Mental health commission report July 2010 - June 2011 [.pdf]

Appropriateness of Content Level 4.16 (.60)Integration of Content 4.19 (.57)Appropriateness of Depth of Coverage 3.92 (.64)Presentation Clarity 4.39 (.60)Presentation Stimulation 4.06 (.53)Value of Handouts 4.47 (.56)Overall Rating 4.72 (.45)Note. 5‐point response choice scale where 1 = very irrelevant, no contribution, not appropriate, very poorly integrated and 5 = very highlyrelevant, very high contribution, very highly integrated, very highly appropriate.CommentsThe following comments were taken from evaluations of the workshops conducted between July2009 and June 2010 (for both District and Non Government Psychological Services workshops).“Great workshops! Looking forward to implementing at school.”“Enjoyable and was relevant to my teaching practice. Each presenter shared valuableinformation and insight and the program was explained well.”“An enjoyable day‐ all the workbooks and guides are clear and easy to implement.”“Staff/Presenters were highly informed and very happy to assist in explaining anyuncertainty. Materials were thoroughly covered, and a variety of presentation modes wereutilised.”“A nice balance between theory and activity.”Additional WorkshopsSeveral additional Aussie Optimism workshops were run during the 2009‐2010 financial year. Theseincluded Curtin based workshops for students and interstate and overseas implementation: Curtin‐based workshops – Primary Education Students and Clinical Psychology Masters StudentsWorking in collaboration with the School of Education – Primary Education at Curtin University andthe Psychology Clinic Director, two sets of 2‐day workshops covering both Social Life Skills andOptimistic Thinking Skills were conducted on the 14 th and 15 th July, 2009. These workshops were wellreceived, providing, 2nd and 3 rd year teaching students, and Clinical Psychology Masters studentswith practical experience and understanding of the importance of mental health prevention.Paired t‐tests were conducted to determine if significant changes in knowledge and self‐efficacyoccurred. A significant difference was found between pre‐ and post‐workshop self‐efficacy scores (t(36) = ‐10.930, p < .05), indicating that the students’ confidence and self‐efficacy for implementingthe Aussie Optimism programs had increased after completing the workshops. A significantdifference was also found between pre‐ and post‐workshop Optimistic Thinking Skills knowledge (t(33) = ‐13.897, p < .05), pre‐ and post‐workshop Social Life Skills knowledge (t (34) = ‐5.8713.456, p