Pilot Evaluation of Preservice Teacher Training to Improve Preparedness and Confidence to Address Student Mental Health

Green, Jennifer; Levine, Rebecca S.; Oblath, Rachel; Corriveau, Kathleen H.; Holt, Melissa K.; Albright, Glenn

doi:10.1080/23794925.2020.1727793

Cited by 14 publications

(13 citation statements)

References 37 publications

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“…However, a substantial evidence base reveals that school staff often do not feel well-equipped for this role and could benefit from additional training ( Day et al, 2017 ; Loades & Mastroyannopoulou, 2010 ; Marshall et al, 2017 ; O'Reilly et al, 2018 ; Rothì et al, 2008 ). Such training, although not well-studied in terms of effectiveness in improving accuracy of identification, access to support, or mental health outcomes, has shown promising results for improving teachers' knowledge about mental health and their self-efficacy to identify and respond to need ( Greif Green et al, 2020 ; Long et al, 2018 ). Furthermore, evidence suggests that school staff typically perceive such training as useful, relevant, and beneficial for pupils ( Soneson et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Determining stakeholder priorities and core components for school-based identification of mental health difficulties: A Delphi study

Soneson

Burn

Anderson

et al. 2022

Journal of School Psychology

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Section: Discussionmentioning

confidence: 99%

Determining stakeholder priorities and core components for school-based identification of mental health difficulties: A Delphi study

Soneson

Burn

Anderson

et al. 2022

Journal of School Psychology

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“…Observing a substantial increase in confidence in delivering material following engagement with a training Guide on how to do so is not necessarily a surprising finding; after all, this is exactly what teachers are trained to do. Indeed, the construct of teacher confidence (sometimes referred to as "teacher efficacy") has long been evaluated (Nolan & Molla, 2017;Tschannen-Moran et al, 1998;Tschannen-Moran & Woolfolk, 2001), and in the years since our study was conducted, several published works have shown a similar improvements in teacher confidence following brief training interventions (Greif Green et al, 2020;Yamaguchi et 2020)supporting, and referring students with mental health needs to school-based mental health providers. However, most teachers receive little or no preparation in this area.…”

Section: Discussionmentioning

confidence: 78%

Evaluation of “Bell Let’s Talk in the Classroom”: A Guide for Improving Teachers’ Confidence in Providing Mental Health Education

Linden

Stuart

Fortier³

2022

Canadian Journal of Community Mental Health

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The Let’s Talk in the Classroom (LTIC) Guide was designed to provide teachers with the education and support required to feel confident delivering mental health-related material in the Grade 7/8 classroom. The overall goal of this preliminary evaluation was to explore the acceptability, feasibility, and utility of the Guide using a mixed methods approach. A matched, pre/post-test evaluation of the Guide was conducted during the 2017/2018 school year among a sample of educators in Ontario, Canada (n = 42). Quantitatively and qualitatively, results demonstrated that teachers felt more confident and expressed fewer worries associated with teaching mental health-related lessons after engaging with the Guide and were suggestive of acceptability and utility, with continued challenges associated with feasibility identified.

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“…We suggest four reasons for this. First, teachers not only impart knowledge to students, but also have a responsibility to ensure that their students develop healthily ( 60 , 61 ). For this reason, most teachers with depressive symptoms would be likely to inhibit their depressive emotions while communicating with their students, thereby blocking the contagions of their depression to students.…”

Section: Discussionmentioning

confidence: 99%

Is Teachers' Depression Contagious to Students? A Study Based on Classes' Hierarchical Models

2022

Front. Public Health

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BackgroundAccording to the theory of emotional contagion, emotions in one person can trigger similar emotions in groups within social networks. In schools, the class just like a small social network, that teachers' emotion, such as depression, might be contagious to their students. However, until now there is few studies reporting this issue. This study aims to explore whether teachers' depression be contagious to students and what mechanics behind the phenomenon.MethodsUsing Children's depression and cognitive scales to assess 2,579 students, meanwhile using teachers' depression and emotional labor scales assess 529 teachers. The nested data from 112 classes were analyzed.ResultsTeachers' depression was positively correlated with emotional labor surface and deep acting, and teachers' depression cross-level predicted students' depression inversely. For teachers with higher levels of depression, the teacher's deep acting affected their students' depression significantly, the more effortful the teachers' deep acting, the lower the degree of the students' depression, however, for teachers with lower levels of depression, the deep acting was not significant.ConclusionThe results maybe state that depression in teachers is not readily transmitted to students, one of reasons is that teachers' emotional labor may alleviate the influence of their depression on students. However, considered that teachers' emotional labor was positively correlated with their depression, the teachers' emotional labor may be like a double-edged sword, while alleviating the influence of teachers' depression on students, it also deteriorated their own depression, making it impossible sustainable. For students' depression interventions based in school, including teachers maybe a better selection.

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Pilot Evaluation of Preservice Teacher Training to Improve Preparedness and Confidence to Address Student Mental Health

Cited by 14 publications

References 37 publications

Determining stakeholder priorities and core components for school-based identification of mental health difficulties: A Delphi study

Determining stakeholder priorities and core components for school-based identification of mental health difficulties: A Delphi study

Evaluation of “Bell Let’s Talk in the Classroom”: A Guide for Improving Teachers’ Confidence in Providing Mental Health Education

Is Teachers' Depression Contagious to Students? A Study Based on Classes' Hierarchical Models

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