Abstract
The co-creation of educational services that promote youth resilience and mental health is still scarce. UPRIGHT (Universal Preventive Resilience Intervention Globally implemented in schools to improve and promote mental Health for Teenagers) is a research and intervention program in the Basque Country (Spain), Trentino (Italy), Low Silesia (Poland), Denmark and Reykjavik (Iceland). UPRIGHT implemented a co-creation research process whose results, outcomes and policy implications are presented here. The co-creation had a mixed-methods participatory research design with nine specific objectives linked to paired strategies of inquiry for adolescents, families, teachers and school staff. The overarching objective was to generate a valid and feasible regional adaptation strategy for UPRIGHT intervention model. Participants answered surveys ( n = 794) or attended 16 group sessions ( n = 217). The results integrate quantitative and qualitative information to propose a regional adaptation strategy that prioritizes resilience skills, adolescents’ concerns, and preferred methods for implementation across countries and in each school community. In conclusion, a whole-school resilience program must innovate, include and connect different actors, services and communities, and must incorporate new technologies and activities outside the classroom. A participatory co-creation process is an indispensable step to co-design locally relevant resilience interventions with the involvement of the whole-school community.
Highlights
UPRIGHT (Universal Preventive Resilience Intervention Globally implemented in schools to improve and promote mental Health for Teenagers) is a resilience mental-health program for adolescents
The focus was on reaching common ground to ensure better transferability (DeJonckheere et al, 2018; Ivankova and Wingo, 2018) of the co-creation into a regional adaptation strategy for the five countries, prioritizing the adolescents’ and teachers’ perspectives
The present study showed the results of a multifaceted process of co-creation in a cross-national frame, and the construction of a strategy to regionalize a universal whole-school resilience program
Summary
Participatory SurveySurvey sessions quantitative qualitative by gathering their inputs for the intervention’s design.X teachers/school staff) understand the 4 core components and 18 skills comprising the UPRIGHT theoretical model.methodologies to implement the UPRIGHT.To identify collectively the main challenges and needs (community, schools and families) for the successful implementation of UPRIGHT (and find the possible solutions).expectations in the schools and families for the successful implementation of UPRIGHT.the implementation of UPRIGHT: inclusion, active participation, positive relationships, belonging.regional needs and expectations in the five differentEuropean countries.was mandatory to have at least one adolescent who would participate in UPRIGHT. Surveys were sent to all the teachers and school staff of the selected schools, but the invitation to the participatory sessions followed the criteria of experts’ sampling (Patton, 2018). They were teachers or other school staff involved in mental health promotion, tutoring or well-being services in each country (e.g. psychologists, counselors, responsible for arts, sports, integration, etc.). They should be working directly with adolescents aged 12–14 in the selected schools, and preferably they will be trained and will lead UPRIGHT’s intervention in the schools
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