An efficacy study of two dissemination strategies for the enhance Aussie Optimism: Social Life Skills and Optimistic Thinking Skills program.

INTERVENTION: This study evaluated the efficacy of two different dissemination strategies for the enhanced Aussie Optimism: Social Life Skills (SLS) and Optimistic Thinking Skills (OTS) programs in Western Australia, incorporated with a self‐directed parent and families program. Grade 6 students (aged 10‐11 years) and their parents from primary schools within three Western Australia Department of Education school districts were recruited to participate in a randomised field trial of the dissemination of the Aussie Optimism Program. 63 primary schools were recruited from three education districts and randomly assigned to one of the three conditions: i) Aussie Optimism with teacher training, ii) Aussie Optimism with teacher training plus coaching and iii) a usual care condition that received the regular Western Australian Health Education Curriculum. Principals were invited to participate by way of a letter and follow‐up phone call. These described the project aims and methods, what this means for schools, teachers and parents, and which condition the school had been assigned to. Once the principal consented, a visit and presentation was made to the school staff. The principals were asked to sign a Memorandum of Understanding stating that they agree to participate in the research, that they agree to implement the program, the number of teachers who will implement the program, & receive training and coaching, depending on the dissemination condition. Teachers were provided with information forms & were asked to sign consent forms to indicate consent to take part in the study. Information & consent forms were sent home to parents in sealed envelopes to all grade 6 students. Children of Parents who did not consent for their children to participate in the research had accessed to the program but did not complete the questionnaires. Teachers in the intervention condition received 8‐hour training in the SLS and OTS. Each program contain ten 60‐minute modules that can be incorporated into regular primary school classes for health education or personal development. The modules include didactic information, interactive activities, games, cooperative learning tasks, cross curriculum applications, worksheets, and homework activities to help students generalise skills outside of the school setting. Parents booklets inform parents of the content of the programs and provide evidence on how to support their child's use of the skills in the home environment. SLS was developed to overcome interpersonal skills such as poor social skills and problem solving, lack of social support and friendship difficulties. OTS targets cognitive vulnerabilities such as pessimistic attribution style, and negative self‐perceptions and future expectations. The self‐directed family program, Aussie Optimism for Families and Parents (F & P), was provided for parents of Grade 7 students in the second half of the year when schools and families were preparing students for secondary school. The F & P program aims to enhance family protective factors for young adolescents over the transition to secondary school. Topics such as working together as a family, building new friendships, stress management in times of transition, and cultivating an optimistic perspective are discussed and families are encouraged to make plans to assist their teenagers over time. The F & P program is a self‐directed booklet delivered to the parents via their grade 7 child. CONDITION: Anxiety ; . The proportion of the school staff showing an increase in the awareness on mental health promotion in school as assessed by Concerns Based Adoption Questionnaires. The program was distributed at an initial meeting (1 x hour) with parents (regardless of whether year/class groups, or individual parents) so that aims, contents, and activities can be explained, and there was opportunity for questions. This is associated with increased fidelity, commitment, and school community ownership of the program. After the F & P was distributed, parents were given about 8‐40 weeks to complete the program at home on their own. At the end of 10 weeks a follow‐up questionnaire was posted, and if not returned, there was follow‐up telephone contact (15 minutes) from a facilitator (school psychologist or teacher who has completed SLS and OTS training). A checklist (based on the content of the program) , 5‐item rating scale (usefulness, enjoyment, relevance, compatibility with family values and beliefs, presentation, delivery), and series of open‐ended questions was used to monitor adherence to the program. The whole program was implemented over two years: SLS in grade 6, OTS in grade 7, and F & P in the second half of Grade 7. All learning outcomes were compatible with the Western Australia Department of Education 's Curriculum Framework for Health Education.. The 8‐hour teacher training workshop for each SLS and OTS includes skills practice and feedback on the program activities and discussion of implementation issues for individual classrooms. The majority of teachers taught either SLS or OTS; teachers who taught OTS also administered the P & F program in Grade 7. Whi PRIMARY OUTCOME: Proportion of students showing an increase in pro‐social behaviour and decrease in total difficulties as assessed by SDQ‐S. Proportion of students showing decrease incidences of anxiety and depressive disorders and suicidal ideation/behaviour, and increased recovery from these clinical disorders as measured by DICA‐IV. SECONDARY OUTCOME: The proportion of school staff showing an increase in the confidence skills to implement AOP at school as assessed by The Program Adoption Questionnaire. The proportion of students showing an increase in pro‐social behaviour and decrease in total difficulties reported by the parents as assessed by SDP ‐ P. INCLUSION CRITERIA: The targeted population consisted of Grade 6 students (aged 10‐11 years) & their parents from 91 government primary schools within three Western Australia education districts (Fremantle, Rockingham and Mandurah). The schools were stratified by an index of socioeconomic status, school size & number of grade 6 & split 6/7 classes. The students have sufficient English language ability to complete the programs and questionnaires, and not reported to have any significant learning disability.