Michael W Long1, Glenn Albright2, Jeremiah McMillan3, Kristen M Shockley4, Olga Acosta Price1. 1. Department of Prevention and Community Health, Milken Institute School of Public Health, The George Washington University, 950 New Hampshire Ave., Washington, DC 20052. 2. Department of Psychology, Baruch College, City University of New York, Box B8-215, 55 Lexington Ave., New York, NY 10010. 3. Department of Psychology, University of Georgia, Athens, GA. 4. Department of Psychology, University of Georgia, Athens, GA 30602.
Abstract
BACKGROUND: Despite the critical role of educators as gatekeepers for school mental health services, they receive limited training to support student mental health. We report findings from a trial of an online mental health role-play simulation for elementary school teachers on changes in attitudes and self-reported helping behaviors for students experiencing psychological distress. METHODS: We randomly assigned 18,896 elementary school teachers towait-list control or intervention conditions in which they received the 45- to 90-minute online role-play simulation. We administered a version of the validated Gatekeeper Behavior Scale at baseline and postintervention, which measures attitudinal dimensions shown to predict teacher helping behavior change. Self-reported helping behaviors were collected at baseline and 3-month follow-up. Outcomes were compared between the intervention follow-up and control group baseline measures. RESULTS: The intervention group posttraining scores were significantly higher (p < .001) than the control group for all the preparedness, likelihood, and self-efficacy Gatekeeper Behavior subscales. All 5 helping behaviors were significantly higher among the intervention group at follow-up compared to the control group at baseline. CONCLUSIONS: We found that a brief online role-play simulation was an effective strategy for improving teacher attitudes and behaviors needed to perform a positive mental health gatekeeper role in schools.
RCT Entities:
BACKGROUND: Despite the critical role of educators as gatekeepers for school mental health services, they receive limited training to support student mental health. We report findings from a trial of an online mental health role-play simulation for elementary school teachers on changes in attitudes and self-reported helping behaviors for students experiencing psychological distress. METHODS: We randomly assigned 18,896 elementary school teachers to wait-list control or intervention conditions in which they received the 45- to 90-minute online role-play simulation. We administered a version of the validated Gatekeeper Behavior Scale at baseline and postintervention, which measures attitudinal dimensions shown to predict teacher helping behavior change. Self-reported helping behaviors were collected at baseline and 3-month follow-up. Outcomes were compared between the intervention follow-up and control group baseline measures. RESULTS: The intervention group posttraining scores were significantly higher (p < .001) than the control group for all the preparedness, likelihood, and self-efficacy Gatekeeper Behavior subscales. All 5 helping behaviors were significantly higher among the intervention group at follow-up compared to the control group at baseline. CONCLUSIONS: We found that a brief online role-play simulation was an effective strategy for improving teacher attitudes and behaviors needed to perform a positive mental health gatekeeper role in schools.
Authors: Emma Soneson; Anne-Marie Burn; Joanna K Anderson; Ayla Humphrey; Peter B Jones; Mina Fazel; Tamsin Ford; Emma Howarth Journal: J Sch Psychol Date: 2022-02-08
Authors: Nikita Khalid; Nicole Zapparrata; Kevin Loughlin; Glenn Albright Journal: Int J Environ Res Public Health Date: 2022-09-19 Impact factor: 4.614