Preservice Teachers’ Mental Health: Using Student Voice to Inform Pedagogical, Programmatic, and Curricular Change

2022 ◽  
pp. 1-17
Author(s):  
Mary Beth Ressler ◽  
Cynthia Apantenco ◽  
Lindsay Wexler ◽  
Kathleen King
Keyword(s):  
Mental Health ◽  
Preservice Teachers ◽  
Student Voice ◽  
Curricular Change

Using Photovoice to Initiate Improvement in a PETE Program

2017 ◽  
Vol 36 (1) ◽  
pp. 83-96 ◽  
Author(s):  
Ashley Walker ◽  
Jody L. Langdon ◽  
Gavin Colquitt ◽  
Starla McCollum
Keyword(s):  
Preservice Teachers ◽  
Data Analysis ◽  
Teacher Preparation ◽  
Focus Groups ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Action Plan ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
Curricular Change

There is limited research that includes democratic practices to evaluate the PETE program in its ability to prepare preservice teachers (PTs). In other areas such as community health, methodologies have been used to provide a voice to individuals living the experience. The purpose of this study was to examine PTs’ perceptions of a teacher education program during the student teaching experience using Photovoice. A group of PTs (N = 16) from a university in southeast Georgia were given 14 days to capture the strengths and weakness of their teacher preparation program through photography. The PTs then discussed their photographs during two focus groups with the researcher. The focus groups were audio recorded and transcribed. Data analysis included an evaluation of interview transcripts and photographs using content analysis to identify significant themes that emerged. An action plan to promote curricular change was created by the PTs and presented to PETE faculty.

Unheard Voices: Themes Emerging From Studies of the Views About School Engagement of Young People With High Support Needs in the Area of Mental Health

2006 ◽  
Vol 16 (1) ◽  
pp. 14-28 ◽  
Author(s):  
Roger Holdsworth ◽  
Michelle Blanchard
Keyword(s):  
Mental Health ◽  
Young People ◽  
Student Voice ◽  
School Engagement ◽  
Mental Health Problems ◽  
Health Problems ◽  
Annotated Bibliography ◽  
Support Needs ◽  
Positive Engagement ◽  
High Support

AbstractWe know that students' positive engagement with school is closely linked to their positive mental health. In particular, a positive engagement assists students to develop the human connections and resilience that reduces the risk of developing later mental health problems. What do students themselves say about what assists them to engage successfully with school? In particular, what is known of the views of students with high support needs in the area of mental health? The MindMatters Plus Project commissioned a review of existing studies of students' perspectives about engagement. This overview summarises the literature that typifies the three overlapping areas of school engagement, student voice and students with high support needs in the area of mental health, drawing on an extensive annotated bibliography of sources (available online at mmplus.agca.com.au/studeng_unheard_voices.php?x=13). The students about whom MindMatters Plus has a particular concern — those who are at greater risk of having high support needs in the area of mental health — are often less likely to voice their opinion and concerns to adults. As a consequence, less is known about what they are saying about factors that engage them with school — theirs are frequently ‘unheard voices’.

Preparing for the Classroom: Mental Health Knowledge Improvement, Stigma Reduction and Enhanced Help-Seeking Efficacy in Canadian Preservice Teachers

2017 ◽  
Vol 33 (4) ◽  
pp. 314-326 ◽  
Author(s):  
Wendy Carr ◽  
Yifeng Wei ◽  
Stan Kutcher ◽  
Amy Heffernan
Keyword(s):  
Mental Health ◽  
Preservice Teachers ◽  
Health Literacy ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
Health Knowledge ◽  
Help Seeking Behaviors ◽  
Attitudes Toward Mental Illness ◽  
Mental Health Knowledge ◽  
The Impact

Mental health literacy is fundamental to improving knowledge about mental health, decreasing stigma, and, therefore, enhancing help-seeking behaviors. The purpose of this cohort study is to evaluate the impact of a mental health literacy program on preservice teachers’ knowledge, attitudes, and help-seeking efficacy. Sixty preservice teachers in a Canadian university participated in a professional development day and completed a survey of their mental health knowledge, attitudes toward mental illness, and help-seeking efficacy. Compared with baseline data, results demonstrated significant and substantial improvements on all three outcomes immediately following the session and after 3 months. Provision of mental health literacy education among preservice teachers may be an effective approach to help them better address student mental health needs in their future teaching career.

scholarly journals Effect of General Medical Degree Curricular Change on Mental Health of Medical Students: A Concurrent Controlled Educational Trial

