Exploring Mental Health Literacy Among Pre-Service Teachers

Worldwide, prevalence rates of students experiencing mental health difficulties are growing, with only one in five receiving treatment. The role of teachers in collaborative efforts both to identify and to provide effective services for these students is an essential one. However, scant research has explored the mental health literacy of pre-service teachers. In the present study, 186 preservice teachers completed a vignette-based measure (Child or Adolescent version based on each teacher’s experience) in order to assess their mental health literacy, comprised of beliefs and knowledge. Results indicate that participants expressed lower efficacy when teaching children or adolescents with externalizing as compared to internalizing behaviours but believed that a child or adolescent experiencing behaviours indicative of depression was of the greatest concern and in need of intervention. Pre-service teachers were able to correctly identify cases of anxiety and ADHD, but many attributed behaviours typical of depression to home life difficulties (Child version) or substance use/abuse (Adolescent version). Results are discussed in light of previous research in the field; recommendations for future research and practice are provided. ISSN 1918-5227 Pages 6292 Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Whitley, J., & Gooderham, S. (2016) Exploring Mental Health Literacy Among Pre-Service Teachers. Exceptionality Education International, 26, 62-92. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss2/5 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2016, Vol. 26, No. 2, pp. 62–92 ISSN 1918-5227 62 Exploring Mental Health Literacy Among Pre-Service Teachers Jessica Whitley, Suzanne Gooderham University of Ottawa