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This article discusses the state of the art concerning the meaning and value of model programmes in mental health promotion and mental disorder prevention. Model programmes are considered an important instrument for improving the quality, social impact and cost‐effectiveness of promotion and prevention. However, there is a lack of conceptual clarity and insight in the processes and mechanisms for successful use of model programmes in this field. This article offers a further clarification of the concept of model programmes and discusses its pros and cons and current views on the process of programme development and programme use. The discussion will be based particularly on recent experiences with model programmes in Europe. Until recently, prevention research was directed mainly at the design and testing of new model programmes. However, successful use of the ‘model programme strategy’ requires more attention to the pre‐conditions for effective dissemination, adoption and implementation of model programmes. Only when this multi‐phased process is taken into account and the required pre‐conditions and quality criteria are specified can one expect that model programmes will be more effective at a community level. The consequences of this view for prevention science and prevention research policies are discussed. To implement such a multi‐phased process successfully, not only are conceptual clarity and a scientific underpinning crucial, but also collaborative organisational structures are needed at national and international level if the range of complementary tasks is to be executed effectively and efficiently.

There are strong links between the mental health promotion and neighbourhood renewal agendas. In this paper we describe the process we have undertaken to develop a framework for monitoring and evaluating progress achieved by a neighbourhood renewal programme in East Hull (Preston Road) against a set of indicators of positive community mental health. Through a series of face‐to‐face and paper consultations with representatives of the Preston Road regeneration programme, a range of measures were devised to support the indicators and to identify sources of data that would provide evidence of progress on each measure. The framework that has emerged (and which is still open to development) will enable us to observe trends in the indicators over time. This will inform an evaluation of the impact of the regeneration programme on the community's mental health and provide the basis for the production of a Preston Road ‘mental health status’ report.

Slovenia regained its independence in 1991, and in 2004 became a member of the European Union. Despite some progress in public health policy and practice, mental health has so far barely featured. Mental health literacy is poor, mental health services remain firmly rooted in the medical, institutional model, and public attitudes to mental ill health are predominantly negative. But Tanja Kamin here identifies some key opportunities that may lead to a greater emphasis on prevention of mental ill health and promotion of mental well‐being across the whole population.

This paper describes the development of mental health promotion strategies for rural communities in Northern Ireland. The initial phase of a community‐based project targeting depression and suicide is examined. The paper brings together practitioner and research perspectives on an analysis of the factors that made this initiative possible and facilitated its development to date. The paper is written in two sections. Section one describes the process and practical experience of planning and implementing the initial phase of the project. Section two reports on the community needs assessment study. The research approach adopted is outlined and the implications of the findings are discussed.

The University of Central Lancashire's ‘Health Promoting University’ initiative has adopted a ‘settings‐based’ approach to health promotion, aimed at embedding within the organisation an understanding of and commitment to holistic health and to development of its healthpromoting potential. Action to promote mental well‐being is one of the initiative's priority foci, overseen by a multidisciplinary inter‐agency working group. Experience to date suggests that the university is an important setting for the protection, promotion and maintenance of mental well‐being. It also suggests that the Health Promoting University offers a robust theoretical framework that can enable the practical development and implementation of a holistic, comprehensive and integrative approach to promoting mental well‐being. This paper provides an overview of the Health Promoting University initiative, describes work carried out on mental well‐being and explores the challenges and opportunities involved in seeking to use the Health Promoting University framework to promote mental well‐being.

Mentally Healthy WA developed and implemented the Mentally Healthy Schools Framework in 2010 in response to demand from schools wanting to promote the community-based Act-Belong-Commit mental health promotion message within a school setting. Schools are an important setting for mental health promotion, therefore, the Framework encourages schools to adopt a whole-of-school approach to mental health promotion based on the World Health Organisation’s Health Promoting Schools framework. The paper aims to discuss these issues.

A process evaluation was conducted consisting of six-monthly activity reports from 13 participating Western Australian schools. Semi-structured interviews were also conducted with key school contacts in November 2011 with nine schools who had signed partner agreements prior to July 2011.

The schools valued promoting the mentally healthy message and the majority felt the programme was implemented successfully. More intensive implementation was facilitated by a proactive and enthusiastic school “champion” who had influence over other staff, and who did not have too many competing priorities. Factors inhibiting implementation included a lack of effective time management, lack of whole school commitment, and evaluation demands.

Act-Belong-Commit is a positive, proactive message making it easier for teachers to talk about mental health with their students. For schools reporting implementation success, the Mentally Healthy Schools Framework raised the profile of mental health in the school setting and fostered a sense of belonging among students.

There are encouraging signs that mental health, as opposed to mental illness, is beginning to move up the political agenda, but much still needs to be done to challenge misconceptions. Drawing on the growing literature on social capital, this paper looks at the case for building a new agenda for mental health promotion, one which recognises that we all have mental health needs, whether or not we have a diagnosis. Such needs underpin all health and well‐being and provide a rationale for placing mental health at the centre of the new public health debate.

This article outlines the mental health promotion strategy developed by Greenwich teaching Primary Care Trust (tPCT). The strategy focuses on four themes: isolation, anxiety and depression, sleep, and stigma and discrimination. The aim is to address mental health promotion for all as well as targeted action for higher risk groups, in recognition of the great contrasts, diversity and significant economic inequalities that characterise the borough. A key challenge has been to integrate mental health promotion with wider agendas and it is intended that the strategy will inform other important areas of work in the borough, such as the neighbourhood renewal and health benefits regeneration programmes.