Evidence map›Paper›PMID 37307051›Full record

ArticleJMIR pediatrics and parenting2023

Implementing a Digital Depression Prevention Program in Australian Secondary Schools: Cross-Sectional Qualitative Study.

Joanne R Beames, Aliza Werner-Seidler, Michael Hodgins, Lyndsay Brown, Hiroko Fujimoto, Alexandra Bartholomew, Kate Maston, Kit Huckvale, Isabel Zbukvic, Michelle Torok and 5 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in JMIR pediatrics and parenting, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
7citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

7 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Trial
  3. Article
  4. Article
  5. Review
  6. Article
  7. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

15 authors.

Joanne R BeamesBlack Dog Institute, University of New South Wales, Sydney, NSW, Australia.ORCID https://orcid.org/0000-0003-3630-0980
Aliza Werner-SeidlerBlack Dog Institute, University of New South Wales, Sydney, NSW, Australia.ORCID https://orcid.org/0000-0002-9046-6159
Michael HodginsPopulation Child Health Clinical Research Group, School of Women's and Children's Health, University of New South Wales, Sydney, NSW, Australia.ORCID https://orcid.org/0000-0001-9177-3428
Lyndsay BrownBlack Dog Institute, University of New South Wales, Sydney, NSW, Australia.ORCID https://orcid.org/0000-0001-9516-1381
Hiroko FujimotoBlack Dog Institute, University of New South Wales, Sydney, NSW, Australia.ORCID https://orcid.org/0000-0002-6999-1012
Alexandra BartholomewBlack Dog Institute, University of New South Wales, Sydney, NSW, Australia.ORCID https://orcid.org/0000-0001-9286-2756
Kate MastonBlack Dog Institute, University of New South Wales, Sydney, NSW, Australia.ORCID https://orcid.org/0000-0002-6912-8550
Kit HuckvaleCentre for Digital Transformation of Health, University of Melbourne, Melbourne, VIC, Australia.ORCID https://orcid.org/0000-0001-9088-6682
Isabel ZbukvicOrygen, The National Centre of Excellence in Youth Mental Health, University of Melbourne, Parkville, VIC, Australia.ORCID https://orcid.org/0000-0002-6816-1199
Michelle TorokBlack Dog Institute, University of New South Wales, Sydney, NSW, Australia.ORCID https://orcid.org/0000-0003-3741-8075
Helen ChristensenDiscipline of Psychiatry and Mental Health, University of New South Wales, Sydney, NSW, Australia.ORCID https://orcid.org/0000-0003-0435-2065
Philip J BatterhamCentre for Mental Health Research, Australian National University, Canberra, ACT, Australia.ORCID https://orcid.org/0000-0002-4547-6876
Alison L CalearCentre for Mental Health Research, Australian National University, Canberra, ACT, Australia.ORCID https://orcid.org/0000-0002-7028-725X
Raghu LingamPopulation Child Health Clinical Research Group, School of Women's and Children's Health, University of New South Wales, Sydney, NSW, Australia.ORCID https://orcid.org/0000-0002-0161-793X
Katherine M BoydellBlack Dog Institute, University of New South Wales, Sydney, NSW, Australia.ORCID https://orcid.org/0000-0002-1464-8532

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundDepression is common during adolescence and is associated with adverse educational, employment, and health outcomes in later life. Digital programs are increasingly being implemented in schools to improve and protect adolescent mental health. Although digital depression prevention programs can be effective, there is limited knowledge about how contextual factors influence real-world delivery at scale in schools.

objectiveThe purpose of this study was to examine the contextual factors that influence the implementation of the Future Proofing Program (FPP) from the perspectives of school staff. The FPP is a 2-arm hybrid type 1 effectiveness-implementation trial evaluating whether depression can be prevented at scale in schools, using an evidence-based smartphone app delivered universally to year 8 students (13-14 years of age).

methodsQualitative interviews were conducted with 23 staff from 20 schools in New South Wales, Australia, who assisted with the implementation of the FPP. The interviews were guided by our theory-driven logic model. Reflexive thematic analysis, using both deductive and inductive coding, was used to analyze responses.

resultsStaff perceived the FPP as a novel ("innovative approach") and appropriate way to address an unmet need within schools ("right place at the right time"). Active leadership and counselor involvement were critical for planning and engaging; teamwork, communication, and staff capacity were critical for execution ("ways of working within schools"). Low student engagement and staffing availability were identified as barriers for future adoption and implementation by schools ("reflecting on past experiences").

conclusionsFour superordinate themes pertaining to the program, implementation processes, and implementation barriers were identified from qualitative responses by school staff. On the basis of our findings, we proposed a select set of recommendations for future implementation of digital prevention programs delivered at scale in schools. These recommendations were designed to facilitate an organizational change and help staff to implement digital mental health programs within their schools. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): RR2-10.1136/bmjopen-2020-042133.

Indexed as

adolescenceadolescentchildconsolidated framework for implementation researchdepressiondigitaleducatorimplementationmental healthperspectivequalitativeschoolsecondary schoolsocial workstudentteacheryouth

Identifiers

PMID37307051
PMCPMC10337254

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.