The effectiveness of school-based skills-training programs promoting mental health in adolescents: a study protocol for a randomized controlled study

Amanda W. G. van Loon,Simone Vogelaar,Nadira Saab,Hanneke E. Creemers,Jessica J. Asscher,Anne C. Miers,P. Michiel Westenberg

doi:10.1186/s12889-019-6999-3

Amanda W. G. van Loon, Simone Vogelaar + Show 5 more

Open Access

https://doi.org/10.1186/s12889-019-6999-3

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Abstract

BackgroundAdolescence is a period of elevated stress sensitivity, which places adolescents at increased risk of developing mental health problems such as burnout, depression, anxiety, and externalizing problems. Early intervention of psychological needs and low-threshold care addressing such needs may prevent this dysfunctional development. Schools may provide an important environment to identify and address psychological needs. The aim of this protocol is to describe the design of a study aiming to evaluate the effectiveness of low-threshold school-based skills-training programs promoting the mental health of adolescents and to examine moderators of the effectiveness.MethodsA Randomized Controlled Trial will be conducted to examine the effectiveness of two school-based skills-training programs aiming to promote mental health by improving either skills to deal with performance anxiety or social skills. A multi-informant (i.e., students, parents, and trainers) and multi-method (i.e., questionnaires and physiological measurements) approach will be used to assess program targets (skills to deal with performance anxiety or social skills), direct program outcomes (performance or social anxiety) and mental health outcomes (i.e., stress, internalizing and externalizing problems, self-esteem and well-being), as well as specific moderators (i.e., student, parent and program characteristics, social support, perfectionism, stressful life events, perceived parental pressure, positive parenting behavior, treatment alliance and program integrity).DiscussionThe current study will provide information on the effectiveness of school-based skills-training programs. It is of crucial importance that the school environment can provide students with effective, low-threshold intervention programs to promote adolescents’ daily functioning and well-being and prevent the emergence of mental health problems that negatively affect school performance.Trial registrationDutch Trial Register number NL7438. Registered 12 December 2018.

Highlights

Adolescence is a period of elevated stress sensitivity, which places adolescents at increased risk of developing mental health problems such as burnout, depression, anxiety, and externalizing problems
In order to effectively help adolescents who perceive academic or social stress and to promote their mental health, this protocol describes a study to examine the effectiveness of two school-based skills-training programs targeting skills to deal with performance anxiety or social skills
Data collection Questionnaires assessing program targets, specific goals of the skills-training programs and mental health will be completed by students and parents prior to the start (T1) and after completion of the interventions in the experimental group (T2)

Summary

Introduction

Adolescence is a period of elevated stress sensitivity, which places adolescents at increased risk of developing mental health problems such as burnout, depression, anxiety, and externalizing problems. Schools may provide an important environment to identify and address psychological needs The aim of this protocol is to describe the design of a study aiming to evaluate the effectiveness of low-threshold school-based skills-training programs promoting the mental health of adolescents and to examine moderators of the effectiveness. Adolescence is a period of increased stress sensitivity [2,3,4], which contributes to adolescents’ increased risk for mental health problems, such as burnout, depression, anxiety and externalizing problems [5,6,7,8] and which may negatively affect the well-being of adolescents [9,10,11] and later developmental outcomes [12]. Addressing psychological needs at an early stage, for instance to deal with stress and stress-inducing factors, is of crucial importance to prevent the development of mental health problems, school dropout and dysfunction later in life. Intervening in the school-context may be beneficial to schools as well-being and mental health have been positively associated with academic functioning [17]

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