학술논문
Short Research Article: RESEED – the perceived impact of an enhanced usual care model of a novel, teacher‐led, task‐shifting initiative for child mental health.
Document Type
Article
Author
Source
Subject
*SCHOOL mental health services
*FOCUS groups
*TEACHERS
*DESCRIPTIVE statistics
*RESEARCH funding
*TASK shifting
*CONTENT analysis
*JUDGMENT sampling
*THEMATIC analysis
*COGNITIVE therapy
*MEDICAL needs assessment
*RESOURCE-limited settings
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Language
ISSN
1475-357X
Abstract
Background: Task‐shifted, teacher‐led care may begin to bridge the child mental health care gap in low‐ and middle‐income countries by improving mental health literacy. We explore the perceived impact of RESEED (Responding to Students' Emotions through Education), an abbreviated version of Tealeaf (Teachers Leading the Frontlines). Methods: After classroom implementation of tools from a 3‐day training on child mental health and cognitive behavioral techniques in Darjeeling, India, 29 teachers participated in focus group discussions (FGDs). Results: Inductive content analyses of FGDs demonstrated RESEED's acceptability, positive overall impact, and barriers. Conclusions: Stepped levels of teacher‐led care may support child mental health in resource‐limited settings through mental reframing. [ABSTRACT FROM AUTHOR]