Teacher Mental Health Knowledge, Teacher Skills in Addressing Child Mental Health Problem
Conditions
Keywords
school-based program, mental health, implementation
Brief summary
Implementation of an adapted ParentCorps program in Ugandan schools will improve school mental health service resources, teachers' knowledge about child mental health, and teachers' classroom behavioral management and parent involvement skills.
Detailed description
Participating schools are randomly assigned to a 6-month long school-based intervention or to a wait-list control group. The intervention focuses on improving teacher's classroom behavioral management practices, parent engagement, and child mental health knowledge. Teachers are assessed at the beginning and the end of the study, and again after 6 months of intervention. Teachers' parent engagement, mental health knowledge, and behavioral practices in the classroom are assessed through observations and teacher ratings.
Interventions
BEHAVIORALParentCorps
Sponsors
Makerere University
NYU Langone Health
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Early childhood teachers
Exclusion criteria
* Not early childhood teachers
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change of School Teacher Behaviors | Outcome will be measured 3 times--before interveniton, after intervention (about 6 month after the baseline assessment), and 6-month post intervention (about 6 months after the 2nd evaluation) | Teacher classroom behavioral management skills and parent engagement practices will be measured |
Countries
Uganda
Outcome results
None listed