Mental Health
Conditions
Brief summary
The overall objective of the project is to address the school mental health evidence-based interventions (EBIs) scale-up and sustainability challenges in low-and-middle-income countries (LMICs) by studying "system level intervention" strategies. The project tests a scale-up model utilizing a two-level train-the-trainer model to support the expansion of an evidence-based intervention (mWEL -Teacher Professional Development; PD) in one LMIC (Uganda). mWEL-PD is the abbreviation of "Promoting Mental Wellbeing & Empowering Lives of the School Community". mWEL -PD is a teacher intervention that trains teachers to apply evidence-based strategies to engage parents and to promote student's mental health in classroom, as well as to promote teachers' own mental wellbeing. PD has been adapted and tested in Uganda and has demonstrated effectiveness in promoting Ugandan teachers' practices, teacher wellbeing, and students' mental health. Previous studies only applied one-level of the train-the-trainer model. This new study will test a new two-level of the train-the-trainer model that include a digital-learning system to scale PD, so that more teachers can be trained on PD, and more students can benefit from teachers' training and practice changes. Investigators will also test the new EBI/PD scale-up model with and without including additional sustainability strategies (including technical assistance and continuing education strategies). Investigators will carry out an evaluation study (using a cluster-randomized trial design) to understand the impacts of the new two-level training model. The participants of the study will be the trainers and trainees, and the outcomes will be their implementation and practice outcomes.
Interventions
BEHAVIORALMental Health Evidence-Based Interventions (EBIs).
EBIs addressing mental health.
BEHAVIORALEBI Support
Technical assistance and continuous learning strategies to support sustainable EBI implementation.
Sponsors
NYU Langone Health
National Institute of Mental Health (NIMH)
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to 65 Years
Healthy volunteers
Yes
Inclusion criteria
TTCs and tutors: * 12 TTCs (out of a total 26 TTCs) will be selected. * All tutors will be aged 18-65, and currently employed under the educational system. * Tutors from each TTC will be recruited and trained in EBI implementation and management Schools: * 10 public schools (5 match pairs, match in size) under each TTC will be selected, and Principals of public schools will be invited to attend information sessions. * All principals will be aged 18-65, and currently employed under the educational system. PTTs and teachers: * All pre-primary teachers serving students between the ages of 3 and 12 years at the 120 study schools will be eligible to participate. * All teachers will be aged 18-65, and currently employed under the educational system.
Exclusion criteria
* Inability to provide informed consent * Teachers who are not teaching students in the selected schools or not within the TTC service region.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Teacher Knowledge of Evidence-Based Practice: Teacher Self-Report. | Baseline (T1); After Training (T2, 4-5 month after T1) | A % correct score from 0-100 will be created. |
| Teacher Practice Using EBI Strategies | Baseline (T1); After Training (T2, 4-5 month after T1), Follow-up (T3, 12 months after T1) | A composite score will be created from four measures, including (i) Practice of EBI strategies (applied a range of evidence-based behavioral management strategies); (ii) Mindfulness (awareness of own action and consideration of student's situation when interacting or disciplining students); (iv) Emotion socialization-Supporting Negative Emotion; (v) Family engagement ; The composite score will be range from 1-100; higher scores indicate a more positive practice. |
| Teacher Stress Management | aseline (T1); After Training (T2, 4-5 month after T1), Follow-up (T3, 12 months after T1) | A composite score will be created from (i) cognitive regulation (ability to redirect negative to positive thinking; (ii) emotion regulation; (iii) support from work. The composite score will be range from 1-100. Higher scores indicate better stress management. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Teacher Engagement in EBI | After training (T2, 5-6 months after T1) | A composite score will be created from (i) completion of e-Learning modules, (ii) attendance of PD group sessions; (iii) attendance of post-PD activities. The composite score will range from 1-100. |
| Teacher-Rated Program Acceptability and Usefulness | After training (T2, 5-6 months after T1); Follow-up (T3, 12 months after T1) | Measured using a questionnaire. Teacher will rate content relevance, usefulness of E-Learning and coaching when mWEL-PD is implemented by educators. . Each item is rated on a scale from 1-5; the total score is the mean of responses and ranges from 1-5; higher scores indicate greater acceptability. |
| Teacher-Rated Facilitator Competency | After training (T2, 5-6 months after T1); Follow-up (T3, 12 months after T1) | Facilitator competency is measured using a feedback questionnaire. Teachers will rate PD facilitators' (non-mental health professionals) competence in providing mWEL-PD. . Each item is rated on a scale from 1-5; the total score is the mean of responses and ranges from 1-5; higher scores indicate greater appropriateness. |
Countries
Uganda
Contacts
CONTACTKeng-Yen Huang, MPH, PhD
CONTACTSabrina Cheng
PRINCIPAL_INVESTIGATORKeng-Yen Huang, MPH, PhD
NYU Langone Health
Outcome results
None listed