scholarly journals The Building Educators’ Skills in Adolescent Mental Health Training Program for Secondary School Educators: Protocol for a Cluster Randomized Controlled Trial

10.2196/25870 ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. e25870
Author(s):  
Belinda L Parker ◽  
Cassandra Chakouch ◽  
Mirjana Subotic-Kerry ◽  
Philip J Batterham ◽  
Andrew Mackinnon ◽  
...  
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Training Program ◽  
Health Knowledge ◽  
Controlled Trial ◽  
Adolescent Mental Health ◽  
Mental Health Training ◽  
Health Training ◽  
Mental Health Knowledge

Background In Australia, secondary school educators are well positioned to recognize mental illness among students and provide support. However, many report that they lack the knowledge and confidence to do so, and few mental health training programs available for educators are evidence based. To address this gap, the Black Dog Institute (BDI) developed a web-based training program (Building Educators’ Skills in Adolescent Mental Health [BEAM]) that aims to improve mental health knowledge, confidence, and helping behaviors among secondary school educators in leadership positions. A pilot study of the training program found it to be positively associated with increased confidence and helping behaviors among educators and reduced personal psychological distress. An adequately powered randomized controlled trial (RCT) is needed. Objective The primary objective of this cluster RCT is to evaluate the effectiveness of the BEAM program for improving educators’ confidence in managing student mental health. The trial will also evaluate the effect of the BEAM program in increasing educators’ frequency of providing help to students and improving their mental health knowledge and reducing educators’ psychological distress and stigma toward students with mental health issues. Methods The target sample size is 234 educators from 47 secondary schools across New South Wales, Australia. Four waves of recruitment and enrollment into the trial are planned. Schools will participate in one wave only and will be randomized to the intervention or waitlist control conditions. Participants from the same school will be assigned to the same condition. Assessments will be conducted at baseline, posttest (10 weeks after baseline), and follow-up (22 weeks after baseline) using the BDI eHealth research platform. Intervention participants will receive access to the BEAM program for 10 weeks upon completion of baseline, and the control condition will receive access for 10 weeks upon completion of the follow-up assessment. Results Recruitment for this trial began on July 21, 2020, with the first baseline assessments occurring on August 17, 2020. To date, 295 participants from 71 schools have completed baseline. Due to the unexpected success of recruitment in the first 3 waves, the final fourth wave has been abandoned. Intervention participants are currently receiving the program, with follow-up due for completion in March 2021. Conclusions This is one of the first RCTs to examine the effectiveness of a web-based adolescent mental health training program for Australian secondary school educators in leadership positions. If found to be effective, this training program will offer a sustainable and scalable delivery method for upskilling educators in caring for students’ mental health. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12620000876998; https://covid-19.cochrane.org/studies/crs-14669208 International Registered Report Identifier (IRRID) DERR1-10.2196/25870

scholarly journals A Cluster Randomized Controlled Trial of the Building Educators’ Skills in Adolescent Mental Health (BEAM) Training Program: Trial Protocol (Preprint)

2020 ◽  
Author(s):  
Belinda Louise Parker ◽  
Cassandra Chakouch ◽  
Mirjana Subotic-Kerry ◽  
Philip J Batterham ◽  
Andrew Mackinnon ◽  
...  
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Training Program ◽  
Health Knowledge ◽  
Controlled Trial ◽  
Adolescent Mental Health ◽  
Mental Health Training ◽  
Web Based ◽  
Mental Health Knowledge

