Formative research on a teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health task-sharing in low-resource school settings.
Formative research on a teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health task-sharing in low-resource school settings.
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DOI：
10.1177/0020764017700173
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发表时间：
2017-06
期刊：
影响因子：
--
通讯作者：
Becker AE
中科院分区：
文献类型：
--
作者：
Eustache E;Gerbasi ME;Severe J;Fils-Aimé JR;Smith Fawzi MC;Raviola GJ;Darghouth S;Boyd K;Thérosmé T;Legha R;Pierre EL;Affricot E;Alcindor Y;Grelotti DJ;Becker AE
与教师分担促进青年心理健康的任务，是改善低收入国家获得保健机会的一个有前途但不成熟的战略。评估海地校本教师陪同试点研究（TAPS）中教师陪同阶段的可行性、可接受性和实用性。我们将18-22岁的学生参与者（n=120）分配给四所海地学校内的教师参与者（n=22）;我们指示参与者安排与指定的同行会面，讨论心理健康治疗，学术技能和/或福祉。我们测量了学生和教师认为的可行性，可接受性和实用性的会议与自我报告李克特式的问题。我们研究了整体方案的可行性与记录的会议，可接受性的学生满意度的综合措施的学生的百分比，并确定与教师讨论治疗的心理健康需要的百分比的效用。有利的评级支持可行性，可接受性和实用性的教师陪同会议与学生。大多数学生（54%）与老师见面。在患有精神障碍的学生中，43.2%的人在会议期间讨论了治疗问题。这种与教师分享心理健康任务的伴随方法为有心理健康需要的学生提供了一个以学校为基础的机会，讨论治疗，并对其他低收入环境具有潜在的相关性。
Task-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries. To assess feasibility, acceptability, and utility of the teacher accompaniment phase of a school-based teacher accompagnateur pilot study (TAPS) in Haiti. We assigned student participants, ages 18–22 (n=120) to a teacher participant (n=22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability, and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction, and utility by the percentage with identified mental health need who discussed treatment with a teacher. Favorable ratings support feasibility, acceptability, and utility of teacher-accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting. This accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings.
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影响因子：
168.9
作者：
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通讯作者：
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DOI：
10.5588/ijtld.10.0531
发表时间：
2011-10-01
影响因子：
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影响因子：
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作者：
Kessler, RC;Berglund, P;Walters, EE
通讯作者：
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DOI：
10.1017/gmh.2016.29
发表时间：
2017
期刊：
Global mental health (Cambridge, England)
影响因子：
--
作者：
Eustache E;Gerbasi ME;Smith Fawzi MC;Fils-Aimé JR;Severe J;Raviola GJ;Legha R;Darghouth S;Grelotti DJ;Thérosmé T;Pierre EL;Affricot E;Alcindor Y;Stack MB;Becker AE
通讯作者：
Becker AE