A recent pilot project in Malaysia has shown promising results in enhancing the mental health literacy and self-efficacy of school counsellors, equipping them to better support children and adolescents dealing with mental health difficulties. The programme, titled the MDAS (Mental Health Disorders, Developmental Disorders, Attachment, and Self-Compassion) module, was introduced to address the growing mental health challenges in Malaysian schools. The findings were published in the Journal of Psychologists and Counsellors in Schools.
Developed by a team of experts, including child and adolescent psychiatrists, psychologists, and counsellors, the MDAS module was piloted with 28 school counsellors across nine governmental schools in the Petaling Utama district. This initiative is the first of its kind in Malaysia, designed specifically to strengthen the professional capacity of school counsellors.
Mental health issues among adolescents have become a growing concern globally. According to the World Health Organization (WHO), one in seven 10–19-year-olds suffers from mental health difficulties, contributing to 13% of the global disease burden in this age group. In Malaysia, the situation is similarly concerning. According to a national survey by the Ministry of Health, 7.9% of Malaysian children and adolescents struggle with mental health issues, and about 7% of adolescents have attempted or contemplated suicide in the previous 12 months.
Given these alarming statistics, there is a pressing need for early intervention. Schools are often the first line of defence, with teachers and counsellors playing a vital role in identifying and addressing mental health concerns among students. However, school counsellors frequently face challenges due to limited professional training and dual roles as disciplinary figures, particularly in rural areas. These constraints can hinder their ability to effectively provide the necessary psychosocial support to students.
The MDAS module was created to bridge this gap, offering a structured programme to improve the knowledge and confidence of school counsellors. The training programme was conducted over three months, from April to July 2023, and followed a pre-test/post-test design to measure its impact. The counsellors were assessed using three scales: the Counselling Self-Efficacy (COSE) scale, the Mental Health Literacy Scale (MHLS), and the Self-Compassion Scale-Short Form (SCS-SF). The results demonstrated a significant improvement in both the counsellors’ self-efficacy and their mental health literacy following the training.
Counsellors reported a notable increase in their ability to manage difficult student behaviours, cultural competence, and micro-skills in counselling. These improvements were attributed to the MDAS programme’s comprehensive approach, which included lectures, case-based discussions, and small group sessions focused on counselling techniques.
Despite the positive outcomes, the training programme was not without its challenges. The field experts, who came from diverse professional backgrounds, initially had differing views on which aspects of the original training module to adapt. Psychiatrists favoured a focus on assessment and diagnosis, while school counsellors advocated for a stronger emphasis on counselling skills. However, through collaborative discussions, a consensus was reached, and the module was successfully adapted.
Another challenge lay in the complexity of some of the scientific terminology used in the original module. The trainers addressed this by simplifying the language and making it more accessible for school counsellors, who may not have a medical background.
While the pilot programme showed significant improvements in self-efficacy and mental health literacy, there was no significant change in self-compassion scores. Experts believe this could be due to the limited emphasis on self-compassion in the training sessions. Future iterations of the programme are expected to include more content on self-reflection and self-compassion, which are crucial for counsellors to manage the emotional demands of their roles.
The MDAS training module represents a critical step towards improving mental health support in Malaysian schools. By enhancing the knowledge and confidence of school counsellors, the programme has the potential to make a significant impact on the mental well-being of students. As the programme expands, it could serve as a model for other countries facing similar challenges in adolescent mental health care.
This pilot project has demonstrated that with the right training, school counsellors can play an essential role in tackling the growing mental health crisis among children and adolescents.
