The Teachers' Mental Health Literacy Scale

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-07-01 DOI:10.1002/pits.23274

Candra Skrzypek

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引用次数: 0

Abstract

Teachers play a critical role in school mental health. They aid in the identification and referral of students in need of mental health services and are key players in implementing interventions. Nevertheless, teachers often lack the education and training needed to support youths' mental health. Increasing teachers' mental health literacy (MHL) is recognized as a needed area of focus in improving systems' responses to youths' mental health needs, yet no current tools assess teachers' complete MHL. A measure of MHL for in‐service teachers based on current conceptualizations of MHL in the context of schools was developed and tested. The 24‐item scale was tested in a sample of 407 full‐time teachers in the United States and initial psychometric testing supports its use. The analytic strategy included an exploratory factor analysis (EFA), reliability analysis via Cronbach's α, and convergent validity analysis via zero‐order correlations between the Teachers' MHL Scale and theoretically linked constructs. The final scale includes four subscales that measure teachers' understanding of how to promote well‐being, recognize potential problems, link students in need to appropriate resources, and the link between well‐being and school success. The underlying theory supporting the tool's development and suggestions for its use are discussed.

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教师心理健康素养量表

教师在学校心理健康方面发挥着至关重要的作用。他们帮助识别和转介需要心理健康服务的学生，是实施干预措施的关键人物。然而，教师往往缺乏支持青少年心理健康所需的教育和培训。提高教师的心理健康素养（MHL）被认为是改善系统应对青少年心理健康需求的一个需要重点关注的领域，但目前还没有任何工具可以评估教师的完整心理健康素养。根据目前学校对心理健康素养的概念，我们开发并测试了一种针对在职教师的心理健康素养量表。该量表共有 24 个项目，在美国 407 名全职教师中进行了抽样测试，初步的心理测试结果支持该量表的使用。分析策略包括探索性因子分析（EFA）、通过 Cronbach's α 进行的信度分析，以及通过教师 MHL 量表与理论相关建构之间的零阶相关性进行的收敛效度分析。最终的量表包括四个分量表，分别测量教师对如何促进幸福感、识别潜在问题、将有需要的学生与适当的资源联系起来以及幸福感与学校成功之间的联系的理解。本文讨论了支持该工具开发的基本理论及其使用建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.