“Crazy? So what!”:

Abstract

Purpose -The purpose of this paper is to evaluate the health-promoting and stigma-reducing effect of the German school-based programme "Crazy? So what!". Design/methodology/approach -A quasi-experimental longitudinal control-study was carried out with assessments one week prior to the school programme, immediately after it and three months later. A total of 210 Year 9 and 10 students (aged 13-18 years) were surveyed in four schools in Saxony, Germany. Data analysis was done descriptively based on frequency distributions. Random effects regression models for unbalanced panel data were used to estimate the change of the outcome variables over time.Findings -At baseline, only 5.2 per cent of the intervention group would talk with their teacher about a mental health problem. Immediately after the programme, this number increased to 10.6 per cent and after three months to 17.9 per cent. There was also a positive, short-term effect on students' social distance, i.e. an increase in positive attitudes towards those with a mental illness, but this was not sustained over time. By contrast, self-efficacy proved resistant to change. Originality/value -This school programme is successful in that the "experts on their own behalf" (young people, who have gone through mental illness) were able to encourage and reassure others on how to face a mental health crisis with more confidence, which also contributes to strengthening students' resilience. The results of this study indicate the importance of sensitising children and youth, but also teachers and other adults to mental health.

The effects of an adapted mental health literacy curriculum for secondary school students in Germany on mental health knowledge and help-seeking efficacy: results of a quasi-experimental pre-post evaluation study

“…Moreover, it complements as well as goes beyond the scope of other similar intervention efforts in Germany [such as “Crazy? So what” ( 45 ) or “Mind Matters” ( 46 )], which have mainly been aimed at destigmatizing mental illness and promoting mental health, but have not explicitly targeted MHL. Furthermore, while most studies verified its effectiveness as part of weekly scheduled classes, this study confirms its usability as part of a one-day intervention.…”

Evaluating the effect of an adapted mental health literacy intervention on mental health related stigma among secondary students in Germany: results of a pre-post evaluation study

“…While a few school prevention programs addressing mental health exist in Germany (e.g., “Mind Matters” [ 19 ], “Crazy? So what!” [ 20 ]) none of them focus on strengthening mental health literacy. To complement the existing landscape of interventions in Germany, the the Guide intervention was translated and adapted for the German school context, and evaluated to verify its effectiveness in improving different dimensions of MHL.…”