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Enhancing Educator Engagement in School Mental Health Care Through Digital Simulation Professional Development
Author(s) -
Long Michael W.,
Albright Glenn,
McMillan Jeremiah,
Shockley Kristen M.,
Price Olga Acosta
Publication year - 2018
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.12670
Subject(s) - mental health , preparedness , intervention (counseling) , baseline (sea) , psychology , scale (ratio) , helping behavior , distress , behavior change , psychological intervention , clinical psychology , medicine , social psychology , psychiatry , oceanography , physics , quantum mechanics , political science , law , geology
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 < .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.