Effectiveness of School Based Intervention for Promoting Mental Health Literacy Among Teachers

NCT02937714 | Completed DMC

• 1 other identifier: KingEdwardMU
• Study Type: interventional
• Target: 231
• Locations: 1 country
• Sites: 1

Brief Summary

Significantly higher prevalence of emotional and behavioural problems have been reported from Pakistan.This higher prevalence along with stigma of psychiatric problems and limited child \& adolescent mental health services in Pakistan means that it is important to consider alternate methods for promoting psychological and emotional well-being of our youth. Schools can thus act as a natural platform for mental health promotion as schools context has almost as much impact on students' emotional health as the family context. Teachers' role in the school mental health initiatives cannot be overemphasized. Teachers own knowledge and beliefs regarding mental health influence the way they respond to students mental health crisis. Recognizing the need for wider implementation of evidence based school mental health interventions in the region and to help in addressing the mental health literacy of educators in resource constrained settings, World Health Organization, Eastern Mediterranean Region (WHO-EMRO) has developed a concise and practical manual of school mental health in December 2014. In the absence of any "whole school approach" study from Pakistan focusing on teachers training and addressing all the various evidence based components of promotion of positive mental health, Investigators aim to conduct a pilot randomized controlled trial to assess effectiveness of training based on WHO-EMRO manual, in addition to its feasibility \& acceptability in improving teachers' mental health literacy and self-efficacy in dealing with students mental health issues. HYPOTHESIS: For teachers:

• School mental health training intervention will significantly improve teacher's mental health literacy \& self-efficacy compared to wait list control group.
• At 3 months follow-up, control group teachers' mental health literacy will also improve compared to baseline due to contamination of information provided, across groups within the same school. All hypothesis pertains to individual level. For students: Mental health training of teachers would lead to an overall improvement in student's outcome measure (student's emotional and behavioural difficulties) at 3 months follow-up.

Conditions

School Mental Health Training of Teachers

Keywords

Teachers; mental health literacy; school mental health promotion

Outcome Measures

Primary Outcomes (1)

• Teachers' knowledge

  Mental health literacy refers to a person's knowledge and beliefs about mental disorders, which in turn increases their ability to recognize, manage, or prevent the development or exacerbation of mental health problems. It has various elements including: 1) enhancing capacity to obtain and maintain good mental health; 2) enhancing understanding of mental disorders and their treatments; 3) decreasing stigma related to mental illness; 4) enhancing help-seeking efficacy. It will be assessed in the study using a self-administered questionnaire based on literature review and addressing various mental health literacy elements. Although main outcome time frame is post workshop but it will be reevaluated at 3 months time to see if change from baseline is seen.

  At the end of 3 days workshop

Secondary Outcomes (2)

• Teachers' Sense of Self Efficacy

  At the end of 3 days workshop

• Students behavioural and emotional Problems

  3 months after the teachers training

Other Outcomes (1)

• The School psycho-Social Profile

  3 months after the teachers training

Study Arms (2)

School mental health training

EXPERIMENTAL

Teachers Training workshop Workshop based on local adaptation of WHO-EMRO school mental health manual will be conducted in school. The duration of the workshop will be 3 days. Teachers can decline to participate or withdraw at any stage.

Other: School Mental Health training

Wait list control group

NO INTERVENTION

Wait list control group of teachers in same schools. Half of teachers in the same school will be the wait list control group.

Interventions

School Mental Health training OTHER

School based intervention (Teacher training intervention) is the teachers training program based on World Health Organization, Eastern Mediterranean Region (WHO-EMRO) School mental health manual draft (December 2014). Topics to be covered in training workshop include normal childhood development, behaviour management strategies for schools, life skills training, essential components for healthy schools, recognizing warning signs for common psychiatric and developmental disorders common to children and adolescents \& school based interventions for various psychiatric problems

Also known as: WHO-EMRO School Mental Health Manual Based Training

School mental health training

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• All the teachers in the participating schools.
• Teachers of Grade 1-10 will be approached.
• Both Genders.

You may not qualify if:

• Lack of informed consent.
• Teachers who are leaving/ not planning to be in the school in 3 months' time.
• Teachers who have not been involved in active teaching in last 6 months.

Sponsors & Collaborators

• King Edward Medical University: lead

Study Sites (1)

King Edward Medical University

Lahore, Punjab Province, 54000, Pakistan

Location

Related Publications (9)

• Syed EU, Hussein SA, Mahmud S. Screening for emotional and behavioural problems amongst 5-11-year-old school children in Karachi, Pakistan. Soc Psychiatry Psychiatr Epidemiol. 2007 May;42(5):421-7. doi: 10.1007/s00127-007-0188-x. Epub 2007 Apr 21.

  PMID: 17450455 BACKGROUND

• Weist, MD & Murray M. Advancing school mental health promotion globally. Advances in School Mental Health Promotion 2007; 1(1): 2-12.

  BACKGROUND

• Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB. The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Dev. 2011 Jan-Feb;82(1):405-32. doi: 10.1111/j.1467-8624.2010.01564.x.

  PMID: 21291449 BACKGROUND

• Skre I, Friborg O, Breivik C, Johnsen LI, Arnesen Y, Wang CE. A school intervention for mental health literacy in adolescents: effects of a non-randomized cluster controlled trial. BMC Public Health. 2013 Sep 23;13:873. doi: 10.1186/1471-2458-13-873.

  PMID: 24053381 BACKGROUND

• Kutcher S, Wei Y, McLuckie A, Bullock L. Educator mental health literacy: a programme evaluation of the teacher training education on the mental health & high school curriculum guide. Advances in School Mental Health Promotion 2013;6(2):83-93 DOI: 10.1080/1754730X.2013.784615

  BACKGROUND

• Rahman A, Mubbashar MH, Gater R, Goldberg D. Randomised trial of impact of school mental-health programme in rural Rawalpindi, Pakistan. Lancet. 1998 Sep 26;352(9133):1022-5. doi: 10.1016/s0140-6736(98)02381-2.

  PMID: 9759745 BACKGROUND

• Syed EU, Hussein SA. Increase in teachers' knowledge about ADHD after a week-long training program: a pilot study. J Atten Disord. 2010 Jan;13(4):420-3. doi: 10.1177/1087054708329972.

  PMID: 19474460 BACKGROUND

• Imran N, Rahman A, Chaudhry N, Asif A. Effectiveness of a school-based mental health intervention for school teachers in urban Pakistan: a randomized controlled trial. Child Adolesc Psychiatry Ment Health. 2022 May 3;16(1):33. doi: 10.1186/s13034-022-00470-1.

  PMID: 35505362 DERIVED

• Imran N, Rahman A, Chaudhry N, Asif A. World Health Organization "School Mental Health Manual"-based training for school teachers in Urban Lahore, Pakistan: study protocol for a randomized controlled trial. Trials. 2018 May 24;19(1):290. doi: 10.1186/s13063-018-2679-3.

  PMID: 29793553 DERIVED

Study Officials

• Nazish Imran, MRCPsych

  King Edward Medical University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: October 13, 2016
• First Posted: October 19, 2016
• Study Start: September 10, 2017
• Primary Completion: November 30, 2018
• Study Completion: November 30, 2018
• Last Updated: March 26, 2020

Record last verified: 2020-03

Locations

PA (1)