建立青少年心理健康教育工作者技能(BEAM)计划对提高中学教育工作者对学生心理健康的信心、行为、知识和态度的有效性的整群随机对照试验

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-11-03 DOI:10.1177/00224871231208684

Bridianne O’Dea, Belinda Parker, Philip J. Batterham, Cassandra Chakouch, Andrew J. Mackinnon, Alexis E. Whitton, Jill M. Newby, Mirjana Subotic-Kerry, Aimee Gayed, Samuel B. Harvey

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引用次数: 0

摘要

中学教育工作者在认识和应对青少年精神疾病方面处于有利地位;然而，许多人表示在这方面缺乏信心和技能。一项包含295名教育工作者(平均年龄:40.10岁，SD: 10.47;来自73所澳大利亚中学(22所在农村地区)的76.6%的女性，2.7%的土著或托雷斯海峡岛民评估了一项新的专业发展培训计划的有效性，该计划旨在提高中学教育工作者对学生心理健康的信心、行为、知识和态度。与对照组相比，培训参与者在干预后(基线后10周;D = 0.26-0.35)和3个月随访时(D = - 0.21 - 0.41)。研究结果表明，青少年心理健康教育工作者技能建设(BEAM)项目提高了学生心理健康教育工作者的重要培训成果。

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A Cluster Randomized Controlled Trial on the Effectiveness of the Building Educators’ Skills in Adolescent Mental Health (BEAM) Program for Improving Secondary School Educators’ Confidence, Behavior, Knowledge, and Attitudes Toward Student Mental Health

Secondary school educators are well placed to recognize and respond to mental illness in adolescents; however, many report low confidence and skills in doing so. A confirmatory cluster randomized controlled trial involving 295 educators (Mean age: 40.10 years, SD: 10.47; 76.6% female, 2.7% Aboriginal or Torres Strait Islander) from 73 Australian secondary schools (22 in rural-regional locations) evaluated the effectiveness of a new professional development training program that aimed to improve secondary school educators’ confidence, behavior, knowledge, and attitudes toward student mental health. Relative to the control, training participants reported significantly greater levels of confidence in recognizing and responding to student mental health issues, perceived mental health knowledge and mental health awareness, and mental health literacy, at post-intervention (10-weeks post-baseline; d = 0.26–0.35) and at 3-month follow-up ( d = −0.21 to 0.41). Findings indicate that the Building Educators’ skills in Adolescent Mental health (BEAM) program improves important training outcomes for educators in the domain of student mental health.

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).