Eddy Eustache1, Margaret E Gerbasi2, Jennifer Severe2,3, J Reginald Fils-Aimé1, Mary C Smith Fawzi2, Giuseppe J Raviola2,4,5, Sarah Darghouth6, Kate Boyd7, Tatiana Thérosmé1, Rupinder Legha8, Ermaze L Pierre1, Emmeline Affricot1, Yoldie Alcindor1, David J Grelotti9, Anne E Becker2,6. 1. 1 Zanmi Lasante, Mental Health and Psychosocial Service, Mirebalais, Haiti. 2. 2 Department of Global Health & Social Medicine, Harvard Medical School, Boston, MA, USA. 3. 3 Department of Psychiatry, Tufts University School of Medicine and Baystate Medical Center, Springfield, MA, USA. 4. 4 Partners In Health, Boston, MA, USA. 5. 5 Department of Psychiatry, Boston Children's Hospital, Boston, MA, USA. 6. 6 Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA. 7. 7 Colorado School of Public Health, University of Colorado Anschutz Medical Campus, Aurora, CO, USA. 8. 8 Department of Psychiatry, University of California, Los Angeles, Los Angeles, CA, USA. 9. 9 Department of Psychiatry, University of California San Diego, La Jolla, CA, USA.
Abstract
BACKGROUND: Task-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries. AIMS: To assess feasibility, acceptability and utility of the teacher accompaniment phase of a school-based Teacher- Accompagnateur Pilot Study (TAPS) in Haiti. METHODS: We assigned student participants, aged 18-22 years ( n = 120), to teacher participants ( n = 22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction and utility by the percentage with identified mental health need who discussed treatment with a teacher. RESULTS: Favorable ratings support feasibility, acceptability and utility of teacher- accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting. CONCLUSION: This accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings.
BACKGROUND: Task-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries. AIMS: To assess feasibility, acceptability and utility of the teacher accompaniment phase of a school-based Teacher- Accompagnateur Pilot Study (TAPS) in Haiti. METHODS: We assigned student participants, aged 18-22 years ( n = 120), to teacher participants ( n = 22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction and utility by the percentage with identified mental health need who discussed treatment with a teacher. RESULTS: Favorable ratings support feasibility, acceptability and utility of teacher- accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting. CONCLUSION: This accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings.
Entities:
Keywords:
Task-sharing; access to care; mental health; school-based; teachers
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