Praveetha Patalay|Jennifer Annis|Helen Sharpe|Robbie Newman|Dominic Main|Thivvia Ragunathan|Mary Parkes|Kelly Clarke
A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary Schools
University College London|University College London|University of Edinburgh|Imperial College London|King's College London|Imperial College London|University College London|University College London
engaging young people design delivery mental health education could lead effective interventions however interventions evaluated study aimed gain preliminary evidence regards efficacy acceptability openminds peerdesigned facilitated mental health literacy programme university secondary school students programme involves structured programme education training university medical students deliver workshops secondary schools pre postsurveys completed 234 school students received two workshops 40 university medical students completed openminds programme delivered workshops main outcomes groups components mental health literacy nonstigmatising attitudes knowledge social distance helping attitudes perceived teaching efficacy interest mental health careers university medical students workshop acceptability school students also examined university school student participation openminds associated significant improvements three four mental health literacy elements samples knowledge attitudes improved samples social distance improved university sample knowledge helping behaviours increased school sample university students perceived teaching efficacy improved change reported interest pursuing psychiatry career acceptability high 70 school students agreed enjoyed workshops liked taught university student study provides preliminary evidence acceptability efficacy openminds sustainable peerled model mental health education young people openminds programme ready efficacy testing randomised trial