Michael D Lyons, Julia V Taylor, Kathryn L Zeanah, Sarah K Downey, Faith A Zabek
{"title":"支持学校心理健康提供者:来自短期远程监控模型的证据。","authors":"Michael D Lyons, Julia V Taylor, Kathryn L Zeanah, Sarah K Downey, Faith A Zabek","doi":"10.1007/s10566-022-09673-1","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>To support student mental health, school staff must have knowledge of evidence-based practices and the capacity to implement them. One approach used to address this challenge is a group-based telementoring model called <i>Extension for Community Healthcare Outcomes</i> (ECHO). In other applications (e.g., healthcare settings), ECHO has been shown to increase healthcare professionals' self-efficacy and knowledge of evidence-based practices leading to improved patient outcomes.</p><p><strong>Objectives: </strong>This study examined the potential for ECHO to be used as a method for increasing school staff engagement and knowledge of evidence-based school mental health practices.</p><p><strong>Methods: </strong>Using a quasi-experimental design, this study compared outcomes across two professional development experiences aimed at promoting school staff ability to provide evidence-based mental health services. School staff from four school districts participated in a school mental health training initiative. All participants (<i>N</i> = 57) had access to asynchronous, online mental health modules. A sub-sample (<i>n</i> = 33) was also offered monthly ECHO sessions.</p><p><strong>Results: </strong>Tests of group difference in outcomes revealed significant increases in engagement with online learning (<i>d</i> = 0.58) and satisfaction (<i>d</i> = 0.82) for those who participated in ECHO as compared to those who did not. Knowledge about evidence-based practices was not significantly different between groups.</p><p><strong>Conclusions: </strong>Results suggest that group-based telementoring may be a promising approach for improving engagement and satisfaction with training initiatives aimed at promoting evidence-based school mental health practices. However, further study of ProjectECHO using experimental designs is needed to make causal inferences about its effect on provider outcomes.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8804076/pdf/","citationCount":"3","resultStr":"{\"title\":\"Supporting School Mental Health Providers: Evidence from a Short-Term Telementoring Model.\",\"authors\":\"Michael D Lyons, Julia V Taylor, Kathryn L Zeanah, Sarah K Downey, Faith A Zabek\",\"doi\":\"10.1007/s10566-022-09673-1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>To support student mental health, school staff must have knowledge of evidence-based practices and the capacity to implement them. One approach used to address this challenge is a group-based telementoring model called <i>Extension for Community Healthcare Outcomes</i> (ECHO). In other applications (e.g., healthcare settings), ECHO has been shown to increase healthcare professionals' self-efficacy and knowledge of evidence-based practices leading to improved patient outcomes.</p><p><strong>Objectives: </strong>This study examined the potential for ECHO to be used as a method for increasing school staff engagement and knowledge of evidence-based school mental health practices.</p><p><strong>Methods: </strong>Using a quasi-experimental design, this study compared outcomes across two professional development experiences aimed at promoting school staff ability to provide evidence-based mental health services. School staff from four school districts participated in a school mental health training initiative. All participants (<i>N</i> = 57) had access to asynchronous, online mental health modules. A sub-sample (<i>n</i> = 33) was also offered monthly ECHO sessions.</p><p><strong>Results: </strong>Tests of group difference in outcomes revealed significant increases in engagement with online learning (<i>d</i> = 0.58) and satisfaction (<i>d</i> = 0.82) for those who participated in ECHO as compared to those who did not. Knowledge about evidence-based practices was not significantly different between groups.</p><p><strong>Conclusions: </strong>Results suggest that group-based telementoring may be a promising approach for improving engagement and satisfaction with training initiatives aimed at promoting evidence-based school mental health practices. 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Supporting School Mental Health Providers: Evidence from a Short-Term Telementoring Model.
Background: To support student mental health, school staff must have knowledge of evidence-based practices and the capacity to implement them. One approach used to address this challenge is a group-based telementoring model called Extension for Community Healthcare Outcomes (ECHO). In other applications (e.g., healthcare settings), ECHO has been shown to increase healthcare professionals' self-efficacy and knowledge of evidence-based practices leading to improved patient outcomes.
Objectives: This study examined the potential for ECHO to be used as a method for increasing school staff engagement and knowledge of evidence-based school mental health practices.
Methods: Using a quasi-experimental design, this study compared outcomes across two professional development experiences aimed at promoting school staff ability to provide evidence-based mental health services. School staff from four school districts participated in a school mental health training initiative. All participants (N = 57) had access to asynchronous, online mental health modules. A sub-sample (n = 33) was also offered monthly ECHO sessions.
Results: Tests of group difference in outcomes revealed significant increases in engagement with online learning (d = 0.58) and satisfaction (d = 0.82) for those who participated in ECHO as compared to those who did not. Knowledge about evidence-based practices was not significantly different between groups.
Conclusions: Results suggest that group-based telementoring may be a promising approach for improving engagement and satisfaction with training initiatives aimed at promoting evidence-based school mental health practices. However, further study of ProjectECHO using experimental designs is needed to make causal inferences about its effect on provider outcomes.
期刊介绍：
Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.
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