Short Research Article: RESEED – the perceived impact of an enhanced usual care model of a novel, teacher-led, task-shifting initiative for child mental health

IF 6.8 3区医学 Q1 PEDIATRICS

Child and Adolescent Mental Health Pub Date : 2023-08-10 DOI:10.1111/camh.12673

Setareh Ekhteraei, Juliana L. Vanderburg, Choden Dukpa, Priscilla Giri, Surekha Bhattarai, Arpana Thapa, Catherine Shrestha, Bradley N. Gaynes, Molly M. Lamb, Michael Matergia, Christina M. Cruz

{"title":"Short Research Article: RESEED – the perceived impact of an enhanced usual care model of a novel, teacher-led, task-shifting initiative for child mental health","authors":"Setareh Ekhteraei, Juliana L. Vanderburg, Choden Dukpa, Priscilla Giri, Surekha Bhattarai, Arpana Thapa, Catherine Shrestha, Bradley N. Gaynes, Molly M. Lamb, Michael Matergia, Christina M. Cruz","doi":"10.1111/camh.12673","DOIUrl":null,"url":null,"abstract":"<div>\n \n <section>\n \n <h3> Background</h3>\n \n <p>Task-shifted, teacher-led care may begin to bridge the child mental health care gap in low- and middle-income countries by improving mental health literacy. We explore the perceived impact of RESEED (Responding to Students' Emotions through Education), an abbreviated version of Tealeaf (Teachers Leading the Frontlines).</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>After classroom implementation of tools from a 3-day training on child mental health and cognitive behavioral techniques in Darjeeling, India, 29 teachers participated in focus group discussions (FGDs).</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Inductive content analyses of FGDs demonstrated RESEED's acceptability, positive overall impact, and barriers<i>.</i></p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Stepped levels of teacher-led care may support child mental health in resource-limited settings through mental reframing.</p>\n </section>\n </div>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"29 1","pages":"113-118"},"PeriodicalIF":6.8000,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child and Adolescent Mental Health","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/camh.12673","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PEDIATRICS","Score":null,"Total":0}

引用次数: 0

Abstract

Background

Task-shifted, teacher-led care may begin to bridge the child mental health care gap in low- and middle-income countries by improving mental health literacy. We explore the perceived impact of RESEED (Responding to Students' Emotions through Education), an abbreviated version of Tealeaf (Teachers Leading the Frontlines).

Methods

After classroom implementation of tools from a 3-day training on child mental health and cognitive behavioral techniques in Darjeeling, India, 29 teachers participated in focus group discussions (FGDs).

Results

Inductive content analyses of FGDs demonstrated RESEED's acceptability, positive overall impact, and barriers.

Conclusions

Stepped levels of teacher-led care may support child mental health in resource-limited settings through mental reframing.

查看原文本刊更多论文

研究短文：RESEED--教师主导的儿童心理健康任务转移新举措的增强型常规护理模式的感知影响。

背景：在中低收入国家，由教师主导的任务转移式护理可以通过提高心理健康素养来缩小儿童心理健康护理方面的差距。我们探讨了 RESEED（通过教育应对学生情绪）的感知影响，它是 Tealeaf（教师引领前线）的缩写版本：方法：在印度大吉岭举办的为期 3 天的儿童心理健康和认知行为技术培训中，29 名教师在课堂上使用了培训工具后，参加了焦点小组讨论（FGD）：结果：对焦点小组讨论的内容进行归纳分析，结果显示了RESEED的可接受性、积极的整体影响和障碍：结论：在资源有限的环境中，教师主导的阶梯式护理可通过心理重塑来支持儿童心理健康。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Child and Adolescent Mental Health PEDIATRICS-PSYCHIATRY

CiteScore

8.30

自引率

3.30%

发文量

审稿时长

>12 weeks

期刊介绍： Child and Adolescent Mental Health (CAMH) publishes high quality, peer-reviewed child and adolescent mental health services research of relevance to academics, clinicians and commissioners internationally. The journal''s principal aim is to foster evidence-based clinical practice and clinically orientated research among clinicians and health services researchers working with children and adolescents, parents and their families in relation to or with a particular interest in mental health. CAMH publishes reviews, original articles, and pilot reports of innovative approaches, interventions, clinical methods and service developments. The journal has regular sections on Measurement Issues, Innovations in Practice, Global Child Mental Health and Humanities. All published papers should be of direct relevance to mental health practitioners and clearly draw out clinical implications for the field.