There is a growing need for non‐specialists, including school staff, to have practical understanding of mental wellbeing outcome measures. The introduction of the new relationships and health curriculum in England (Department for Education, 2019) places statutory responsibility on state‐funded schools to support pupils' mental wellbeing; however, evidence suggests many staff feel ill‐equipped to manage this role (Education Support, 2019). This e‐learning module aims to increase awareness, understanding and confidence for those unfamiliar with the process of assessing the mental wellbeing of children and young people (CYP) and how this information can be applied to improve outcomes.

‘Aims to increase awareness, understanding and confidence for those unfamiliar with the process of assessing the mental wellbeing of children and young people’

The core content is divided into six components, each given an estimated time for completion, ranging from three to 15 minutes. This totals 43 minutes, not including the brief knowledge check section at the end. Drag and drop exercises, image exploration and quizzes are used effectively to engage the learner with the content. Links at the end of every section invite deeper exploration of a theme according to individual preference. Understanding mental wellbeing and Introduction to outcome measures are well‐pitched for a novice audience. Key concepts and terminology are explained succinctly and clearly. Considering the ambitious amount of ground covered, The benefits of measuring mental wellbeing could have been condensed and incorporated in an earlier section. This would have granted the learner more capacity for the content‐rich Selecting and using measures component, which has greater practical value. This section identifies seven steps and uses a case study of an emotional wellbeing practitioner (easy for non‐mental health professionals to relate to) in order to guide the learner through the decision‐making process. Why? Who? When? Where? How? and What next? factors in the process are comprehensively considered, covering issues of purpose, choosing informants and when, where and how to administer measures from a child‐focused perspective. Consent and data protection are mentioned but a sub‐section dedicated to ethics and data protection would be a useful addition. Also, given that practical considerations regarding scoring and burden are paramount in selecting measures, more attention to the What? aspect would be beneficial. Several measures are presented on a spectrum ranging from usefulness for service evaluation to meaningfulness for the respondent. However, from a learner's perspective, incorporating a scoring task within the case study would facilitate a more practical understanding of selection.

Listening and attending to the voices of CYP is imperative with regard to issues that affect them, including mental wellbeing services and interventions (Dex and Hollingworth, 2012). Their contribution to this module's content is embedded in several places. The Best practice using measures section gives examples of CYP's negative experiences of mental wellbeing assessments (e.g. no introduction/explanation of the purpose) and their feedback on how to improve service delivery. More real‐world examples, including feed‐forward suggestions from CYP about how they would like to engage with mental wellbeing assessment and support, would have been helpful here. Research suggests (Children's Commissioner, 2017) that CYP desire to be active agents and participate in decisions about interventions and services. Opportunities to increase this participation (including developing staff training materials) should be maximised.

‘Listening and attending to the voices of CYP is imperative’

‘Research suggests that CYP desire to be active agents and participate in decisions about interventions and services’

The final component, Using and interpreting data is explored through different contexts. One example demonstrates how data collected from an instrument (Goal Based Outcomes questionnaire) can be interpreted and conclusions drawn to guide action. This measure was categorised on the spectrum introduced earlier in the module as high on meaningfulness for CYP and, used here, provides learners with an accessible working model to take away. This captures a scenario that learners would likely anticipate encountering in their own practice. It is pertinent to highlight that scales are just one ingredient of a good evaluation and perhaps a complementary module could consider how qualitative approaches can be utilised alongside standardised mental wellbeing instruments.

A knowledge check concludes the module and takes a few minutes to complete. This does not do justice to the extensive material covered; however, understanding is reviewed at regular intervals across the module. There is definitely an appetite for this type of introductory course to mental wellbeing measurement and in terms of raising awareness and increasing understanding of the key issues this is a valuable resource. Further information and support are signposted; nonetheless, for novices to feel confident in applying their learning, some follow‐on training may be required.

