Supporting School Mental Health Providers: Evidence from a Short-Term Telementoring Model.

IF 1.7 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Child & Youth Care Forum Pub Date : 2023-01-01 DOI:10.1007/s10566-022-09673-1

Michael D Lyons, Julia V Taylor, Kathryn L Zeanah, Sarah K Downey, Faith A Zabek

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引用次数: 3

Abstract

Background: To support student mental health, school staff must have knowledge of evidence-based practices and the capacity to implement them. One approach used to address this challenge is a group-based telementoring model called Extension for Community Healthcare Outcomes (ECHO). In other applications (e.g., healthcare settings), ECHO has been shown to increase healthcare professionals' self-efficacy and knowledge of evidence-based practices leading to improved patient outcomes.

Objectives: This study examined the potential for ECHO to be used as a method for increasing school staff engagement and knowledge of evidence-based school mental health practices.

Methods: Using a quasi-experimental design, this study compared outcomes across two professional development experiences aimed at promoting school staff ability to provide evidence-based mental health services. School staff from four school districts participated in a school mental health training initiative. All participants (N = 57) had access to asynchronous, online mental health modules. A sub-sample (n = 33) was also offered monthly ECHO sessions.

Results: Tests of group difference in outcomes revealed significant increases in engagement with online learning (d = 0.58) and satisfaction (d = 0.82) for those who participated in ECHO as compared to those who did not. Knowledge about evidence-based practices was not significantly different between groups.

Conclusions: Results suggest that group-based telementoring may be a promising approach for improving engagement and satisfaction with training initiatives aimed at promoting evidence-based school mental health practices. However, further study of ProjectECHO using experimental designs is needed to make causal inferences about its effect on provider outcomes.

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支持学校心理健康提供者:来自短期远程监控模型的证据。

背景:为了支持学生的心理健康，学校工作人员必须具备基于证据的实践知识和实施这些实践的能力。用于解决这一挑战的一种方法是基于组的远程监控模型，称为社区医疗保健结果扩展(ECHO)。在其他应用中(例如，医疗保健设置)，ECHO已被证明可以提高医疗保健专业人员的自我效能感和循证实践知识，从而改善患者的预后。目的:本研究考察了ECHO作为一种提高学校工作人员参与度和基于证据的学校心理健康实践知识的方法的潜力。方法:本研究采用准实验设计，比较两种专业发展经验的结果，旨在提高学校员工提供循证心理健康服务的能力。来自四个学区的学校工作人员参加了一项学校心理健康培训倡议。所有参与者(N = 57)都可以访问异步在线心理健康模块。一个子样本(n = 33)也提供每月ECHO会话。结果:结果组差异测试显示，与未参加ECHO的人相比，参加ECHO的人在参与在线学习(d = 0.58)和满意度(d = 0.82)方面显著增加。两组之间对循证实践的了解没有显著差异。结论:结果表明，以小组为基础的远程监控可能是一种有希望的方法，可以提高参与和满意度的培训倡议，旨在促进以证据为基础的学校心理健康实践。然而，需要使用实验设计对ProjectECHO进行进一步研究，以对其对提供者结果的影响做出因果推论。

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

Child & Youth Care Forum PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.60

自引率

5.60%

发文量

期刊介绍： Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.