Exploring Youth Mental Health First Aider Training Outcomes by Workforce Affiliation: A Survey of Project AWARE Participants

Haggerty, Danielle; Carlson, John S.; McNall, Miles; Lee, Kyung-Sook; Williams, Sarah A.

doi:10.1007/s12310-018-9300-5

Cited by 23 publications

(35 citation statements)

References 26 publications

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“…Other factors that might explain the pros and cons of this study include non-randomized, self-selected sample, not representing the larger community members but possibly satisfied, heterogeneous participants. All aforesaid challenges of MHFA course directed towards naïve public or communities are distinctively discussed and highlighted in various related studies [3][4][5][6][7][8][9][10][11]14,18,20,[25][26][27]. Another caveat of this study is that its results cannot be generalized to all the communities of Saudi Arabia.…”

Section: Discussionmentioning

confidence: 99%

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Mental Health First Aid Training: A Study of Community Members’ Pre and Post-training Responses to a 17-Item Questionnaire

Alhabeeb

Aleshaiwi

Qureshi

2020

INDJ

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Background: Mental Health First Aid, an important component of metal health educational programs, targets naive community members, public, allied mental health personnel, and mental health experts with specific reference as to how these trained aiders should help people in crisis or with mental health conditions in the community. Objective: This study aimed to describe pre-to-post-test assessment of those who were trained in MHFA program. Setting: National Center for Mental Health Promotion, Riyadh, Saudi Arabia. Methods: Trained mental health professionals organized MHFA courses (n=35) for training self-selected, nonrandomized community members (n=862) who were assessed pre-to-post training by using an adapted 17-item questionnaire for measuring the impact of MHFA course on their mental health knowledge, perception, attitude and practice. Results: The participants’ responses to questionnaire were varied at pre-and post-test evaluation and 65% of them showed mild to significant positive changes in their responses, and the rest were not affected positively after this course, possibly attributed to multiple factors related to naïve community trainees, advanced questionnaire, short timeline and dissimilar instructors. Conclusion: Although all participants well received the MHFA courses, 65% of participants’ pre-to-post-test responses improved positively. The preliminary results of this study are not generalizable to the whole community, need to be cautiously interpreted and this research is calling for more studies especially randomized controlled trials in future.

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Section: Discussionmentioning

confidence: 99%

“…Therefore, MH professional workforce aiders need advanced course on YMHFA [18]. In a follow-up YMHFA survey, first aiders tend to utilize skills learned during the YMHFA courses which include de-escalating a MH crisis and referring students to MH professionals.…”

Section: Introductionmentioning

confidence: 99%

Mental Health First Aid Training: A Study of Community Members’ Pre and Post-training Responses to a 17-Item Questionnaire

Alhabeeb

Aleshaiwi

Qureshi

2020

INDJ

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“…In terms of content, training programmes often vary in specificity, depending on the type of professionals being trained. Basic level programmes such as Youth Mental Health First Aider training [27], or basic psychotherapeutic skills [28], may be suitable for allied professionals. However, mental health professionals should be offered more focussed training that reflects their level of background knowledge [27].…”

Section: Rationalementioning

confidence: 99%

“…Basic level programmes such as Youth Mental Health First Aider training [27], or basic psychotherapeutic skills [28], may be suitable for allied professionals. However, mental health professionals should be offered more focussed training that reflects their level of background knowledge [27]. Training is also one of the most widely used implementation strategies when disseminating new evidence-based practices in CYP mental health [29].…”

Section: Rationalementioning

confidence: 99%

Delivering and implementing child and adolescent mental health training for mental health and allied professionals: a systematic review and qualitative meta-aggregation

