Mental health training for secondary school teachers in Haiti: a mixed methods, prospective, formative research study of feasibility, acceptability, and effectiveness in knowledge acquisition.
Mental health training for secondary school teachers in Haiti: a mixed methods, prospective, formative research study of feasibility, acceptability, and effectiveness in knowledge acquisition.
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DOI：
10.1017/gmh.2016.29
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Becker AE
中科院分区：
文献类型：
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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
教育工作者在学生心理健康方面的参与和培训有望促进将获得护理作为一项任务分担战略，但在低收入地区尚未得到很好的研究。我们使用前瞻性和趋同的混合方法设计来评估定制的学校心理健康，为海地农村教师(n=22)提供两天半的培训，作为形成性研究的初始组成部分，开发以学校为基础的干预措施来促进学生心理健康。培训使教师做好准备，通过提供心理教育和实际支持来应对学生的心理健康需求，以促进获得护理。我们检查了参与者的参与水平，并通过计算利克特式自我报告项目的平均分数来评估可行性、可接受性和感知有效性。我们通过比较培训前和培训后评估的平均分数，检验了培训在改善心理健康知识和态度方面的有效性。最后，我们检查了自我报告的开放式回复和焦点小组讨论(FGD)访谈数据，这些数据与感知的可行性、可接受性和有效性有关，以确定参与者对培训的评价，并确定提高当地教育工作者心理健康培训有效性的建议。知识和态度的平均分在前测和后测之间显著提高；例如，知识的准确率从基线的58%提高到第二次后测的68%(p=0.039)。培训的平均评级在所有类别中都是有利的，FGD数据表明参与者普遍认可培训的可接受性和有效性；参与者建议延长培训的持续时间和次数。调查结果支持对海地中学教师进行简短心理健康培训的可行性、可接受性和有效性范围有限。有必要进一步发展让教师参与通过培训促进学校心理健康的方法。
Engagement and training of educators in student mental health holds promise for promoting access to care as a task sharing strategy but has not been well-studied in low-income regions. We used a prospective and convergent mixed methods design to evaluate a customized school mental health 2½ day training for teachers in rural Haiti (n = 22) as the initial component of formative research developing a school-based intervention to promote student mental health. Training prepared teachers to respond to student mental health needs by providing psychoeducational and practical support to facilitate access to care. We examined level of participation and evaluated feasibility, acceptability, and perceived effectiveness by calculating mean scores on self-report Likert-style items eliciting participant experience. We examined effectiveness of the training on improving mental health knowledge and attitudes by comparing mean scores on an assessment administered pre- and post-training. Finally, we examined self-report written open-ended responses and focus group discussion (FGD) interview data bearing on perceived feasibility, acceptability, and effectiveness to contextualize participant ratings of training and to identify recommendations for enhancing the utility of mental health training locally for educators. Mean scores of knowledge and attitudes significantly improved between the pre-test and post-tests; e.g., knowledge improved from 58% correct at baseline to 68% correct on the second post-test (p = 0.039). Mean ratings of the training were favorable across all categories and FGD data demonstrated widespread participant endorsement of training acceptability and effectiveness; participants recommended extending the duration and number of training sessions. Findings support feasibility, acceptability, and a limited scope of effectiveness of brief mental health training for secondary school teachers in Haiti. Further development of approaches to engage teachers in promoting school mental health through training is warranted.