530471206 1 WRIT 1000 Assessment Five: Final Project: Are Mental Health Awareness Programs in Australian Education Effective? The prevalence of mental disorders among Australian adolescents has reached alarming levels. Surpassing physical diseases as the leading cause of illness and disability, the Australian 2022 census estimate that 14% of individuals between the ages of 4 and 17 experience a mental health problem each year. This concerning rise in mental illness among Australian youth has prompted a national response, leading to the implementation of secondary school prevention programs to address this pressing issue. From a strictly utilitarian perspective, cultivating prevention interventions for adolescents through the secondary school system is highly suitable as it allows for integrating these programs into the existing health education syllabus. Students are provided with valuable knowledge and resources to promote healthy mental well-being by incorporating mental health awareness and support programs directly within the school curriculum. However, critically evaluating the effectiveness of these school-based intervention programs is crucial to determine whether the investments yield genuinely positive outcomes. By examining existing research and considering the statements of various psychology experts, we can gain further insight into the efficacy argument of mental health awareness programs in Australian education. Identifying the challenges and proposing potential solutions chart a path forward to enhance the impact of these programs, ultimately aiming to mitigate the rising rates of mental disorders among Australia's youth. This report evaluates the evidence of the effectiveness of secondary school prevention programs, explores the challenges faced during implementation, and proposes strategies for overcoming these hindrances. 530471206 2 When observing the effectiveness of school-based prevention programs, it is necessary to consider the evidence and research available. Several studies have already provided insight into the impact of prevention programs on adolescents, particularly in addressing depression and anxiety. Research from (Amado-Rodríguez, 2022) finds a medium-positive effect of mental health literacy in improving mental well-being familiarity among adolescents. Hence, it is essential to understand the different approaches used in school-based prevention programs. These programs currently can be classified into two unique categories: universal and targeted prevention. Universal prevention aims to reach every individual in a population, while targeted prevention selects candidates for intervention based on specific demographic or behavioural characteristics. Hence, schools have embraced universal prevention methods to prioritise the well-being and safety of all collective students. A review of such prevention programs conducted by (Salerno, 2016) reveals that universal programs have improved mental illness familiarity, attitudes, and help-seeking behaviour among adolescents. This evidence proves that school-based mental health awareness programs have the potential to shape outcomes related to mental health adherence, including social diversification. By targeting broader audiences through universal prevention programs, these interventions can effectively reach a larger portion of the student population and foster a more inclusive environment for those experiencing mental health challenges. However, it is vital to analyse the evidence and consider the limitations of these studies. While (Amado-Rodríguez, 2022) finds a medium-positive effect, further investigation is needed to understand the prevention programs' long-term impact and sustainability fully. Additionally, studies should assess the specific components and strategies employed within these programs to determine their effectiveness in unique contexts and populations. One prominent limitation in evaluating prevention programs is the requirement for standardised measurement tools and evaluation methods. Different studies may employ various assessment measures, making comparing results and drawing definitive 530471206 3 conclusions difficult. Developing consistent evaluation frameworks and utilising validated measurement tools can enhance the reliability and validity of research findings, allowing for a more comprehensive analysis of program effectiveness. Furthermore, it is crucial to consider the cultural and contextual factors that may influence the effectiveness of such programs. Australia's diverse population and varying socio-cultural contexts necessitate tailored approaches to ensure the programs resonate with all student demographics. Culturally sensitive interventions that acknowledge specific communities' unique experiences and challenges can contribute to more effective outcomes. Hence, it is vital to analyse the available evidence and research when assessing the effectiveness of school-based prevention programs. As previously discussed, evidence supports the effectiveness of school-based prevention programs. However, their implementation faces a range of challenges that hinder successful intervention. One major challenge is inadequate funding from the Australian Government, including insufficient budget allocation for personnel involved in running prevention programs. This need for more personnel severely limits the programs’ reach in targeting adolescent age groups. Moreover, the mounting academic pressures and expanding curriculum in secondary schools often result in neglecting students' mental health, which takes a backseat in school priorities. It is paradoxical to assume that while adolescents face high levels of pressure to achieve academically during their secondary school years, that the school board would prioritise a program that promotes a positive and safe school environment. Furthermore, insufficient internal school-staff training significantly reduces the chances of effectively disseminating information to adolescents with mental disorders. At present, the school-staffing levels dedicated to these programs in schools are minimal, posing a greater challenge in generating comprehensive community support. According to (Rosenburg, 2011), the Australian Government's handling of the mental health issue can be criticised for a lack of 530471206 4 political willpower, leadership, and