Page 209 - Ana Mlekuž in Igor Ž. Žagar, ur. • Raziskovanje v vzgoji in izobraževanju: Izobraževanje učiteljic in učiteljev za raziskovalno učenje in poučevanje. Ljubljana: Pedagoški inštitut, 2024. Digitalna knjižnica, Dissertationes 48

povzetki ■ summaries
Rezultati kažejo, da mladi kot privlačno obliko predstavitve informacij o
duševnem zdravju najbolj cenijo kombinacijo kratkega besedila in slik.
Kratke oblike, kot so kratki videoposnetki ali zvočni posnetki, so tudi pri-
ljubljene. Dolga besedila pa so najmanj zaželena oblika. Večina udeležen-
cev je prepoznala večmodalni prikaz informacij kot privlačen. Učenci_ke
so bili_e večinoma neopredeljeni_e glede tega, kdo naj bi v izobraževal-
nih videoposnetkih podajal informacije. Petina jih je želela v tej vlogi vi-
deti vrs tnike, podoben delež pa raje odrasle. Več kot polovica jih je izrazilo
pripravljenost, da bi sodelovali v takih videoposnetkih. V razpravi prikazu-
jemo konkretne primere, kako smo pri pripravi izobraževalnih vsebin sle-
dili ugotovitvam.
Ključne besede: duševno zdravje, mladi, digitalni programi, preventiva,
raz voj programa

Exploring youth perspective on psychoeducational content
format within a digital mental health program
Maša Vidmar, Igor Peras, Manja Veldin, Michaela Wright,
Franziska Reitegger

Mental health is crucial for young people as it affects various aspects of
their development and equips them to cope effectively with developmental
challenges. Additionally, fostering good mental health during adolescence
can reduce the risk of mental health issues in adulthood. Preventative pro-
grams can help mitigate mental health problems in young people, with dig-
ital programs becoming increasingly important due to technological ad-
vancements and shifts in lifestyle habits.
The Erasmus+ project me_HeLi-D (Mental Health Literacy and Diver-
sity) aims to develop a digital, flexible, evidence-based, effective, tar-
get-group-specific, diversity-sensitive, and freely accessible online toolkit
for young people. The me_HeLi-D program is structured into 10 sessions,
each containing an educational (psychoeducational) component. The de-
velopment process follows an iterative, participatory approach and involves
engaging the target group—students aged 12-15—at various stages of the
project. So far, students have been involved in the co-design and co-crea-
tion of the program through participatory workshops. Approximately 40
students from the 7th and 8th grades of a primary school involved in the
project participated in these workshops. Two workshops, each lasting two
school hours, were conducted, and the students completed a questionnaire

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