Task 2: Submission date: 28th May. No of words: approx.: 3,000

Task 2: Submission date: 28th May. No of words: approx.: 3,000

Assignment 2 requires that you describe and justify a scholarly research proposal that you could implement in your current workplace/school setting. This proposal must draw upon the findings from your review of related literature (conducted in Assignment 1) and places you in a position where if required, you would be able to successfully undertake a short investigative project focusing on a nominated issue.Under no circumstances should you begin the research project or start to collect any data this exercise is designed for you to produce only the proposed/draft plan for the project.Assignment 2 has the following components with recommended percentage of the total (3000 words) provided shown please use separate headings for each.a) Problem statement (less than 5%): This will be your 3rd refinement of the problem statement.b) Aims and Research Questions (less than 5%): Provide a brief overview of the aims of your project including a clearly articulated feasible research question/s or hypotheses (refined and adjusted from those submitted in Assignment 1).c) Identify relevant theories and literature impacting on your scholarly research proposal (approx. 20%): You are required to outline/discuss what body of theory (e.g., educational or management theory) or other body of literature will contribute to better understanding or answering your proposed research questions. This can be drawn from both your literature review (AT1) and your subsequent reading in the area.d) Methodology & Methods (approx. 70%): First provide a brief explanation of the broad methodological approach you plan to use and discuss the rationale or justification for selecting this approach. Next provide a systematic and detailed overview of the methods (or procedures) for conducting this scholarly research proposal. This section must include:

identifying who the participants are,

how they will be selected,

data sources and data analysis (i.e., here you must include examples of the type/s of data and how you will both access and analyse the datasets),

any limitations,

your understanding of ethics and in particular Australias NHMRC Ethical Guidelines consider if there are any potential ethical issues arising from your project,

a timeline for the project to be conducted over the space of a single school term (approx. 10 weeks).

Problem statement:

Past research has documented that mild mental health such as stress and anxiety are one of the biggest concerns among adolescents in Australia. These issues can have a big impact on young people and having access to efficient digital technology or mental health apps is vital.

Smartphone applications (apps) are used as a form of mental health interventions for young people, however gaps in research on its effectiveness is unclear. This research aims to evaluate how effective are digital mental health apps amongst the adolescent population in Wonderland High, a secondary school based in Victoria, Australia.

Research question that focuses your scholarly research proposal

-What is the broad aim?

The study focuses on students from different years, age and mixed gender within the secondary school environment and gauging if digital or e-mental health does have a positive outcome or effect on them. Additionally, it examines why students would likely be using online counselling compared to the usual face-to-face and what would be some barriers and enablers in using digital mental health platforms.

Below are my suggested research questions:

In adolescents, aged between 12 to 16 years, are digital health interventions more effective than standard face-to-face treatments in treating mild mental health conditions?

What would be some barriers and enablers of having digital mental health platforms?

Literature Review

Definition of e-mental health and mental health:

The term e-Mental refers to mental health services and information delivered or enhanced through the internet and related technology (Christensen, Griffiths & Evans, 2002, p.5). Adolescents and children spend more time in school according to Rutter M. et al., (1979). From peer relationships to social interactions to academic achievement and cognitive progress to emotional control and behavioural expectations, schools play a vital role in childrens development. Mental health affects all these areas in a reciprocal manner. Meade T. & Dowswell E. (2016) show that depression inhibits young peoples social and intellectual development, reduces their engagement with education and causes lifelong impairments. The World Health Organisation (WHO) defines mental health as a state of wellbeing in which an individual is able to realise his or her potential and able to cope with the normal stresses of life, can work productively and fruitfully and can contribute to his or her own community (WHO, 2001, p.01). School systems are increasingly focusing on students psychological and emotional wellbeing. Several studies on mental health and adolescents have suggested a greater focus on suicide, depression and anxiety prevention (Thompson, E.A. et al., 2000). According to Waters (2011), positive psychology interventions were associated with academic success and wellbeing.

The adolescent years are marked by rapid and potentially tumultuous changes (Brockman, 2003; Cook & Furstenberg, 2002). In the digital world, young people are increasingly accessing the internet at a younger and younger age (UNICEF, 2019). As digital technology is increasingly used for this age group, e-mental health interventions may help to support their mental health and wellbeing (Aschbrenner KA et al., 2019 & Naslund JA et al., 2017). Adolescents experiencing psychological stress may benefit from the assistance of mental health professionals such as counsellors and psychologists. As a result, long waiting times and stress levels are prevalent among therapists (Kohn et al., 2004; Friedrich, 2017). The use of digital interventions may provide a feasible solution to support adolescents across a broad range as digital mental health develops rapidly (Weisel et al., 2019).

Mental Health Framework in Australian Schools:

National Bureau of Statistics Survey of Mental Health and Wellbeing data conducted in Australia (2017) indicated that psychological distress affected one in four Australians aged 15 to 24 year old have a higher proportion of mental health conditions than any other age group. In 2018, The Australian National Mental Health in Education Initiative, BeYou was launched. As part of Be You long term goals, we aim to create mentally healthy communities throughout Australia to improve the mental health of children and adolescents. A whole school approach (Lavis & Robson, 2015) and positive emotions, engagement, relationships, meaning, accomplishment frameworks (Seligman, 2012) are important to promoting young peoples wellbeing. According to the framework, Australian schools should be learning communities that promote student wellbeing, safety and positive relationships. A strong correlation between safety, wellbeing and learning has been demonstrated in the Framework based on evidence. There is a Mental Health and Wellbeing Toolkit in every secondary school in Victoria that provides educators and parents with information about improving the mental health and wellbeing of students. Additionally, it also provides important information about mental health issues such as anxiety, depression, eating disorders, drug alcohol abuse, discrimination and bullying among young people. However, in this research we are focusing on anxiety and stress. The information provided in the toolkit also includes some apps that can help address these mental health conditions.