2021

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Background The increasing prevalence of mental health difficulties among children and young people (CYP) suggests that early intervention is vital. A comprehensive system of care and support requires the involvement of mental health professionals, including psychologists and psychiatrists, and allied professionals, including teachers, police, and youth workers. A critical starting point is the provision of effective training, in order that these professionals can better support the mental health needs of the CYP that they encounter. Objectives Given the primacy of training in the CYP mental health support system, understanding the factors that maximise potential gains and facilitate uptake is pertinent. The current review therefore located and explored qualitative research evidence, to identify the barriers and facilitators underpinning successful delivery and implementation of training focussed on the mental health of CYP, for both mental health and allied professionals. Methods A systematic review and qualitative meta-aggregation were conducted. Systematic searches were carried out using ASSIA, EMBASE, MEDLINE, NICE Evidence, PsycINFO, and Scopus databases, for papers published between 2000 and 2020. Twelve thousand four hundred forty-eight records were identified, of which 39 were eligible for review. The records were appraised for quality using the Joanna Briggs Institute Critical Appraisal Checklist for Qualitative Research, and synthesised using the qualitative meta-aggregation method. Results One hundred eighty-two raw findings were extracted from the 39 papers, which were condensed into 47 sub-categories, 19 categories, and finally 5 synthesis statements. These synthesis statements reflected the barriers and facilitators influencing the training delivery process (“support”; “content, design, and planning”), and the implementation of training into the workplace (“context”; “perceived value”; “organisational factors”). Conclusions The synthesis statements and underlying categories provide practical recommendations for those designing, delivering, or implementing CYP mental health training. Recommendations ranged from facilitating peer support during training, to the idea that training will be better implemented when perceived need is high. The review provides a robust evidence-based foundation to “common-sense” principles, drawing them into a coherent and organised framework using a synthesis method grounded in pragmatism. Protocol registration number PROSPERO reference ID: CRD42020162876.

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“…64 This training promotes participants mental health literacy and provides an appropriate levels of support, especially for practitioners who have little other training in youth mental health needs. 65,66 Mental Health First Aid training may be able to increase school police officers' abilities to function in an informal counselor role, which may positively impact students' perceptions of school police officers as caring.…”

Section: Implication 1: Training For School Policementioning

confidence: 99%

Buffering Effects of Racial Discrimination on School Engagement: The Role of Culturally Responsive Teachers and Caring School Police

Bottiani

McDaniel

Henderson

et al. 2020

Journal of School Health

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BACKGROUND: Urban black adolescents' wellbeing in the early high school years can be negatively impacted by exposure to racial discrimination. These impacts may be buffered by supportive relationships with adults at school. We considered both the protective and promotive effects of culturally responsive teachers and caring school police on school engagement for students exposed to racial discrimination across settings. METHOD:This study leveraged baseline student report from a sample of urban, predominantly black high school students with elevated teacher-rated levels of aggressive behavior (N = 397 9th graders; 91.2% black; 50.4% male; J = 10 schools). Using a path model with full-information maximum likelihood estimation, we examined the associations of racial discrimination, teacher cultural responsiveness, and school police caring in relation to school engagement and school disconnection, adjusting for covariates, including family racial socialization. RESULTS:Frequency of racial discrimination was significantly associated with lower school engagement and greater school disconnection. Teacher cultural responsiveness was significantly, favorably associated with all outcomes. Police caring had no significant direct associations; however, there were moderation effects. When police caring was below average, increased racial discrimination was associated with significantly poorer attitudes toward school. CONCLUSIONS:Findings suggested that students' perceptions of school police caring may buffer links between racial discrimination experiences and school disconnection. Moreover, students who perceive that their teachers are culturally responsive may feel more engaged at school. Interventions to promote teachers' and school police officers' cultural responsiveness and caring may improve engagement among at-risk urban youth who experience racial discrimination.

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Exploring Youth Mental Health First Aider Training Outcomes by Workforce Affiliation: A Survey of Project AWARE Participants

Cited by 23 publications

References 26 publications

Mental Health First Aid Training: A Study of Community Members’ Pre and Post-training Responses to a 17-Item Questionnaire

Mental Health First Aid Training: A Study of Community Members’ Pre and Post-training Responses to a 17-Item Questionnaire

Delivering and implementing child and adolescent mental health training for mental health and allied professionals: a systematic review and qualitative meta-aggregation

Buffering Effects of Racial Discrimination on School Engagement: The Role of Culturally Responsive Teachers and Caring School Police

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