Mental Health Literacy of Multi-Tiered Systems of Support Team Members.
Background: School-based mental health services, particularly when integrated into multi-tiered systems of support (MTSS), offer an evidence-based strategy for primary and secondary prevention and targeted intervention for students' mental health challenges. Team-based decision-making is at the cent...
| Publicado en: | American Journal of Health Education Vol. 56; no. 1; pp. 36 - 46 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jan/Feb2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=181784192&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181784192 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 19325037 JHL jtl: American Journal of Health Education issn: 19325037 maglogo: N pubinfo: dt: Jan/Feb2025 vid: 56 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 181784192 181005121 181784192 181784192 10.1080/19325037.2024.2422077 181784192 ppf: 36 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Mental Health Literacy of Multi-Tiered Systems of Support Team Members. aug: au: Gage, Nicholas A. Baker, Courtney N. Splett, Joni W. Halliday, Colleen A. affil: WestEd sug: subj: Health Literacy Evaluation School Mental Health Services Education Support, Psychosocial Human Male Female Multidisciplinary Care Team Collaboration Professional Development Student Health Education Psychological Well-Being Health Knowledge Race Factors Sex Factors Health Services Needs and Demand Coefficient alpha Sample Size Summated Rating Scaling Descriptive Statistics Statistical Significance Data Analysis Software Funding Source Male Female ab: Background: School-based mental health services, particularly when integrated into multi-tiered systems of support (MTSS), offer an evidence-based strategy for primary and secondary prevention and targeted intervention for students' mental health challenges. Team-based decision-making is at the center of successful MTSS, but the mental health literacy of school staff on these teams is unknown. Purpose: The current study aims to describe the state of MTSS team members' mental health literacy and evaluate how mental health literacy components are related to one another. Methods: We measured the mental health literacy of MTSS team members (N = 58; 59% White; 92% female) from nine elementary schools, including their understanding of students' mental health in the school context and their willingness to promote it. Results: MTSS team members reported more positive than negative mental health literacy, and mental health literacy constructs were predictably and positively interrelated. Discussion: Overall, the group appeared to favor approaches aligned with school-based mental health and social, emotional, and behavioral MTSS. Future research should replicate study results with a larger sample in order to increase the precision of the estimates and confirm the pattern of findings. Translation to Health Education Practice: MTSS team members typically demonstrate an understanding of students' underlying mental health needs in the context of school and a personal and organizational willingness to address those needs. Staff training and system-level changes would likely further improve mental health literacy, with anticipated positive impacts on school-based mental health and MTSS outcomes. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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