Teacher training intervention for early identification of common child mental health problems in Pakistan
Teacher training intervention for early identification of common child mental health problems in Pakistan
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DOI：
10.1080/13632752.2013.819254
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发表时间：
2013-01-01
影响因子：
1
通讯作者：
Vostanis, P.
中科院分区：
文献类型：
--
作者：
Hussein, S. A.;Vostanis, P.
在发达国家，涉及教师培训计划的基于学校的干预措施已被证明有利于教师识别和管理儿童心理健康问题的能力。然而，在专业服务有限的低收入国家进行的研究很少。该研究的目的是评估培训计划对教师知识和意识的影响。来自卡拉奇5所学校的114名小学教师参加了为期两天（10-12小时）的研讨会，让他们了解常见的儿童心理健康问题并培训他们的基本技能。他们在培训前和培训后的知识通过评分量表和开放式问题进行评估。涉及配对差异的单尾 t 检验适用于参与者的分数。训练前/训练后差异具有统计学意义。培训课程提高了教师对常见儿童心理健康问题的各种体征和症状的知识和认识。最大的进步是针对管理困难行为的策略，61% 的受访者在培训后能够制定适当的行为管理技术。在巴基斯坦等低收入发展中国家，教师应接受早期干预计划的培训，以识别不太复杂的情绪和行为问题并在学校进行管理。此类干预措施可以最大限度地利用稀缺的精神卫生资源。
School-based interventions involving teacher training programmes have been shown to benefit teachers' ability to identify and manage child mental health problems in developed countries. However, very few studies have been conducted in low-income countries with limited specialist services. The aim of the study was to evaluate the impact of the training programme on teachers' knowledge and awareness. A total of 114 primary school teachers from five schools in Karachi participated in a two-day (10-12 hours) workshop to provide them with an understanding of common child mental health problems and train them in basic skills. Their pre-and post-training knowledge was evaluated through a rating scale and open-ended questions. Single tailed t-test, involving paired differences, was applied for participants' scores. Pre-/post-training differences were statistically significant. The training sessions were associated with an improvement in teachers' knowledge and awareness of various signs and symptoms of common child mental health problems. The greatest improvement was noted in response to strategies of managing difficult behaviours, as 61% of respondents were able to formulate appropriate behavioural management techniques after the training. In low-income developing countries like Pakistan, teachers should be trained in early- intervention programmes for the identification and school-based management of less complex emotional and behavioural problems. Such interventions can maximise the use of sparse mental health resources.