Advancing scalability and impacts of a teacher training program for promoting child mental health in Ugandan primary schools: protocol for a hybrid-type II effectiveness-implementation cluster randomized trial.
Advancing scalability and impacts of a teacher training program for promoting child mental health in Ugandan primary schools: protocol for a hybrid-type II effectiveness-implementation cluster randomized trial.
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提高乌干达小学促进儿童心理健康的教师培训计划的可扩展性和影响力：混合 II 型有效性实施集群随机试验方案。
DOI：
10.1186/s13033-022-00538-7
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发表时间：
2022-06-20
影响因子：
3.6
通讯作者：
Brotman, Laurie Miller
中科院分区：
文献类型：
--
作者：
Huang, Keng-Yen;Nakigudde, Janet;Kisakye, Elizabeth Nsamba;Sentongo, Hafsa;Dennis-Tiwary, Tracy A.;Tozan, Yesim;Park, Hyung;Brotman, Laurie Miller
关键词：
中低收入国家的儿童面临着巨大的心理健康挑战。许多基于证据的干预措施(EBI)已经适应了LMIC，并显示出在满足需求方面的有效性，但大多数EBI尚未被广泛采用，使用的是利用和加强现有结构的可扩展和可持续的执行模式。有必要应用实施科学方法来研究有效扩大EBIS和维持LMIC做法的战略。通过跨部门合作，我们正在对以学校为基础的心理健康EBI的实施和有效性进行第二代调查，即家长服务队专业发展(PD)，以扩大和维持乌干达的EBI，以促进幼儿学生的心理健康。我们以前在乌干达的研究支持文化适应的PD会给教室、儿童和家庭带来短期好处。然而，我们以前的PD实施依赖于心理健康专业人员(MHPS)来为教师提供PD。由于乌干达MHPS的短缺，需要一种新的可扩展的实施模式来大规模提供PD。本研究测试了一种新的可扩展、可持续的PD实施模式，并对其有效性进行了研究。本文描述了协作、任务转移和培训者培训策略在扩大PD方面的应用，以及研究ParentCorps-PD在乌干达城乡学校教师中的有效性-实施的协议。我们将审查新的扩大执行办法是否会产生预期的影响，并调查有助于取得成功的基本效力--执行机制。此外，考虑到PD对教师和学生的影响也会受到教师健康的影响。这项研究还考察了对教师和学生进行短暂的健康干预的附加值(即影响和成本)。我们将使用混合类型II有效性实施的整群随机对照试验，将36所学校(18所城市和18所农村)的540名教师和近2,000个家庭随机分为三种情况之一：PD + 教师健康(PD)、单独PD(PD)和对照。主要的有效性结果是教师使用心理健康促进策略、教师压力管理和儿童心理健康。将监测扩大模型的实施保真度/质量。将采用混合方法来审查执行和影响的基本机制以及成本效益。这项研究将产生关于LMIC中EBI在城市和农村社区的价值的重要知识，以及支持教师预防和管理儿童心理健康问题的早期迹象的努力，作为在低资源环境下促进儿童群体心理健康的潜在成本效益战略。试验注册：本试验于2020年5月13日在ClinicalTrials.gov注册(注册号：NCT04383327；https://clinicaltrials.gov/ct2/show/NCT04383327))。网上版载有补充材料，可在10.1186/s13033-022-00538-7查阅。
Children in low-and-middle-income countries (LMICs) are facing tremendous mental health challenges. Numerous evidence-based interventions (EBIs) have been adapted to LMICs and shown effectiveness in addressing the needs, but most EBIs have not been adopted widely using scalable and sustainable implementation models that leverage and strengthen existing structures. There is a need to apply implementation science methodology to study strategies to effectively scale-up EBIs and sustain the practices in LMICs. Through a cross-sector collaboration, we are carrying out a second-generation investigation of implementation and effectiveness of a school-based mental health EBI, ParentCorps Professional Development (PD), to scale-up and sustain the EBI in Uganda to promote early childhood students’ mental health. Our previous studies in Uganda supported that culturally adapted PD resulted in short-term benefits for classrooms, children, and families. However, our previous implementation of PD was relied on mental health professionals (MHPs) to provide PD to teachers. Because of the shortage of MHPs in Uganda, a new scalable implementation model is needed to provide PD at scale. This study tests a new scalable and sustainable PD implementation model and simultaneously studies the effectiveness. This paper describes use of collaboration, task-shifting, and Train-the-Trainer strategies for scaling-up PD, and protocol for studying the effectiveness-implementation of ParentCorps-PD for teachers in urban and rural Ugandan schools. We will examine whether the new scale-up implementation approach will yield anticipated impacts and investigate the underlying effectiveness-implementation mechanisms that contribute to success. In addition, considering the effects of PD on teachers and students will influence by teacher wellness. This study also examines the added value (i.e. impact and costs) of a brief wellness intervention for teachers and students. Using a hybrid-type II effectiveness-implementation cluster randomized controlled trial (cRCT), we will randomize 36 schools (18 urban and 18 rural) with 540 teachers and nearly 2000 families to one of three conditions: PD + Teacher-Wellness (PDT), PD alone (PD), and Control. Primary effectiveness outcomes are teachers’ use of mental health promoting strategies, teacher stress management, and child mental health. The implementation fidelity/quality for the scale-up model will be monitored. Mixed methods will be employed to examine underlying mechanisms of implementation and impact as well as cost-effectiveness. This research will generate important knowledge regarding the value of an EBI in urban and rural communities in a LMIC, and efforts toward supporting teachers to prevent and manage early signs of children’s mental health issues as a potentially cost-effective strategy to promote child population mental health in low resource settings. Trial Registration: This trial was registered with ClinicalTrials.gov (registration number: NCT04383327; https://clinicaltrials.gov/ct2/show/NCT04383327) on May13, 2020. The online version contains supplementary material available at 10.1186/s13033-022-00538-7.
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DOI：
10.1192/bjp.bp.111.096834
发表时间：
2012-08
期刊：
The British journal of psychiatry : the journal of mental science
影响因子：
--
作者：
Baker-Henningham H;Scott S;Jones K;Walker S
通讯作者：
Walker S
影响因子：
1.6
作者：
Aguirre, Jarrad;Carrion, Victor G.
通讯作者：
Carrion, Victor G.
DOI：
10.1080/09540121.2013.764385
发表时间：
2013-10-01
影响因子：
1.7
作者：
Akena, Dickens;Joska, John;Stein, Dan J.
通讯作者：
Stein, Dan J.
影响因子：
26.1
作者：
Brotman LM;Dawson-McClure S;Kamboukos D;Huang KY;Calzada EJ;Goldfeld K;Petkova E
通讯作者：
Petkova E
DOI：
10.1186/1748-5908-8-117
发表时间：
2013-10-02
期刊：
Implementation science : IS
影响因子：
--
作者：
Chambers DA;Glasgow RE;Stange KC
通讯作者：
Stange KC