Young Australians are experiencing increased levels of academic stress, relationship issues and body issues according to research (Mission Australia, 2012). In adolescence, psychological problems can negatively affect a persons health later in life (Sawyer et al., 2012), education completion and post-school career decisions (Walker & Peterson, 2012). In summary, poor mental health is increasingly becoming a major focus for schools and school-based councillors (De Jong & Griffiths, 2008; Rowling, 2007). While Australian secondary schools are usually well resourced with school councillors, young people still prefer to ask their parents and friends for help (Raviv et al., 2009 & Rickwood et al., 2007). School counselling was only provided to 16 percent of adolescents with mental health problems, according to Rickwood et al. (2007). In this study, Muir, Powell and Mc. Dermott (2012) found that young people were reluctant to seek help due to embarrassment, confidentiality concerns and lack of confidence. Programmes such as Mind Matters and The National Safe Schools Framework (Crockett J, 2012), provide adolescents with assistance and equip educators and schools with skills to promote student wellbeing (Wyn J. et al., 2000 & Rowling L. 2007).

Many websites and online programs assist young people in building awareness, providing information and offering assistance, (James A.M. 2007). Students can succeed through a variety of strategies, including social and emotional learning programmes and enhancing their school connections. A survey of Australian adolescents aged 12 to 17 years old with mental health problems use internet search engines to assess mental health information (Burns JM et al., 2010). As a result of e-mental health programmes, schools can deliver psycho-education which thereby reduces the burden of health care service providers (Calear A.l., Christensen, M., & Mackinnon A, et al., 2013). Australian teachers support health promotion in schools, but they are not qualified to endorse such interventions (Askell-Wiliams, H., & Cefai, C. (2014), St. Leger, L. (1998). When dealing with the topic of mental health, there are some ethical issues that need to be considered. As part of mental health care, there are clear pathways and requirements for obtaining consent and informing caregivers, Evans S. (1999) and Stein B. et al., (2007).

Enablers and Limitations of using E-Mental Health:

This part of the research addresses some barriers and enablers of using digital mental health platforms. Advantages of digital mental health includes greater access, immediate support, tailored content and increasing service capacity and efficiency. In times of anxiety, stress or just wanting a distraction, mental health apps provide easy accessibility and ease of use or feasibility. They are also significantly less costly than face to face interventions (McCrone P, Knapp M & Proudfoot J, et al., 2004). Digital health apps are very much suited for young people who live in remote or hard-to-reach areas. Besides removing stigma, apps can also make it less uncomfortable to discuss ones own mental health (Bakker D. et al., 2016). Therefore, mental health apps may engage young people who typically would not seek help through traditional routes. In contrast to most structured programmes that require users to provide personal information, digital health platforms allow young people to assess them anonymously, circumventing concerns about confidentiality (Hall S. et a., 2012-2018; Gulliver A. et al., 2010). Furthermore, they provide a variety of resources that meet young peoples preference for autonomy (Gulliver A. et al., 2010). Young people with negative experiences with mental health professionals might also benefit from digital services.

Young people have reported a number of negative factors that have negatively impacted their involvement with online programmes, including lack of time, access and technical problems, relevance to the programme, preference for face-to-face assistance, ethical concerns about anonymity and privacy. Some may perceive online programmes to be boring. Therefore, digital mental health offers a new approach for increasing access to mental health interventions among youth with increased digital literacy and internet usage (Pennant ME et al., 2015). Past literature review shows that more research needs to be done as it is important to understand the challenges, including motivating young people who do not see e-mental health as a necessity. In other words, there are gaps in our understanding of the effectiveness and acceptability of these services for the adolescent group. According to Black Dog Institute, Australia, MyCompass is one of the health apps that can help people suffering from mild to moderate depression, anxiety and stress. Sleep Ninja app is a free smartphone app that has shown to be effective for young people with sleep problems. A self-help app called iBobbly is also available for young Aboriginal and Torres Strait Islander Australians. These apps allow young people to set goals and take control of their mental health and wellbeing. One example of an organisation based in Australia that works with schools on the areas of mental health is Berry Street. They work with schools to increase engagement and build a safer and healthier classroom for all students.

Synthesis of key conceptsthat position and frame your project

This purpose of this paper is to provide an overview of the current literature on the status of mental illness among adolescents in Australian schools. Particular emphasis on mental wellbeing in secondary schools. Besides having health practitioners, there are several digital platforms are being used in secondary schools for mental health initiatives. Health and wellbeing are integrated with learning in a whole school environment including student voice and school staff in the development and implementation of such interventions (Rowling 2009; Kostenius et al., 2020). There are some ethical issues to consider when dealing with mental health issues as it is indeed a sensitive topic of discussion and research. The literature review also addresses some enablers and barriers of having digital mental health.

No. of words: 1,750

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