funding to drive the widespread implementation of these policies. This reinforces the challenges associated with implementing school-based prevention programs, primarily due to inadequate funding and a need for prioritisation for personnel. The effectiveness of these programs in addressing Australia's adolescent mental health crisis relies heavily on proper internal and external staff training. However, the current implementation needs to correspondingly include training an adequate number of staff members, thereby increasing the potential impact of these programs. Additionally, gathering community support is crucial in the programs’ successful implementation, requiring more significant efforts to generate widespread backing. Therefore, criticism towards the Australian Government from (Rosenburg, 2011) is justified as it highlights the lack of political willpower, leadership, and funding to address mental health policies comprehensively. The government's failure to allocate sufficient resources and prioritise mental health initiatives underlines a gap between the urgency of the issue and lethargic response. The challenges in effectively implementing school-based prevention programs for Australian adolescents can be attributed to inadequate funding and commitment. One possible resolution is to increase government financial support to facilitate the delivery of prevention programs in secondary schools across Australia. While targeting national policies is likely to yield significant results, proposing local approaches for raising awareness is more reasonable and realistic. A meaningful local approach fosters a school-family relationship that emphasises commitment to implementing school-based program components. Moreover, while targeted prevention appears to have a more significant immediate impact (Beaudry, 2019), it fails to identify future symptomatic adolescents and can lead to stigmatisation when peers discover their participation in the program. Thus, a delicate balance of universal and targeted prevention strategies should be implemented to ensure that school-based programs have the extensive 530471206 5 reach required for effectively addressing mental disorders. Furthermore, although the current National Physical, Health, and Physical Education (PDHPE) curriculum includes a subsection on mental health, it is insufficient and outdated in its ability to address adolescents' needs effectively. To address this issue, (Beaudry, 2019) proposes a renewed PDHPE curriculum that prioritises mental health while integrating the Australian paradigm to be developed, alleviating feelings of generational disconnect. This demonstrates the potential impact of a renewed PDHPE curriculum that strongly emphasises mental health and integrates the Australian paradigm. By prioritising mental health education and tailoring it to the Australian context, the curriculum aims to address the issue of generational disconnect. This approach recognises the unique challenges different generations face and seeks to bridge the gap by providing relevant and relatable education on mental well-being. By promoting understanding, empathy, and open discussions about mental health, the curriculum can contribute to a more cohesive and supportive society where different generations can connect and support each other. Additionally, it has been observed that interventions yielding positive results were often initiated in a classroom setting and included multiple educational sessions. This highlights the practicality of incorporating mental health education into Australian secondary-school curriculums. However, it is worth noting that trained staff members, such as teachers, needed to deliver more interventions. To ensure the successful integration of mental health education into Australian secondary-school curriculums, (Salerno, 2016) recommends that teachers be equipped to deliver these interventions, as they are the ones most likely to put these concepts into real-world practice In retrospect, Australia's spike in adolescent mental disorders cannot be attributed to its collective ignorance or obliviousness of the issue. On the contrary, evidence suggesting the moderate positive effect of implementing school-based systems in bettering adolescent well- 530471206 6 being proves that integrating mental health programs into education curriculums can be effective (Salerno, 2016). However, challenges emerge when school-based programs become complacent in resolving adolescent mental illnesses when relying on little evidence of their effectiveness. This compliance will ultimately destabilise the foundations of an ideal schoolbased system designed to foster Australian adolescents with mental disorders. Hence, ensuring that the nation's adolescent mental health crisis is guided in a downward trajectory should be the forefront goal of the Australian Government. Only by compelling Australian policy reformation towards prioritising adolescent mental health can we guarantee the welfare of upcoming generations. 530471206 7 Bibliography (APA7 Style) Salerno, J. P. (2016). Effectiveness of Universal School-Based Mental Health Awareness Programs Among Youth in the United States: A Systematic Review. Journal of School Health, 86(12), 922–931. https://doi.org/10.1111/josh.12461 Amado-Rodríguez, I. D., Casañas, R., Mas-Expósito, L., Castellví, P., Roldan-Merino, J. F., Casas, I., Lalucat-Jo, L., & Fernández-San Martín, M. I. (2022). Effectiveness of Mental Health Literacy Programs in Primary and Secondary Schools: A Systematic Review with Meta-Analysis. Children, 9(4), 480. https://doi.org/10.3390/children9040480 Foulkes, L., & Andrews, J. L. (2023). Are mental health awareness efforts contributing to the rise in reported mental health problems? A call to test the prevalence inflation hypothesis. New Ideas in Psychology, 69, 101010. https://doi.org/10.1016/j.newideapsych.2023.101010 Rosenberg, S. (2011). True North? Twenty Years of Australian Mental Health Reform. International Journal of Mental Health, 40(2), 8–24. https://www.jstor.org/stable/41345349 Beaudry, M. B., Swartz, K., Miller, L., Schweizer, B., Glazer, K., & Wilcox, H. (2019). Effectiveness of the Adolescent Depression Awareness Program (ADAP) on Depression Literacy and Mental Health Treatment. Journal of School Health, 89(3), 165–172. https://doi.org/10.1111/josh.12725
