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Successful Application of a Canadian Mental Health Curriculum Resource by Usual Classroom Teachers in Significantly and Sustainably Improving Student Mental Health Literacy.
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- Author(s): Kutcher, Stan; Yifeng Wei; Morgan, Catherine; Wei, Yifeng
- Source:
Canadian Journal of Psychiatry; Dec2015, Vol. 60 Issue 12, p580-586, 7p, 2 Charts- Subject Terms:
- Source:
- Additional Information
- Alternate Title: L'application réussie d'une ressource canadienne de programme d'études en santé mentale par des enseignants réguliers en classe pour améliorer significativement et durablement les connaissances des élèves en santé mentale (French)
- Subject Terms:
- Abstract:
Objective: To investigate whether the significant and substantive findings from a previous study of youth mental health literacy (MHL) could be replicated using the same methods in another population.Method: We examined the impact of a curriculum resource, the Mental Health and High School Curriculum Guide (The Guide), taught by usual classroom teachers on students' knowledge and attitudes related to mental health and mental illness in Canadian secondary schools. Survey data were collected before, immediately after, and 2 months after implementation of The Guide by teachers in usual classroom teaching. We conducted paired-sample t tests and calculated the Cohen d value to determine outcomes and impact of the curriculum resource application.Results: One hundred fourteen students were matched for analysis of knowledge data and 112 students were matched for analysis of attitude data at pre-intervention, post-intervention, and 2-month follow-up time periods. Following classroom exposure to the curriculum resource, students' knowledge scores increased significantly and substantively, compared with baseline (P < 0.001, d = 1.11), and this was maintained at 2-month follow-up (P < 0.001, d = 0.91). Similar findings for attitude improvement were found (P < 0.001, d = 0.66), and this improvement was maintained at 2-month follow-up (P < 0.001, d = 0.52).Conclusions: These findings corroborate those from a previous study conducted in a different location. Taken together these results suggest a simple but effective approach to improving MHL in young people by embedding a classroom resource, delivered by usual classroom teachers in usual school settings. [ABSTRACT FROM AUTHOR] - Abstract: Objectif : Déterminer si les résultats significatifs et substantiels d'une étude précédente sur les connaissances en santé mentale (CSM) des jeunes pourraient être répliqués à l'aide des mêmes méthodes dans une autre population. Méthode : Nous avons examiné l'impact d'une ressource de programme d'études, le Guide de programme d'études pour la santé mentale en école secondaire (le Guide), enseigné en classe par des enseignants réguliers et portant sur les connaissances des élèves et les attitudes liées à la santé mentale et à la maladie mentale dans les écoles secondaires canadiennes. Les données du sondage ont été recueillies avant, immédiatement après, et 2 mois après la mise en oeuvre du Guide par les enseignants pour l'enseignement régulier en classe. Nous avons mené des tests t d'échantillons appariés et calculé la valeur d de Cohen pour déterminer les résultats et l'impact de l'application de la ressource du programme d'études. Résultats : Cent quatorze élèves ont été appariés à une analyse des données des connaissances et 112 élèves ont été appariés à une analyse des données sur les attitudes avant l'intervention, après l'intervention, et à des périodes de suivi de 2 mois. Suivant l'exposition en classe au programme d'études, les scores de connaissances des élèves ont augmenté significativement et substantiellement, comparativement au départ (P < 0,001; d = 1,11), et cela s'est maintenu au suivi à 2 mois (P < 0,001; d = 0,91). Des résultats semblables ont été constatés pour l'amélioration des attitudes (P < 0,001; d = 0,66), et cette amélioration s'est maintenue au suivi à 2 mois (P < 0,001; d = 0,52). Conclusions : Ces résultats corroborent ceux d'une étude précédente menée à un endroit différent. Ensemble, ces résultats suggèrent une approche simple mais efficace pour améliorer la LSM chez les jeunes, en intégrant une ressource en classe, donnée par des enseignants réguliers dans des milieux scolaires réguliers. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Canadian Journal of Psychiatry is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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