scholarly journals Mental health training for secondary school teachers in Haiti: a mixed methods, prospective, formative research study of feasibility, acceptability, and effectiveness in knowledge acquisition

2017 ◽  
Vol 4 ◽  
Author(s):  
E. Eustache ◽  
M. E. Gerbasi ◽  
M. C. Smith Fawzi ◽  
J. R. Fils-Aimé ◽  
J. Severe ◽  
...  
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Mental Health ◽  
Self Report ◽  
Mental Health Training ◽  
School Teachers ◽  
Health Training ◽  
Student Mental Health ◽  
Knowledge And Attitudes

BackgroundEngagement and training of educators in student mental health holds promise for promoting access to care as a task sharing strategy but has not been well-studied in low-income regions.MethodsWe used a prospective and convergent mixed methods design to evaluate a customized school mental health 2½ day training for teachers in rural Haiti (n = 22) as the initial component of formative research developing a school-based intervention to promote student mental health. Training prepared teachers to respond to student mental health needs by providing psychoeducational and practical support to facilitate access to care. We examined level of participation and evaluated feasibility, acceptability, and perceived effectiveness by calculating mean scores on self-report Likert-style items eliciting participant experience. We examined effectiveness of the training on improving mental health knowledge and attitudes by comparing mean scores on an assessment administered pre- and post-training. Finally, we examined self-report written open-ended responses and focus group discussion (FGD) interview data bearing on perceived feasibility, acceptability, and effectiveness to contextualize participant ratings of training and to identify recommendations for enhancing the utility of mental health training locally for educators.ResultsMean scores of knowledge and attitudes significantly improved between the pre-test and post-tests; e.g., knowledge improved from 58% correct at baseline to 68% correct on the second post-test (p = 0.039). Mean ratings of the training were favorable across all categories and FGD data demonstrated widespread participant endorsement of training acceptability and effectiveness; participants recommended extending the duration and number of training sessions.ConclusionsFindings support feasibility, acceptability, and a limited scope of effectiveness of brief mental health training for secondary school teachers in Haiti. Further development of approaches to engage teachers in promoting school mental health through training is warranted.

Mental Health Training Programs for Secondary School Teachers: A Systematic Review

2018 ◽  
Vol 11 (3) ◽  
pp. 489-508 ◽  
Author(s):  
Melissa Anderson ◽  
Aliza Werner-Seidler ◽  
Catherine King ◽  
Aimée Gayed ◽  
Samuel B. Harvey ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programs ◽  
Mental Health Training ◽  
School Teachers ◽  
Health Training

Secondary school Year Advisors’ perspectives on their role, responsibilities and training needs for student mental health: Insights from a co-design workshop

2021 ◽  
Author(s):  
Bridianne O'Dea ◽  
Melissa Anderson ◽  
Mirjana Subotic-Kerry ◽  
Belinda Parker
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Secondary Schools ◽  
Adolescent Mental Health ◽  
Training Needs ◽  
Mental Health Training ◽  
Health Training ◽  
Student Mental Health ◽  
School Year ◽  
Design Workshop

Abstract Anxiety and depression commonly emerge during adolescence and secondary schools are well placed to recognise deteriorations in young people’s mental health. In Australian secondary schools, Year Advisors (or year co-ordinators), have been identified as key teaching staff for assisting students with their mental health and facilitating help-seeking. However, there is little understanding of the responsibilities of this role and the mental health training needs of these educators. In December 2017, 12 secondary school Year Advisors from NSW, Australia, took part in a one-day co-design workshop that explored their current role in caring for student mental health and developed a resource that matched their training needs. This paper explores the insights generated from this workshop and outlines a way to engage end-users in the design of mental health training programs. The workshop attendees strongly supported the development of an adolescent mental health training program that was specific to the Year Advisor role, improved their knowledge of adolescent mental health, and developed their skills and confidence to support students in need.

scholarly journals Secondary school teachers’ experiences of supporting mental health

2019 ◽  
Vol 14 (5) ◽  
pp. 372-383
Author(s):  
Lucas Shelemy ◽  
Kate Harvey ◽  
Polly Waite
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Mental Health Problems ◽  
Secondary School Teachers ◽  
Qualitative Interviews ◽  
Mental Health Training ◽  
Structured Interviews ◽  
School Teachers ◽  
Content Type ◽  
Teachers Experiences

Purpose Teachers are often the first contact for students with mental health difficulties. They are in an ideal position to identify students who are struggling and frequently support them using different approaches and techniques. The purpose of this paper is to investigate secondary school teachers’ experiences of supporting the mental health of their students. Design/methodology/approach Seven secondary school teachers from state-funded schools in the UK participated in face-to-face semi-structured interviews. Interpretative phenomenological analysis was used to understand and structure the data into themes. Findings Five superordinate themes emerged from the data analysis: perceived role of teacher, nature of relationship, barriers to helping the child, amount of training and resource, and helplessness and satisfaction. Participants described the lack of training, resource and clarity about their role to be causes of frustration. Internal and environmental factors often influenced participants’ feelings of helplessness. Research limitations/implications The findings from this study cannot be readily generalised to the wider population due to the nature of qualitative interviews. Practical implications This study has led to a greater understanding of the experiences of teachers within a school setting. It is crucial that mental health training for teachers directly meets their needs and abilities. Originality/value This paper finds value in recognising the lived experience and difficulties faced by teachers supporting students’ mental health problems. A theoretical model is presented based on this analysis that can help inform best practice for schools.

