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首页> 外文期刊>Canadian journal of behavioural science >Mental Health Literacy Development: Application of Online and In-Person Professional Development for Preservice Teachers to Address Knowledge, Stigma, and Help-Seeking Intentions
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Mental Health Literacy Development: Application of Online and In-Person Professional Development for Preservice Teachers to Address Knowledge, Stigma, and Help-Seeking Intentions

机译：心理健康素养发展：在线和面对面专业发展的应用，以解决学前教师解决知识，污名和寻求帮助的意图

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摘要

Educators play a significant role in addressing student mental health. However, most educators in Canada indicate that they did not receive adequate mental health education to prepare for this role. One potential solution is to engage preservice teachers and provide professional development opportunities for improving their mental health literacy before they enter the workforce. We developed a professional development opportunity (both online and in-person) for preservice teachers to learn how to utilize a mental health literacy resource in their future classrooms. One hundred seventy-six preservice teachers in the secondary and middle years programs from a large Canadian university faculty of education voluntarily participated in this quasi-experimental study. They were assigned to 3 groups based on their demographics (preservice teachers in either the urban or rural secondary or middle years cohorts), with 1 group receiving the intervention face-to-face, 1 group receiving it online, and the third group as control. They were evaluated on knowledge, stigma and help-seeking intentions at baseline, immediately post the intervention, and at 3-month follow-up. Both the in-person and the online groups demonstrated statistically significant improvements on knowledge, stigma reduction, and enhancement on help-seeking intentions post the intervention (p < .000), compared to the control group. Knowledge and stigma outcomes were sustained at 3-month follow-up (p < .000). The use of both an online professional development and in-person delivery approaches can be considered as viable strategies to promote the mental health literacy of preservice teachers, increasing the ease and reach of this evidence-based mental health literacy resource.
机译：教育工作者在解决学生心理健康方面发挥了重要作用。但是，加拿大的大多数教育者都表明，他们没有接受足够的心理健康教育来为这一角色做准备。一种潜在的解决方案是吸引职前教师，并提供专业发展的机会，以提高他们的心理健康素养。我们开发了专业发展的机会（在线和面对面），以使职前教师学习如何在未来的教室中利用心理健康素养资源。来自加拿大大型大学教育学院的中期和中年课程中的一百七十六名教师自愿参加了这项准实验研究。根据他们的人口统计学（城市或农村中期或中年队列中的职前教师），他们被分配给了3个小组，其中1个小组面对面接受干预，1个小组在网上接受了干预，第三组作为控制。他们在基线时在知识，污名和寻求帮助的意愿，立即在干预后以及3个月的随访中对他们进行了评估。与对照组相比，面对面和在线小组在干预后（p <.000）的知识，减少污名和寻求帮助意图的统计学显着改善。在3个月的随访中，知识和污名结局得到了维持（p <.000）。在线专业发展和面对面交付方法的使用可以被视为可行的策略，以促进职前教师的心理健康素养，从而提高这种基于证据的心理健康素养资源的便捷性和范围。

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