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IJPCP 2025, 31(1): 0-0 |
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Sayarifard A, Moradi A, Jamshidi E, Moradi M, Ameri P, Amjadian M et al . Exploring the Challenges and Solutions for Implementing the Teen Mental Health First Aid Programs in Iranian Schools: A Qualitative Study. IJPCP 2025; 31 (1)
URL: http://ijpcp.iums.ac.ir/article-1-4456-en.html
URL: http://ijpcp.iums.ac.ir/article-1-4456-en.html
Azadeh Sayarifard1 
, Ali Moradi2 , Ensiyeh Jamshidi3 , Maziar Moradi4 , Pegah Ameri5 , Mohyeddin Amjadian6 , Maryam Nazari7
, Ali Moradi2 , Ensiyeh Jamshidi3 , Maziar Moradi4 , Pegah Ameri5 , Mohyeddin Amjadian6 , Maryam Nazari7
1- Community Based Participatory Research Center, Center for Academic and Health Policy, Tehran University of Medical Sciences, Tehran, Iran.
2- Occuptional Health and Safety Research Center, Hamadan University of Medical Sciences, Hamadan, Iran.
3- Department of Health Education and Promotion, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran. & Student’s Scientific Research Center, Tehran University of Medical Sciences, Tehran, Iran.
4- Asadabad County Health Center, Asadabad University of Medical Sciences, Asadabad, Iran.
5- Department of Epidemiology, School of Health, Hamadan University of Medical Sciences, Hamadan, Iran.
6- Department of Clinical Psychology, School of Medicine, Kurdistan University of Medical Sciences, Sanandaj, Iran.
7- Department of Management, Policy and Health Economics, Center for Academic and Health Policy (CAHP), School of Public Health, Tehran University of Medical Sciences (TUMS), Tehran, Iran. ,mnazari@razi.tums.ac.ir
2- Occuptional Health and Safety Research Center, Hamadan University of Medical Sciences, Hamadan, Iran.
3- Department of Health Education and Promotion, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran. & Student’s Scientific Research Center, Tehran University of Medical Sciences, Tehran, Iran.
4- Asadabad County Health Center, Asadabad University of Medical Sciences, Asadabad, Iran.
5- Department of Epidemiology, School of Health, Hamadan University of Medical Sciences, Hamadan, Iran.
6- Department of Clinical Psychology, School of Medicine, Kurdistan University of Medical Sciences, Sanandaj, Iran.
7- Department of Management, Policy and Health Economics, Center for Academic and Health Policy (CAHP), School of Public Health, Tehran University of Medical Sciences (TUMS), Tehran, Iran. ,
Abstract: (55 Views)
Objectives Establishing mental health first aid (MHFA) programs is a strategy employed by developed countries worldwide to empower students in terms of mental health literacy; these programs have not received the support for implementation in Iranian schools. The present study aimed to explore the challenges in the implementation of teen MHFA (tMHFA) programs in Iranian schools and provide solutions.
Methods This is a qualitative study, conducted in 2021. The participants were purposively selected from adolescents, their parents, and the experts in the field of mental health aid for adolescents (n=34) in Tehran. Data collection was conducted using semi-structured, in-depth individual interviews. The collected data were analyzed using thematic analysis based on an inductive approach in MAXQDA software, version 2020.
Results Three main themes as challenges were extracted, including characteristics/tendencies of students (independence in decision-making, influence from media and virtual social networks, willingness to attend the classes, and personality and behavioral characteristics), infrastructure/resources (readiness and competence of teaching and specialized staff, financial resources, physical resources, relevant educational content and related guides, and service delivery network), and the course implementation process (governance and stewardship, managers’ willingness and perspective, planning, practicality and skill-based, and effectiveness evaluation).
Conclusion The tMHFA program’s successful implementation in Iranian schools requires the involvement of students and their families, empowering the school staff, localizing educational content based on needs assessment, providing resources from multiple sources; using media and distance education, integrating the program into the routine school activities and including in school textbooks, using incentives such as a certificate of course completion, informing by influencers, governmental support via appropriate legislation, employing qualified and trusted teachers, coordination with the health network, and designing and establishing a robust monitoring framework.
Methods This is a qualitative study, conducted in 2021. The participants were purposively selected from adolescents, their parents, and the experts in the field of mental health aid for adolescents (n=34) in Tehran. Data collection was conducted using semi-structured, in-depth individual interviews. The collected data were analyzed using thematic analysis based on an inductive approach in MAXQDA software, version 2020.
Results Three main themes as challenges were extracted, including characteristics/tendencies of students (independence in decision-making, influence from media and virtual social networks, willingness to attend the classes, and personality and behavioral characteristics), infrastructure/resources (readiness and competence of teaching and specialized staff, financial resources, physical resources, relevant educational content and related guides, and service delivery network), and the course implementation process (governance and stewardship, managers’ willingness and perspective, planning, practicality and skill-based, and effectiveness evaluation).
Conclusion The tMHFA program’s successful implementation in Iranian schools requires the involvement of students and their families, empowering the school staff, localizing educational content based on needs assessment, providing resources from multiple sources; using media and distance education, integrating the program into the routine school activities and including in school textbooks, using incentives such as a certificate of course completion, informing by influencers, governmental support via appropriate legislation, employing qualified and trusted teachers, coordination with the health network, and designing and establishing a robust monitoring framework.
Type of Study: Original Research |
Subject:
Psychiatry and Psychology
Received: 2025/03/3 | Accepted: 2025/10/28 | Published: 2025/11/13
Received: 2025/03/3 | Accepted: 2025/10/28 | Published: 2025/11/13
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