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United to help teachers: intervention to promote mental health literacy in secondary school teachers: preliminary results

2014Journal article Open access
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dc.contributor.authorCampos, Luísa
dc.contributor.authorPalha, Filipa
dc.contributor.authorDias, Pedro
dc.contributor.authorCosta, Natália
dc.date.accessioned2015-03-11T11:08:09Z
dc.date.available2015-03-11T11:08:09Z
dc.date.issued2014
dc.description.abstractSeveral adolescents experience significant mental health problems that interfere with their development, but they often don´t have the necessary knowledge to recognise the symptoms (Trudgen & Lawn, 2011). Teachers therefore play a crucial role in early detection of mental health problems in their students and referral to early intervention support services (Graham, Phelps, Maddison & Fitzgerald, 2011; McGorry, Purcell, Hickie, & Jorm, 2007; VicHealth, 2008). Frequently they are the first to observe the maladaptive behaviours that affect young people’s learning and overall functioning (Meldrum, Venn & Kutcher, 2009; Trudgen et al., 2011; Whitley, Smith & Vaillancourt, 2012). The “United to Help Teachers - Intervention to promote mental health literacy in secondary school teachers” project aims at promoting mental health literacy in secondary school teachers. The intervention is composed by two sessions, 150 minutes each, one-week interval. Sessions follow an interactive methodology, using group dynamics and music and group discussions. The impact of the intervention is conducted through a pretest-posttest design using “Questionnaire UPA Makes the Difference: Perceptions of mental health problems – teachers’ form”. Sixty secondary school teachers participated in this study. The postest showed a significant increase in teachers’ positive perceptions regarding mental health problems (less stigmatized), as well as a significant improvement of teachers’ perceived knowledge regarding mental health issues. These results suggest that increasing teachers’ mental health literacy is a crucial complement of school-based intervention that can permit early detection of mental health problems in young people.por
dc.description.versioninfo:eu-repo/semantics/publishedVersion
dc.identifier.citationCAMPOS, Luísa …[et al.] - United to help teachers : intervention to promote mental health literacy in secondary school teachers: preliminary results. Revista de Psicología. ISSN 1669-2438. Vol. 10, n.º 19 (2014), p. 117-125por
dc.identifier.urihttp://hdl.handle.net/10400.14/16874
dc.language.isoengpor
dc.peerreviewedyespor
dc.publisherPontifícia Universidade Católica Argentina
dc.titleUnited to help teachers: intervention to promote mental health literacy in secondary school teachers: preliminary resultspor
dc.title.alternativeProfesores unidos para ayudar: intervención para promover la literacía de la salud mental en profesores de educación secundaria: resultados y preliminarespor
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage125
oaire.citation.issue19
oaire.citation.startPage117
oaire.citation.titleRevista de Psicología
oaire.citation.volume10
person.familyNamePalha
person.familyNameDias
person.givenNameFilipa
person.givenNamePedro
person.identifier913650
person.identifier.ciencia-id9A1E-A215-FB2C
person.identifier.ciencia-idF01F-06AB-2F6D
person.identifier.orcid0000-0003-2382-0290
person.identifier.orcid0000-0002-1936-5363
person.identifier.scopus-author-id6505747589
person.identifier.scopus-author-id37017249000
rcaap.rightsopenAccesspor
rcaap.typearticlepor
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relation.isAuthorOfPublication8bbc51da-41c8-4916-99c9-b5fab933a56e
relation.isAuthorOfPublication.latestForDiscovery1c669311-d12f-4ae8-9e96-db96e3a64561

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