Depression, Depression in Adolescence, Depression in Children
Conditions
Keywords
Knowledge, Mental Health, Depression Literacy, Training course, Educational professionals, School intervention, Evaluation
Brief summary
The aim of this study is to evaluate the efficacy of a two-hour online training course on depression and mental health in childhood and adolescence in educational professionals to improve depression and mental health literacy. It will further be investigated whether the course leads to changes in attitudes towards the illness (reduction of stigma) and to an increased behavioural confidence and behavioral change in dealing with pupils with symptoms and illnesses.
Detailed description
Depressive disorders are among the most common psychiatric disorders in childhood and adolescence and yet often are unnoticed and not treated for a long time. Depressive disorders often begin in adolescence and young adulthood. School stress, caused by bullying experiences at school or high performance expectations from parents and teachers, has been identified as an important factor in the development of depressive disorders in students School, as a central area of life for children and young people, is an important place for promoting pupils' mental health. The rising prevalence of depressive disorders among adolescence in recent years and the delayed start of interventions show a clear need for action in the everyday lives of adolescents. A training for educational professionals in schools on depression in youths is intended to reduce the large treatment gap. By educating about depression, reducing stigma and fostering confidence in dealing with pupils with depression, educational professionals at schools should be sensitised to youth depression so that they can better respond to pupils with mental health problems. As part of the planned scientific study, a training course on depression and mental health in childhood and adolescence for educational professionals is to be evaluated. The study will investigate the extent to which a two-hour online training course on depression and mental health in childhood and adolescence (including symptoms, causes of depression, comorbid diseases, prevention) and practical tips for everyday school life leads to an increase in knowledge regarding these topics. Additionally, the study will investigate the impact of the training on changes in attitudes towards depression (reduction of stigma), increased behavioural confidence dealing with pupils with mental health problems and changes in behavior deadling pupils with mental health problems. Moreover, the influence of teachers' emotions (assessed via the Teachers Emotion Scales) and self-efficacy on the outcomes will be exploratively investigated. To this end, the educational professionals will take part in 3 online surveys (before the training, shortly after the training and 4 weeks after the training) via Limesurvey.
Interventions
OTHERtraining course
Two-hour online training course for educational professionals at schools on depression and mental health in children and adolescents (including symptoms, causes, comorbidity, prevention) and practical tips for everyday school life to reduce stress.
Sponsors
Prof. Otto Beisheim Foundation
Ludwig-Maximilians - University of Munich
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Current teaching profession (teacher) / working in the school environment (e.g. school psychologist, social worker)
Exclusion criteria
\-
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| increase in Knowledge | pre (0-1 days before the training), post (0-1 days after training) and 1month follow-up | Self-designed questionnaire based on the 2 hours depression and mental health training |
| decrease in depression stigma | pre (0-1 days before the training), post (0-1 days after training) and 1month follow-up | Assessed via Depression Stigma Scale (DSS, Griffiths, Christensen, & Jorm, 2008) |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in helping behaviour towards pupil | pre (0-1 days before the training), 1month follow-up | Self-designed questionnaire based on Jorm, Kitchener, Sawyer, Scales, & Cvetkovski, 2010; Parker et al., 2021; Sebbens, Hassmén, Crisp, & Wensley, 2016 |
| Change in conficende in dealing with pupils with mental health issues | pre (0-1 days before the training), post (0-1 days after training) and 1month follow-up | self-designed questionnaire based on Sebbens, 2016; Parker, 2021 |
Other
| Measure | Time frame | Description |
|---|---|---|
| Evaluation of the training | post (0-1 days after training) | Self-designed questionnaire |
Countries
Germany
Outcome results
None listed