‘There is definitely an appetite for this type of introductory course to mental wellbeing measurement’

非专业人员，包括学校工作人员，越来越需要对心理健康结局指标有实际的了解。英国引入了新的人际关系和健康课程（教育部，  2019年），法定责任归国立学校资助，以支持学生的心理健康; 但是，有证据表明，许多员工在管理这个角色上感觉不足（Education Support，  2019）。该电子学习模块旨在提高对那些不熟悉评估儿童和年轻人的心理健康（CYP）的过程以及如何将这些信息应用于改善结果的人们的认识，理解和信心。

“旨在提高对不熟悉儿童和年轻人心理健康评估过程的人们的认识，理解和信心”

核心内容分为六个部分，每个部分都给出了估计的完成时间，范围从3到15分钟。总共43分钟，不包括最后的简短知识检查部分。拖放练习，图像探索和测验可以有效地使学习者参与其中。每个部分末尾的链接都可以根据个人喜好对主题进行更深入的探索。对于新手来说，了解心理健康和成果衡量指标介绍非常好。简洁明了地解释了关键概念和术语。考虑到覆盖的土地数量庞大，衡量心理健康的好处可能已经压缩并合并到前面的部分中。这将使学习者有更多的能力来进行内容丰富的选择和使用措施组件，具有更大的实用价值。本节确定了七个步骤，并使用了一个情绪健康从业者的案例研究（非精神卫生专业人员很容易与之建立联系），以指导学习者完成决策过程。为什么？谁？什么时候？在哪里？如何？接下来呢？对过程中的因素进行了综合考虑，涵盖了目的，选择告密者以及从关注儿童的角度出发何时，何地以及如何执行措施的问题。提到了同意和数据保护，但是专门讨论道德和数据保护的小节将是一个有用的补充。此外，考虑到评分和负担的实际考虑是选择措施的重中之重，因此更多地关注“什么”？方面将是有益的。从服务评估的有用性到被调查者的意义范围内，提出了几种措施。但是，从学习者的角度来看，将评分任务纳入案例研究将有助于更实际地了解选择。

在影响他们的问题上，包括在心理健康服务和干预方面，必须聆听和聆听CYP的声音（Dex和Hollingworth，  2012年）。他们对本模块内容的贡献嵌入在多个地方。“使用措施的最佳实践”部分提供了CYP在心理健康评估方面的负面经验（例如，没有介绍/解释目的）的示例，以及他们对如何改善服务质量的反馈。更多实际的例子，包括CYP提出的关于他们希望如何参与心理健康评估和支持的前瞻性建议，在这里可能会有所帮助。研究建议（儿童专员，  2017年）CYP希望成为积极的参与者并参与有关干预措施和服务的决策。应该最大程度地增加这种参与的机会（包括编写员工培训材料）。

'听取并关注CYP的声音是当务之急'

``研究表明CYP希望成为积极的参与者并参与有关干预措施和服务的决策''

最后的组成部分“使用和解释数据”是通过不同的上下文进行探讨的。一个示例说明了如何解释从工具（基于目标的结果调查表）收集的数据并得出结论以指导行动。这项措施在模块中较早引入的频谱上归类为对CYP具有很高的意义，并且在此使用，为学习者提供了一种易于获取的工作模型。这捕获了学习者可能期望在自己的实践中遇到的场景。有必要强调的是，量表只是良好评估的一个要素，也许补充模块可以考虑如何将定性方法与标准化的心理健康工具一起使用。

一个知识考核总结了模块和需要几分钟来完成。这与所涵盖的大量材料不符；但是，会定期对整个模块的理解进行回顾。这种类型的心理健康入门课程肯定会引起人们的胃口，从提高认识和对关键问题的理解方面来说，这是一种宝贵的资源。签署了进一步的信息和支持；但是，为了使新手对应用他们的学习充满信心，可能需要进行一些后续培训。

“对于心理健康测量的入门课程肯定有兴趣”