BACKGROUND In Australia, secondary school educators are well positioned to recognize mental illness among students and provide support. However, many report that they lack the knowledge and confidence to do so, and very few mental health training programs available for educators are evidence-based. To address this gap, the Black Dog Institute developed a web-based training program (Building Educators’ Skills in Adolescent Mental Health; BEAM) that aims to improve mental health knowledge, confidence, and helping behaviors among secondary school educators in leadership positions. A pilot study of the training program found it to be positively associated with increased confidence and helping behaviors among educators and reduced their psychological distress. An adequately powered Randomized Controlled Trial (RCT) is now needed. OBJECTIVE The primary objective of this cluster RCT is to evaluate the effectiveness of the BEAM program for improving educators’ confidence in managing student mental health. The trial will also evaluate the effect of the BEAM program in increasing educators’ frequency of providing help to students and improving their mental health knowledge, and reducing educators’ psychological distress and stigma towards students with mental health issues. METHODS The target sample size is N=234 educators in 47 secondary schools across New South Wales, Australia. Four waves of recruitment and enrolment into the trial are planned. Schools will participate in one wave only and will be randomized to the intervention or waitlist control conditions. Participants from the same school will be assigned to the same condition. Assessments will be conducted at baseline, post-test (10-weeks after baseline) and follow-up (22-weeks after baseline) using the Black Dog Institute e-health research platform. Intervention participants will receive access to the BEAM program for 10-weeks upon completion of baseline and the control condition will receive access for 10-weeks upon completion of the follow-up assessment. RESULTS Recruitment for this trial began on 21st July 2020, with the first baseline assessments occurring on 17th August 2020. To date, 295 participants from 71 schools have completed baseline. Due to the unexpected success of recruitment in the first three waves, the final fourth wave has been abandoned. Intervention participants are currently receiving the program with follow-up due for completion in March 2021. CONCLUSIONS This is one of the first RCTs to examine the effectiveness of a web-based, adolescent mental health training program for Australian secondary school educators in leadership positions. If found to be effective, this training program will offer a sustainable and scalable delivery method for upskilling educators in caring for students’ mental health. CLINICALTRIAL Australian New Zealand Clinical Trials Registry (ACTRN12620000876998; registered 03/09/2020) and Universal Trial Number (U1111-1253-3176).

Secondary school Year Advisors’ perspectives on their role, responsibilities and training needs for student mental health: Insights from a co-design workshop

2021 ◽  
Author(s):  
Bridianne O'Dea ◽  
Melissa Anderson ◽  
Mirjana Subotic-Kerry ◽  
Belinda Parker
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Secondary Schools ◽  
Adolescent Mental Health ◽  
Training Needs ◽  
Mental Health Training ◽  
Health Training ◽  
Student Mental Health ◽  
School Year ◽  
Design Workshop

Abstract Anxiety and depression commonly emerge during adolescence and secondary schools are well placed to recognise deteriorations in young people’s mental health. In Australian secondary schools, Year Advisors (or year co-ordinators), have been identified as key teaching staff for assisting students with their mental health and facilitating help-seeking. However, there is little understanding of the responsibilities of this role and the mental health training needs of these educators. In December 2017, 12 secondary school Year Advisors from NSW, Australia, took part in a one-day co-design workshop that explored their current role in caring for student mental health and developed a resource that matched their training needs. This paper explores the insights generated from this workshop and outlines a way to engage end-users in the design of mental health training programs. The workshop attendees strongly supported the development of an adolescent mental health training program that was specific to the Year Advisor role, improved their knowledge of adolescent mental health, and developed their skills and confidence to support students in need.

Building Educators’ Skills in Adolescent Mental Health (BEAM): Examining the acceptability and preliminary effectiveness of a web-based training program for Australian secondary school teachers. (Preprint)

2021 ◽  
Author(s):  
Belinda Louise Parker ◽  
Melissa Anderson ◽  
Philip J Batterham ◽  
Aimee Gayed ◽  
Mirjana Subotic-Kerry ◽  
...  
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Secondary School ◽  
Training Program ◽  
Secondary School Teachers ◽  
Adolescent Mental Health ◽  
School Teachers ◽  
Web Based ◽  
Post Test

BACKGROUND Secondary schools are increasingly supporting adolescent students’ mental health and wellbeing, yet many teachers report that they lack the skills and confidence to do so. The Building Educators’ Skills in Adolescent Mental Health (BEAM) is a web-based training program developed to improve secondary school teachers’ knowledge and confidence in caring for students’ mental health. OBJECTIVE This pilot study aimed to evaluate the acceptability and preliminary effectiveness of this new training program for improving mental health knowledge, attitudes, confidence, helping behaviors and psychological distress among secondary school teachers. METHODS A single arm, pre-post pilot trial was conducted from July to December 2019 among secondary school teachers located in New South Wales, Australia, who were in leadership positions responsible for managing student wellbeing (i.e., Year Advisors). Participants had access to the BEAM program for six weeks. Self-report surveys, delivered at baseline, post-intervention (6-weeks post-baseline) and follow-up (19 weeks post-baseline) were used to measure changes in mental health outcomes. Acceptability was assessed by program use, barriers, satisfaction, and participants’ perceptions of program effectiveness. RESULTS A total of 70 secondary school teachers took part (Mage=36.5 years, SD=9.41, range=24-60). Significant improvements in confidence were reported at post-test and follow-up, as well as psychological distress at post-test, and helping behaviors at follow-up. Participants agreed that the program was easy to understand and relevant; but completion was challenged by lack of time, competing priorities, and forgetfulness. CONCLUSIONS Findings indicate that the BEAM program may be an effective way to enhance secondary school teachers’ abilities to care for students’ mental health; however, modifications are required to improve adherence and attrition. CLINICALTRIAL Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12619000821190; Universal Trial Number (UTN): U1111-1232-7680.

