Using the Tool
Whether you are new to mental health literacy (MHL) education programming or you are a seasoned MHL curriculum leader, this tool is meant to serve you in selecting appropriate mental health education programming. This tool may work best as part of locally led implementation goals using strategies and practices rooted in Improvement and Implementation Sciences.
Elements of the Tool
The tool is composed of the 4 MHL Components developed by Kutcher et al. (2016). Each MHL Component includes 4 Key Competencies, providing the general application for each component. Each Key Competency includes 2-6 Key Learnings. These further clarify Key Competencies, offering examples related to each Key Competency.
*Note: Developmental appropriateness should be considered when reviewing Key Learnings. Following these mental health literacy elements of the tool.
Using the Tool to Select Appropriate Programming
1. Determine which mental health literacy (MHL) components you wish to address with programming: (1) How to foster and maintain positive mental health, (2) Common mental health disorders and their treatments, (3) How to seek help effectively, (4) Stigma and how to reduce it.
Note: You may identify all four components, or only one, two, or three components to prioritize.
2. Identify and review possible MHL programming that addresses the selected component(s). For a list of vetted MHL programs available for schools, visit: https://www.mentalhealthinstruction.org/
3. For each selected component, review the four Key Competencies and the supporting Key Learnings, which help guide understanding of each key competency. Lists of Key Learnings are not exhaustive, and in some cases, Key Learnings may not be developmentally appropriate.
4. Checkmark each Key Competency that is addressed. Total checkmarks for each MHL Component.
5. For each MHL Component, identify as fully addressed (4 Key Competencies checked), partially addressed (1-3 Key Competencies checked), or not addressed at all (0 Key Competencies checked).
6. Review and respond to the Additional Program Considerations questions.
7. Repeat steps 1-6 to evaluate each potential program.
8. Assemble the implementation team to review findings. Identify a potential program or programs for piloting and outline steps for pilot implementation.
9. Engage community stakeholders, including teachers, administrators, curriculum specialists, mental health professionals, parents/caregivers, and student representatives. Outline expected outcomes, proposed timeline, and assessment plans. Gather input from the school community, giving a flavor of the program to communicate about the plan and educate (e.g., mental health literacy) - to inform about the chosen program.
10. Provide appropriate professional learning opportunities to enhance educator knowledge and confidence. Develop bidirectional communication channels for ongoing feedback during the pilot process.
11. Implement the pilot program. Monitor closely, assess outcomes, and collect data.
12. Assess outcomes of pilot to decide on next steps. Before expanding implementation, what changes should be made?