposed to school staff, should deliver the programme and that parents should be involved where possible. Developing a mental health programme for children and young people in the South African context requires careful understanding of who the key role players in such an intervention will be and how exactly they want to be involved and, how the challenges associated with practicalities and logistics can be overcome.
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