Enhancing Educator Engagement in School Mental Health Care through Digital Simulation Professional Development

Autor/inn/en	Long, Michael W.; Albright, Glenn; McMillan, Jeremiah; Shockley, Kristen M.; Price, Olga Acosta
Titel	Enhancing Educator Engagement in School Mental Health Care through Digital Simulation Professional Development
Quelle	In: Journal of School Health, 88 (2018) 9, S.651-659 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Long, Michael W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12670
Schlagwörter	Mental Health; School Health Services; Role Playing; Elementary School Teachers; Pretests Posttests; Helping Relationship; Intervention; Comparative Analysis; Control Groups; Experimental Groups; Self Efficacy; Behavior; Probability; Educational Technology; Technology Uses in Education; Computer Simulation; Elementary School Students; Program Effectiveness; Teacher Attitudes; Teacher Behavior + Suchen Sie Ihr Suchwort? Psychohygiene; Schuleingangsuntersuchung; Rollenspiel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Helfende Beziehung; Self-efficacy; Selbstwirksamkeit; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Lehrerverhalten; Teacher behaviour
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 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 < 0.001) 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. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01