Video-based e-learning program for schoolteachers to support children of parents with mental illness: a cluster randomized trial.
Video-based e-learning program for schoolteachers to support children of parents with mental illness: a cluster randomized trial.
复制标题
DOI：
10.1186/s12889-023-15426-z
复制
发表时间：
2023-03-18
影响因子：
4.5
通讯作者：
中科院分区：
文献类型：
--
作者：
父母患有精神疾病的孩子需要帮助。本研究旨在发展并测试一个数位学习计划的有效性，以训练国小教师支持父母患有精神疾病的孩子。该方案包括一个30分钟的视频电子学习方案，旨在帮助学校教师获得有关精神疾病和父母患有精神疾病的儿童的基本知识，认识到需要支持的儿童，并获得支持他们的信心。采用以学校为基础的整群随机对照试验，将学校随机分为干预组和对照组。这些学校的教师报名参加了该计划，并单独参加。在三个时间点对学校教师的结果进行评估：基线（T1），后（T2）和一个月后（T3）。沿着应对困难感分量表（主要结果测量），使用以下自我开发的结果测量：支持儿童的实际行为和态度，知识和计划目标实现的自我评估。比较两组T3时的应对困难感子量表结果。评估了所有结局指标随时间推移的有效性。基线和干预效果之间的相互作用的应对困难感分量表进行了分析。作为过程评价的一部分，开放式文本的反应进行了定性分析。从干预组的87名参与者和对照组的84名参与者中收集了基线响应。T3时，干预组的应对困难感子量表总分显著低于对照组（p = 0.007）。随着时间的推移，一个显着的效果，观察到的应对困难感分量表，实际的行为，发病时间和发病概率的知识，以及实现所有计划的目标。探索性分析对那些在抚养子女方面遇到很大困难的人特别有效。参与者的短信回复表明，他们计划仔细研究孩子的背景，并在未来与他们保持密切联系。该方案对学校教师支持父母患有精神疾病的儿童是有效的。UMIN 000045483; 2021年9月14日。
Some children of parents with mental illness need support. This study aimed to develop and test the effectiveness of an e-learning program for training elementary schoolteachers to support children of parents with mental illness. The program, which included a 30-min video-based e-learning program, aimed to help schoolteachers gain basic knowledge about mental illness and children of parents with mental illness, recognize children in need of support, and gain confidence in supporting them. A school-based cluster randomized controlled trial was conducted, and the schools were randomly divided into intervention and control groups. The teachers at these schools signed up for the program and participated individually. The outcome measures for the schoolteachers were evaluated at three time points: baseline (T1), post (T2), and one month later (T3). Along with the Sense of Coping Difficulty subscale (primary outcome measure), the following self-developed outcome measures were used: actual behaviors and attitude toward supporting children, knowledge, and self-assessment of program goals achievement. The Sense of Coping Difficulty subscale results at T3 were compared between the groups. Effectiveness over time was assessed for all the outcome measures. The interaction between baseline and intervention effects on the Sense of Coping Difficulty subscale was analyzed. As a part of the process evaluation, open-ended text responses were analyzed qualitatively. Baseline responses were collected from 87 participants in the intervention group and 84 in the control group. The total score of the Sense of Coping Difficulty subscale at T3 was significantly lower in the intervention group than in the control group (p = 0.007). Over time, a significant effect was observed on the Sense of Coping Difficulty subscale, actual behavior, knowledge of onset timing and probability of onset, and achievement of all program goals. Exploratory analysis was particularly effective for those who encountered a high level of difficulty in supporting children. The participants’ text responses indicated that they planned to look carefully at children's backgrounds and stay close to them in the future. The program was effective for schoolteachers in supporting children of parents with mental illness. UMIN000045483; 14/09/2021.
登录
查看更多内容
DOI：
10.1111/j.1744-6171.2008.00136.x
发表时间：
2008-05-01
影响因子：
1.5
作者：
O'Connell, Kathleen LeClear
通讯作者：
O'Connell, Kathleen LeClear
影响因子：
16.4
作者：
Jorm, Anthony F.
通讯作者：
Jorm, Anthony F.
影响因子：
6.6
作者：
Rasic, Daniel;Hajek, Tomas;Uher, Rudolf
通讯作者：
Uher, Rudolf
影响因子：
2
作者：
Furihata R;Kuwabara M;Oba K;Watanabe K;Takano N;Nagamine N;Maruyama Y;Ito N;Watanabe I;Tsubono K;Ikeda C;Sakamoto J
通讯作者：
Sakamoto J
影响因子：
1.7
作者：
Kettell, Lynn;O'Brien, Mary R.;Knighting, Katherine
通讯作者：
Knighting, Katherine