Effectiveness of a school-based mental health intervention for school teachers in urban Pakistan: a randomized controlled trial

Schools have a major role in promoting children's physical and psychological health and well-being and the mental health literacy of all key stakeholders, especially teachers, is critical to achieving this goal. Teachers' knowledge and beliefs about psychological problems influence the way...

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Published in:Child and adolescent psychiatry and mental health 2022-05, Vol.16 (1), p.33-33, Article 33
Main Authors: Imran, Nazish, Rahman, Atif, Chaudhry, Nakhshab, Asif, Aftab
Format: Article
Language:English
Subjects:
Child & adolescent mental health
Child & adolescent psychiatry
Child psychology
Children & youth
Classroom management
Clinical trials
Consent
Contamination
Curricula
Emotional behavior
Health aspects
Health education
Health literacy
Intervention
Learning
Literacy
Mental disorders
Mental Health
Mental health care
Mental health literacy
Pakistan
Psychological aspects
Public health
Questionnaires
Schools
Social behavior
Students
Teachers
Training
Well being
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description Schools have a major role in promoting children's physical and psychological health and well-being and the mental health literacy of all key stakeholders, especially teachers, is critical to achieving this goal. Teachers' knowledge and beliefs about psychological problems influence the way they deal with their students' mental health issues. This study is a preliminary investigation evaluating the effectiveness and feasibility of a School Mental Health Programme (SMHP) developed by the World Health Organization's Eastern Mediterranean Regional Office (WHO-EMRO) in improving mental health literacy and self-efficacy among school teachers in an inner-city area of urban Lahore. Teachers were randomly assigned to 3 days standardized WHO-EMRO School Mental Health Manual based Intervention (n = 118) or to a wait list delayed intervention control group (n = 113). Teachers were assessed pre and post training and at 3 months follow up using measures for mental health literacy (Primary outcome) and self-efficacy. School Heads completed the WHO School Psychosocial Profile and students reported socioemotional skills and psychological problems using Strengths and Difficulties questionnaire at baseline and 3 months post intervention. Compared with waitlist group, teachers in intervention group presented a significant increase in mental health literacy (F  = 8.92; P 
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Teachers' knowledge and beliefs about psychological problems influence the way they deal with their students' mental health issues. This study is a preliminary investigation evaluating the effectiveness and feasibility of a School Mental Health Programme (SMHP) developed by the World Health Organization's Eastern Mediterranean Regional Office (WHO-EMRO) in improving mental health literacy and self-efficacy among school teachers in an inner-city area of urban Lahore. Teachers were randomly assigned to 3 days standardized WHO-EMRO School Mental Health Manual based Intervention (n = 118) or to a wait list delayed intervention control group (n = 113). Teachers were assessed pre and post training and at 3 months follow up using measures for mental health literacy (Primary outcome) and self-efficacy. 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subjects Child & adolescent mental health
Child & adolescent psychiatry
Child psychology
Children & youth
Classroom management
Clinical trials
Consent
Contamination
Curricula
Emotional behavior
Health aspects
Health education
Health literacy
Intervention
Learning
Literacy
Mental disorders
Mental Health
Mental health care
Mental health literacy
Pakistan
Psychological aspects
Public health
Questionnaires
Schools
Social behavior
Students
Teachers
Training
Well being
title Effectiveness of a school-based mental health intervention for school teachers in urban Pakistan: a randomized controlled trial
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