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Four Steps To My Future (4STMF): acceptability, feasibility and exploratory outcomes of a universal school‐based mental health and well‐being programme, delivered to young adolescents in South Africa.

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Title: Four Steps To My Future (4STMF): acceptability, feasibility and exploratory outcomes of a universal school‐based mental health and well‐being programme, delivered to young adolescents in South Africa.
Authors: Coetzee, Bronwynè (AUTHOR), Loades, Maria (AUTHOR), Human, Suzanne (AUTHOR), Gericke, Hermine (AUTHOR), Laning, Gerrit (AUTHOR), Kidd, Martin (AUTHOR), Stallard, Paul (AUTHOR)
Source: Child & Adolescent Mental Health. Feb2024, Vol. 29 Issue 1, p22-32. 11p.
Subjects: Mental illness prevention, Well-being, Pilot projects, School health services, Evaluation of human services programs, Human research subjects, Patient participation, Focus groups, Self-perception, Randomized controlled trials, Patients' attitudes, Research funding, Statistical sampling, Patient compliance, Emotion regulation, Health promotion, Cognitive therapy, Adolescence
Geographic Terms: South Africa
Abstract: Objective: Mental health disorders affect many children in South Africa, where vulnerability is high, and treatment is limited. We sought to determine the feasibility and acceptability of a universally delivered classroom‐based programme for the promotion of mental health in young adolescents. Method: We pilot tested an 8 session, cognitive‐behavioural therapy‐based programme, 4 Steps To My Future (4STMF) in two schools. Participants were grade 5 learners (n = 222; Meanage = 10.62 (Standard deviation = 0.69)). 4STMF was delivered in class time by trained psychology postgraduates. Feasibility (rates of parental opt‐out, child assent, assessment completion at baseline and follow‐up, programme completion, session attendance and programme fidelity), acceptability (teacher feedback and focus groups with learners), as well as demographic data and data on a battery of a psychological measures were collected at baseline, postintervention and at one‐month follow‐up. Results: Most eligible learners at both schools agreed to participate (85% – school 1; 91% – school 2) with more than 80% completing postintervention measures. Learner session attendance and programme fidelity were high. Teachers rated facilitators highly on confidence, preparedness, enthusiasm and classroom management and observed children to be enjoying the programme. Focus group data suggest that learners liked the programme, could recall the content and had shared some of the content with their family. An exploratory analysis of outcomes showed significant pre–post differences on self‐esteem at school 1 and on emotion regulation at school 1 and school 2, maintained at follow‐up. Conclusions: This pilot study has shown that 4STMF can acceptably and feasibly be delivered, at classroom level, as a universal school‐based prevention programme to young adolescent learners in South African primary schools. The programme could fit in with school context, could be delivered by nonspecialists, showed significant improvements on self‐esteem and emotion regulation and was liked by the learners. [ABSTRACT FROM AUTHOR]
Copyright of Child & Adolescent Mental Health is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Four Steps To My Future (4STMF): acceptability, feasibility and exploratory outcomes of a universal school‐based mental health and well‐being programme, delivered to young adolescents in South Africa.
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  Data: <searchLink fieldCode="AR" term="%22Coetzee%2C+Bronwynè%22">Coetzee, Bronwynè</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Loades%2C+Maria%22">Loades, Maria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Human%2C+Suzanne%22">Human, Suzanne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gericke%2C+Hermine%22">Gericke, Hermine</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Laning%2C+Gerrit%22">Laning, Gerrit</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kidd%2C+Martin%22">Kidd, Martin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stallard%2C+Paul%22">Stallard, Paul</searchLink> (AUTHOR)
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  Data: Objective: Mental health disorders affect many children in South Africa, where vulnerability is high, and treatment is limited. We sought to determine the feasibility and acceptability of a universally delivered classroom‐based programme for the promotion of mental health in young adolescents. Method: We pilot tested an 8 session, cognitive‐behavioural therapy‐based programme, 4 Steps To My Future (4STMF) in two schools. Participants were grade 5 learners (n = 222; Meanage = 10.62 (Standard deviation = 0.69)). 4STMF was delivered in class time by trained psychology postgraduates. Feasibility (rates of parental opt‐out, child assent, assessment completion at baseline and follow‐up, programme completion, session attendance and programme fidelity), acceptability (teacher feedback and focus groups with learners), as well as demographic data and data on a battery of a psychological measures were collected at baseline, postintervention and at one‐month follow‐up. Results: Most eligible learners at both schools agreed to participate (85% – school 1; 91% – school 2) with more than 80% completing postintervention measures. Learner session attendance and programme fidelity were high. Teachers rated facilitators highly on confidence, preparedness, enthusiasm and classroom management and observed children to be enjoying the programme. Focus group data suggest that learners liked the programme, could recall the content and had shared some of the content with their family. An exploratory analysis of outcomes showed significant pre–post differences on self‐esteem at school 1 and on emotion regulation at school 1 and school 2, maintained at follow‐up. Conclusions: This pilot study has shown that 4STMF can acceptably and feasibly be delivered, at classroom level, as a universal school‐based prevention programme to young adolescent learners in South African primary schools. The programme could fit in with school context, could be delivered by nonspecialists, showed significant improvements on self‐esteem and emotion regulation and was liked by the learners. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child & Adolescent Mental Health is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1111/camh.12660
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      – Code: eng
        Text: English
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        PageCount: 11
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    Subjects:
      – SubjectFull: Mental illness prevention
        Type: general
      – SubjectFull: Well-being
        Type: general
      – SubjectFull: Pilot projects
        Type: general
      – SubjectFull: School health services
        Type: general
      – SubjectFull: Evaluation of human services programs
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      – SubjectFull: Human research subjects
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      – SubjectFull: Patient participation
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      – SubjectFull: Randomized controlled trials
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      – SubjectFull: Patients' attitudes
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      – SubjectFull: Emotion regulation
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      – SubjectFull: South Africa
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      – TitleFull: Four Steps To My Future (4STMF): acceptability, feasibility and exploratory outcomes of a universal school‐based mental health and well‐being programme, delivered to young adolescents in South Africa.
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              Text: Feb2024
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