Exploring Mental Health Literacy Among Pre-Service Teachers

Q4 Social Sciences

Exceptionality Education International Pub Date : 2016-12-22 DOI:10.5206/EEI.V26I2.7741

J. Whitley, Suzanne Gooderham

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引用次数: 9

Abstract

Worldwide, prevalence rates of students experiencing mental health difficulties are growing, with only one in five receiving treatment. The role of teachers in collaborative efforts both to identify and to provide effective services for these students is an essential one. However, scant research has explored the mental health literacy of pre-service teachers. In the present study, 186 preservice teachers completed a vignette-based measure (Child or Adolescent version based on each teacher’s experience) in order to assess their mental health literacy, comprised of beliefs and knowledge. Results indicate that participants expressed lower efficacy when teaching children or adolescents with externalizing as compared to internalizing behaviours but believed that a child or adolescent experiencing behaviours indicative of depression was of the greatest concern and in need of intervention. Pre-service teachers were able to correctly identify cases of anxiety and ADHD, but many attributed behaviours typical of depression to home life difficulties (Child version) or substance use/abuse (Adolescent version). Results are discussed in light of previous research in the field; recommendations for future research and practice are provided. ISSN 1918-5227 Pages 6292 Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Whitley, J., & Gooderham, S. (2016) Exploring Mental Health Literacy Among Pre-Service Teachers. Exceptionality Education International, 26, 62-92. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss2/5 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2016, Vol. 26, No. 2, pp. 62–92 ISSN 1918-5227 62 Exploring Mental Health Literacy Among Pre-Service Teachers Jessica Whitley, Suzanne Gooderham University of Ottawa

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职前教师心理健康素养调查

在世界范围内，有心理健康问题的学生的患病率正在上升，只有五分之一的学生接受治疗。教师在共同努力中识别并为这些学生提供有效服务的作用是必不可少的。然而，很少有研究探讨职前教师的心理健康素养。在本研究中，186名职前教师完成了一项基于小插曲的测量(基于每位教师经验的儿童或青少年版本)，以评估他们的心理健康素养，包括信仰和知识。结果表明，与内化行为相比，参与者在教授外化行为的儿童或青少年时表现出较低的效果，但他们认为儿童或青少年经历的抑郁症行为是最值得关注的，需要干预。职前教师能够正确识别焦虑和多动症的病例，但许多人将典型的抑郁症行为归因于家庭生活困难(儿童版)或药物使用/滥用(青少年版)。结合该领域已有的研究成果对结果进行了讨论;对今后的研究和实践提出了建议。惠特利，J.， &古德汉姆，S.(2016)探索职前教师的心理健康素养。国际卓越教育，26,62-92。检索自https://ir.lib.uwo.ca/eei/vol26/iss2/5这篇文章开放获取后1年是由Scholarship@Western带给你的。它已被Scholarship@Western的授权管理员接受纳入例外教育国际。欲了解更多信息，请联系jspecht@uwo.ca。《卓越教育国际》2016年Vol. 26 No. 2 pp. 62 - 92 ISSN 2018 -5227 62职前教师心理健康素养探析

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来源期刊

Exceptionality Education International Social Sciences-Education

CiteScore

1.10

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0.00%

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