Short Research Article: <scp>RESEED</scp> – the perceived impact of an enhanced usual care model of a novel, <scp>teacher‐led</scp>, <scp>task‐shifting</scp> initiative for child mental health-Reference-Cited by-同舟云学术

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

Published:2023-08-10 Issue:1 Volume:29 Page:113-118
ISSN:1475-357X
Container-title:Child and Adolescent Mental Health
language:en
Short-container-title:Child Adoles Ment Health

Author:

Ekhteraei Setareh¹^ORCID,Vanderburg Juliana L.²,Dukpa Choden³,Giri Priscilla³,Bhattarai Surekha³,Thapa Arpana³,Shrestha Catherine³,Gaynes Bradley N.⁴,Lamb Molly M.⁵⁶,Matergia Michael⁵⁷,Cruz Christina M.²⁴

Affiliation:

1. University of Colorado Denver School of Medicine Aurora CO USA

2. School Psychology Program, School of Education University of North Carolina at Chapel Hill Chapel Hill NC USA

3. Darjeeling Ladenla Road Prerna Darjeeling India

4. Department of Psychiatry, School of Medicine University of North Carolina at Chapel Hill Chapel Hill NC USA

5. Center for Global Health, Colorado School of Public Health Aurora CO USA

6. Department of Epidemiology, Colorado School of Public Health Aurora CO USA

7. Broadleaf Health and Education Alliance Stroudsburg PA USA

Abstract

BackgroundTask‐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).MethodsAfter 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).ResultsInductive content analyses of FGDs demonstrated RESEED's acceptability, positive overall impact, and barriers.ConclusionsStepped levels of teacher‐led care may support child mental health in resource‐limited settings through mental reframing.

Funder

American Academy of Child and Adolescent Psychiatry

Publisher

Wiley

Subject

Psychiatry and Mental health,Pediatrics, Perinatology and Child Health

Reference11 articles.

1. The Potential Emergence of “Education as Mental Health Therapy” as a Feasible Form of Teacher-Delivered Child Mental Health Care in a Low and Middle Income Country: A Mixed Methods Pragmatic Pilot Study

2. Teacher Nomination of School-aged Children for Mental Health Services in a Low and Middle Income Country

3. The qualitative content analysis process

4. Mental health interventions in schools in low-income and middle-income countries

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