2019 ◽  
Author(s):  
Mohammad Reza Sohrabi ◽  
Narges Malih ◽  
Hamid Reza Karimi3 ◽  
Zahra Hajihashemi
Keyword(s):  
Mental Health ◽  
Logistic Regression ◽  
Psychological Distress ◽  
Health Status ◽  
Medical Students ◽  
Mental Health Status ◽  
Curricular Change ◽  
World Federation ◽  
Global Severity Index ◽  
Medical Degree

Objective: General medical degree (GMD) curriculum usually causes significant psychological distress for medical students, especially in transition periods between preclinical, clerkship, and internship periods. This study was conducted to assess the effect of curricular change in GMD program on mental health of medical students in internship period. Method: This study evaluated mental health of 2 concurrent groups of medical students under reformed and non-reformed GMD curriculum. In this study, 120 out of 180 interns in the non-reform GMD program and 60 interns in the reformed GMD program were selected and their mental health status evaluated using Symptom Checklist-90-Revised (SCL-90-R) questionnaire. The cut-off point of 0.7 was used for Global Severity Index (GSI) score. SPSS software, version 14 (SPSS Inc, Chicago, Il, USA) was used for analysis. Chi-square, Fisher’s exact test, t student, Mann–Whitney U, one-way ANOVA, and Kruskal-Wallis tests were used when appropriate. Logistic regression was used to estimate odds ratios for various determinants of students’ mental health. Results: About half of the participants in the 2 groups were male (P = 0.63), and the mean age of the students in the reformed and non-reformed programs was 24.8 (1.97) and 24.7(1.80), respectively (P = 0.9). About 20% of participants in the non-reformed and less than 2% of those in the reformed program had GSI score of more than 0.7. Medical students in the reformed program had lower scores in total GSI and 9 its dimensions (P<0.001). The results obtained from the logistic regression analysis indicated that reformed curriculum and good economic status were significant independent variables contributing to decreased psychological distress (OR = 0.016 and 0.11, respectively). Conclusion: The results revealed that curricular changes which were based on World Federation of Medical Education recommendation, could be associated with improvement in mental health status of medical students.

Therapy and prevention for mental health: What if mental diseases are mostly not brain disorders?

2019 ◽  
Vol 42 ◽  
Author(s):  
John P. A. Ioannidis
Keyword(s):  
Mental Health ◽  
Mental Disease ◽  
Brain Disorders ◽  
Social Stressors ◽  
Labor Education ◽  
Mental Diseases ◽  
Long Term Follow Up ◽  
Political Decisions

AbstractNeurobiology-based interventions for mental diseases and searches for useful biomarkers of treatment response have largely failed. Clinical trials should assess interventions related to environmental and social stressors, with long-term follow-up; social rather than biological endpoints; personalized outcomes; and suitable cluster, adaptive, and n-of-1 designs. Labor, education, financial, and other social/political decisions should be evaluated for their impacts on mental disease.

A Tribute to the Late William J. Curran

1996 ◽  
Vol 24 (3) ◽  
pp. 274-275
Author(s):  
O. Lawrence ◽  
J.D. Gostin
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Illness ◽  
United Nations ◽  
Mental Health Care ◽  
Harvard University ◽  
Legal Medicine ◽  
General Assembly ◽  
International Institute ◽  
University Professor

In the summer of 1979, a group of experts on law, medicine, and ethics assembled in Siracusa, Sicily, under the auspices of the International Commission of Jurists and the International Institute of Higher Studies in Criminal Science, to draft guidelines on the rights of persons with mental illness. Sitting across the table from me was a quiet, proud man of distinctive intelligence, William J. Curran, Frances Glessner Lee Professor of Legal Medicine at Harvard University. Professor Curran was one of the principal drafters of those guidelines. Many years later in 1991, after several subsequent re-drafts by United Nations (U.N.) Rapporteur Erica-Irene Daes, the text was adopted by the U.N. General Assembly as the Principles for the Protection of Persons with Mental Illness and for the Improvement of Mental Health Care. This was the kind of remarkable achievement in the field of law and medicine that Professor Curran repeated throughout his distinguished career.

Social constructs of curricular change

2000 ◽  
Vol 64 (8) ◽  
pp. 603-609 ◽  
Author(s):  
S Dharamsi ◽  
DC Clark ◽  
MA Boyd ◽  
DD Pratt ◽  
B Craig
Keyword(s):  
Curricular Change ◽  
Social Constructs
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