Applying a theory of change approach to develop and pilot a universal mental health literacy curriculum for adolescents

Abstract

Universal evidence‐based prevention and promotion programs lack in availability and scalability for child and adolescent mental health in Central and Eastern Europe. This paper describes the process of applying the theory of change to plan, develop, and pilot a mental health literacy intervention in Czech schools. The process of using theory of change to develop a complex intervention for mental health literacy is described across three stages: formative development, piloting, and evaluation. The application of evidence‐based intervention was discussed within 64 diverse stakeholder meetings and tested over 2 years of piloting. The resulting theory of change map is described in the context of consideration for modifications, revisions, and recommendations for successful implementation of the developed intervention. Continued monitoring and evaluation and a formal evaluation of the effectiveness of mental health literacy curriculum within the region will be essential before scale‐up.