China-Australia-Hong Kong tripartite community mental health training program

2009 ◽  
Vol 1 (2) ◽  
pp. 90-97 ◽  
Author(s):  
Chee Hong Ng ◽  
Hong Ma ◽  
Xin Yu ◽  
Helen Chiu ◽  
Julia Fraser ◽  
...  
Keyword(s):  
Mental Health ◽  
Hong Kong ◽  
Community Mental Health ◽  
Training Program ◽  
Mental Health Training ◽  
Health Training

scholarly journals Factors Affecting the Implementation of a Mental Health Training Program in Tunisia: Perspectives of Trainers and Tutors

2017 ◽  
Vol 83 (1) ◽  
pp. 141
Author(s):  
J.M.V. Spagnolo ◽  
F. Champagne ◽  
N. Leduc ◽  
M. Piat ◽  
A.-L. Guisset ◽  
...  
Keyword(s):  
Mental Health ◽  
Training Program ◽  
Mental Health Training ◽  
Health Training ◽  
Factors Affecting

Mental Health Training Programs for Secondary School Teachers: A Systematic Review

2018 ◽  
Vol 11 (3) ◽  
pp. 489-508 ◽  
Author(s):  
Melissa Anderson ◽  
Aliza Werner-Seidler ◽  
Catherine King ◽  
Aimée Gayed ◽  
Samuel B. Harvey ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programs ◽  
Mental Health Training ◽  
School Teachers ◽  
Health Training

scholarly journals The Effects of a Mental Health Training Program for Manufacturing Company Managers

2010 ◽  
Vol 32 (2) ◽  
pp. 141-153 ◽  
Author(s):  
Kazunori IKEGAMI ◽  
Hiroyuki TAHARA ◽  
Tatsuji YAMADA ◽  
Kosuke MAFUNE ◽  
Hisanori HIRO ◽  
...  
Keyword(s):  
Mental Health ◽  
Training Program ◽  
Mental Health Training ◽  
Health Training ◽  
Manufacturing Company

scholarly journals Mental Health Literacy Intervention on Help-Seeking in Athletes: A Systematic Review

2020 ◽  
Vol 17 (19) ◽  
pp. 7263
Author(s):  
Danran Bu ◽  
Pak-Kwong Chung ◽  
Chun-Qing Zhang ◽  
Jingdong Liu ◽  
Xiang Wang
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
Health Knowledge ◽  
Risk Of Bias ◽  
Stigma Reduction ◽  
Help Seeking Attitudes ◽  
Mental Health Knowledge

Mental health literacy (MHL) is recognised as a major factor in whether athletes seek help when they experience mental health difficulties. Therefore, the current study aimed to provide a systematic review of the effectiveness of MHL training programmes in improving mental health knowledge and help-seeking and reducing stigma among athletes. To identify intervention studies of MHL programmes, five electronic databases were systematically searched for articles published before May 2020. The selection procedure was based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. All kinds of study designs were included. Effect sizes were calculated for mental health knowledge, stigma reduction and help-seeking attitudes, intentions and behaviours. Risk of bias was assessed for each study using the Cochrane tool and the Newcastle–Ottawa quality assessment scale. Five studies (1239 participants in total) were selected for review. Overall, either small or medium effects were found for mental health knowledge, stigma reduction, help-seeking attitudes, and intentions for post- and follow-up interventions, whereas a null effect was found in help-seeking behaviours for both post- and follow-up interventions. Furthermore, three studies had a low risk of bias, and two had a high risk of bias. MHL interventions can enhance help-seeking attitudes and intentions and mental health knowledge and reduce stigma but do not increase help-seeking behaviours for now. Further studies should evaluate interventions to enhance help-seeking behaviours. Furthermore, the methodological quality of studies, including randomized controlled trials and other designs, should be improved in future research.

Mental Health Training Following Combat: A Randomized Controlled Trial Comparing Group Size

2019 ◽  
Vol 7 (3) ◽  
pp. 354-362
Author(s):  
Jeffrey L. Thomas ◽  
Paul D. Bliese ◽  
Carl Andrew Castro ◽  
Dave I. Cotting ◽  
Anthony Cox ◽  
...  
Keyword(s):  
Mental Health ◽  
Randomized Controlled Trial ◽  
Group Size ◽  
Controlled Trial ◽  
Mental Health Training ◽  
Health Training ◽  
Randomized Controlled
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