Evaluating the effectiveness of a training program that builds teachers’ capability to identify and appropriately refer middle and high school students with mental health problems in Brazil: an exploratory study
Evaluating the effectiveness of a training program that builds teachers’ capability to identify and appropriately refer middle and high school students with mental health problems in Brazil: an exploratory study
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评估培训计划的有效性，该计划旨在培养教师识别和适当转介巴西有心理健康问题的中学生的能力：一项探索性研究
作者：
Marlene A. Vieira;A. Gadelha;Tais Moriyama;R. Bressan;I. Bordin
背景在巴西，像许多国家一样，未能识别年轻人的心理健康问题（MHP）并将他们转介给适当的护理和支持。学校环境为此提供了理想的环境。因此，需要制定有效的计划来培训教师识别并适当转介可能患有 MHP 的儿童。我们的目的是评估教师识别和适当转介可能患有 MHP 的学生的能力，以及心理教育策略在培养教师在这一领域的能力的有效性。方法为了实现第一个目标，我们使用学生样本进行了病例对照研究。为了满足第二个问题，我们采用了纵向设计，并使用教师样本在引入心理教育策略之前和之后进行了重复测量。在病例对照研究中，青少年自我报告被用来调查内化和外化问题。训练前，老师们挑选了26名他们认为可能患有MHP的学生。 26 名未入选的学生作为对照，并按性别、年龄和年级进行匹配。基本原则是，如果教师能够识别实际学生中的异常行为，那些具有一定 MHP 的学生很可能属于案例组，而那些没有 MHP 的学生可能属于对照组。在这项纵向研究中，32 名教师被要求评估六个小插曲，这些小插曲强调了表明精神病、抑郁、品行障碍、多动、躁狂和正常青少年行为高风险的行为。我们计算了培训前后识别某些 MHP 的存在以及转介需求的正确答案率；没有要求教师确定个人情况。结果教师已经能够识别出症状最明显的学生，他们同时存在内化和外化问题，可能患有 MHP，但教师很难识别仅存在内化问题的学生。至少 50.0% 的教师学会了识别有问题的假设案例并进行适当的转介，而在培训前无法识别正常青春期的教师中有 60.0% 学会了这样做。结论该策略部分有效，但可以主要通过延长其持续时间和包括实际案例的讨论来改进。
BackgroundIn Brazil, like many countries, there has been a failure to identify mental health problems (MHP) in young people and refer them to appropriate care and support. The school environment provides an ideal setting to do this. Therefore, effective programs need to be developed to train teachers to identify and appropriately refer children with possible MHP. We aimed to evaluate teachers’ ability to identify and appropriately refer students with possible MHP, and the effectiveness of a psychoeducational strategy to build teachers’ capability in this area.MethodsTo meet the first objective, we conducted a case-control study using a student sample. To meet the second, we employed longitudinal design with repeated measures before and after introducing the psychoeducational strategy using a teacher sample. In the case control study, the Youth Self-Report was used to investigate internalizing and externalizing problems. Before training, teachers selected 26 students who they thought were likely to have MHP. Twenty-six non-selected students acted as controls and were matched by gender, age and grade. The underlying principle was that if teachers could identify abnormal behaviors among their actual students, those with some MHP would likely be among the case group and those without among the control group. In the longitudinal study, 32 teachers were asked to evaluate six vignettes that highlighted behaviors indicating a high risk for psychosis, depression, conduct disorder, hyperactivity, mania, and normal adolescent behavior. We calculated the rates of correct answers for identifying the existence of some MHP and the need for referral before and after training; teachers were not asked to identify the individual conditions.ResultsTeachers were already able to identify the most symptomatic students, who had both internalizing and externalizing problems, as possibly having MHP, but teachers had difficulty in identifying students with internalizing problems alone. At least 50.0% of teachers learned to identify hypothetical cases as problematic and to make the appropriate referral, and 60.0% of teachers who before training could not identify normal adolescence learned to do so.ConclusionsThe strategy was partially effective but could be improved mainly by extending its duration, and including discussion of actual cases.
针对行为问题的快速通道预防试验的初步影响： II．
影响因子：
5.9
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通讯作者：
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