Preparing for the Classroom: Mental Health Knowledge Improvement, Stigma Reduction and Enhanced Help-Seeking Efficacy in Canadian Preservice Teachers

Wendy Carr, Yifeng Wei, Stan Kutcher, Amy Heffernan

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

34 Citas (Scopus)

Resumen

Mental health literacy is fundamental to improving knowledge about mental health, decreasing stigma, and, therefore, enhancing help-seeking behaviors. The purpose of this cohort study is to evaluate the impact of a mental health literacy program on preservice teachers’ knowledge, attitudes, and help-seeking efficacy. Sixty preservice teachers in a Canadian university participated in a professional development day and completed a survey of their mental health knowledge, attitudes toward mental illness, and help-seeking efficacy. Compared with baseline data, results demonstrated significant and substantial improvements on all three outcomes immediately following the session and after 3 months. Provision of mental health literacy education among preservice teachers may be an effective approach to help them better address student mental health needs in their future teaching career.

Idioma originalEnglish
Páginas (desde-hasta)314-326
Número de páginas13
PublicaciónCanadian Journal of School Psychology
Volumen33
N.º4
DOI
EstadoPublished - dic. 1 2018

Nota bibliográfica

Publisher Copyright:
© The Authors 2017.

ASJC Scopus Subject Areas

  • Developmental and Educational Psychology

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