Mental Health of Secondary and Higher Secondary School Teachers - An Analysis

2012 ◽  
Vol 3 (2) ◽  
pp. 117-119
Author(s):  
P.Pachaiyappan P.Pachaiyappan ◽  
◽  
Dr. D.Ushalaya Raj Dr. D.Ushalaya Raj
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers

scholarly journals The Building Educators’ Skills in Adolescent Mental Health Training Program for Secondary School Educators: Protocol for a Cluster Randomized Controlled Trial

10.2196/25870 ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. e25870
Author(s):  
Belinda L Parker ◽  
Cassandra Chakouch ◽  
Mirjana Subotic-Kerry ◽  
Philip J Batterham ◽  
Andrew Mackinnon ◽  
...  
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Training Program ◽  
Health Knowledge ◽  
Controlled Trial ◽  
Adolescent Mental Health ◽  
Mental Health Training ◽  
Health Training ◽  
Mental Health Knowledge

Background In Australia, secondary school educators are well positioned to recognize mental illness among students and provide support. However, many report that they lack the knowledge and confidence to do so, and few mental health training programs available for educators are evidence based. To address this gap, the Black Dog Institute (BDI) developed a web-based training program (Building Educators’ Skills in Adolescent Mental Health [BEAM]) that aims to improve mental health knowledge, confidence, and helping behaviors among secondary school educators in leadership positions. A pilot study of the training program found it to be positively associated with increased confidence and helping behaviors among educators and reduced personal psychological distress. An adequately powered randomized controlled trial (RCT) is needed. Objective The primary objective of this cluster RCT is to evaluate the effectiveness of the BEAM program for improving educators’ confidence in managing student mental health. The trial will also evaluate the effect of the BEAM program in increasing educators’ frequency of providing help to students and improving their mental health knowledge and reducing educators’ psychological distress and stigma toward students with mental health issues. Methods The target sample size is 234 educators from 47 secondary schools across New South Wales, Australia. Four waves of recruitment and enrollment into the trial are planned. Schools will participate in one wave only and will be randomized to the intervention or waitlist control conditions. Participants from the same school will be assigned to the same condition. Assessments will be conducted at baseline, posttest (10 weeks after baseline), and follow-up (22 weeks after baseline) using the BDI eHealth research platform. Intervention participants will receive access to the BEAM program for 10 weeks upon completion of baseline, and the control condition will receive access for 10 weeks upon completion of the follow-up assessment. Results Recruitment for this trial began on July 21, 2020, with the first baseline assessments occurring on August 17, 2020. To date, 295 participants from 71 schools have completed baseline. Due to the unexpected success of recruitment in the first 3 waves, the final fourth wave has been abandoned. Intervention participants are currently receiving the program, with follow-up due for completion in March 2021. Conclusions This is one of the first RCTs to examine the effectiveness of a web-based adolescent mental health training program for Australian secondary school educators in leadership positions. If found to be effective, this training program will offer a sustainable and scalable delivery method for upskilling educators in caring for students’ mental health. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12620000876998; https://covid-19.cochrane.org/studies/crs-14669208 International Registered Report Identifier (IRRID) DERR1-10.2196/25870

Building Educators’ Skills in Adolescent Mental Health (BEAM): Examining the acceptability and preliminary effectiveness of a web-based training program for Australian secondary school teachers. (Preprint)

2021 ◽  
Author(s):  
Belinda Louise Parker ◽  
Melissa Anderson ◽  
Philip J Batterham ◽  
Aimee Gayed ◽  
Mirjana Subotic-Kerry ◽  
...  
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Secondary School ◽  
Training Program ◽  
Secondary School Teachers ◽  
Adolescent Mental Health ◽  
School Teachers ◽  
Web Based ◽  
Post Test

BACKGROUND Secondary schools are increasingly supporting adolescent students’ mental health and wellbeing, yet many teachers report that they lack the skills and confidence to do so. The Building Educators’ Skills in Adolescent Mental Health (BEAM) is a web-based training program developed to improve secondary school teachers’ knowledge and confidence in caring for students’ mental health. OBJECTIVE This pilot study aimed to evaluate the acceptability and preliminary effectiveness of this new training program for improving mental health knowledge, attitudes, confidence, helping behaviors and psychological distress among secondary school teachers. METHODS A single arm, pre-post pilot trial was conducted from July to December 2019 among secondary school teachers located in New South Wales, Australia, who were in leadership positions responsible for managing student wellbeing (i.e., Year Advisors). Participants had access to the BEAM program for six weeks. Self-report surveys, delivered at baseline, post-intervention (6-weeks post-baseline) and follow-up (19 weeks post-baseline) were used to measure changes in mental health outcomes. Acceptability was assessed by program use, barriers, satisfaction, and participants’ perceptions of program effectiveness. RESULTS A total of 70 secondary school teachers took part (Mage=36.5 years, SD=9.41, range=24-60). Significant improvements in confidence were reported at post-test and follow-up, as well as psychological distress at post-test, and helping behaviors at follow-up. Participants agreed that the program was easy to understand and relevant; but completion was challenged by lack of time, competing priorities, and forgetfulness. CONCLUSIONS Findings indicate that the BEAM program may be an effective way to enhance secondary school teachers’ abilities to care for students’ mental health; however, modifications are required to improve adherence and attrition. CLINICALTRIAL Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12619000821190; Universal Trial Number (UTN): U1111-1232-7680.

Nigerian secondary school teachers' knowledge and attitudes towards schoolchildren with epilepsy

2015 ◽  
Vol 10 (02) ◽  
pp. 111-115
Author(s):  
Maxwell Anah ◽  
Asindi Asindi ◽  
Isaac Ubi ◽  
Komomo Eyong
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Knowledge And Attitudes
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