Imran Nazish, Rahman Atif, Chaudhry Nakhshab, Asif Aftab
Child and Family Psychiatry Department, King Edward Medical University/Mayo Hospital, Lahore, Pakistan.
University of Liverpool Institute of Psychology, Health and Society, Liverpool, UK.
Trials. 2018 May 24;19(1):290. doi: 10.1186/s13063-018-2679-3.
The teacher's role in school mental health initiatives cannot be overemphasized. Despite global evidence of educational interventions in improving teachers' knowledge and attitudes regarding mental health, this area remains under researched in Pakistan. This paper presents a study protocol of a pilot randomized controlled trial to examine the effectiveness of a teacher training intervention for improving mental health literacy and self-efficacy among school teachers in urban Lahore, Pakistan.
The randomized controlled trial will follow the CONSORT guidelines. Participants will be allocated to the Intervention group (receiving the World Health Organization, Eastern Mediterranean Region (WHO-EMRO) School Mental Health Manual-based intervention in three 6-h, face-to-face sessions) or a waitlist control group (not receiving training during the study period). Participants will be teachers of private schools with similar broad demographic characteristics in an inner city area of Lahore. The primary outcome measures for the trial is teachers' mental health literacy. It will be assessed by using the previously applied (during WHO training of Master Trainers) self-administered questionnaire in both groups pre and post training and at 3 months' follow-up. Secondary outcomes include: for teachers: Teachers' self-efficacy (assessed by the Teachers' Sense of Self Efficacy Scale (TSES) short form.); for students (11-16 years): socio-emotional skills and psychological problems measured by the Strengths and Difficulties Questionnaire (assessed at baseline and 3 months post intervention); for schools: the WHO School Psychosocial Profile Questionnaire (baseline and 3 months post intervention).
Given the high prevalence of child mental health problems, stigma and lack of services, it is important to consider alternate avenues for promoting positive mental health among youth. This pilot study should establish the effectiveness of the WHO-EMRO School Mental Health Manual-based Intervention improving teacher's mental health literacy and helping them to learn practical steps that can be implemented at low cost in school settings. It will also provide information regarding intervention implementation and sustainability.
ClinicalTrials.gov, ID: NCT02937714 . Registered on 18 October 2016.
教师在学校心理健康倡议中的作用再怎么强调也不为过。尽管全球有证据表明教育干预可提高教师对心理健康的知识和态度，但在巴基斯坦，这一领域仍研究不足。本文介绍了一项试点随机对照试验的研究方案，以检验教师培训干预对提高巴基斯坦拉合尔市城市学校教师心理健康素养和自我效能的有效性。
随机对照试验将遵循CONSORT指南。参与者将被分配到干预组（接受基于世界卫生组织东地中海区域（WHO-EMRO）学校心理健康手册的干预，共三次，每次6小时，面对面授课）或等待名单对照组（在研究期间不接受培训）。参与者将是拉合尔市中心城区具有相似广泛人口统计学特征的私立学校教师。该试验的主要结局指标是教师的心理健康素养。将通过在培训前和培训后以及随访3个月时在两组中使用先前应用的（在世卫组织对培训师进行培训期间）自填问卷进行评估。次要结局包括：对教师而言：教师自我效能感（通过教师自我效能感量表简版（TSES）进行评估）；对学生（11 - 16岁）而言：通过优势与困难问卷测量社会情感技能和心理问题（在基线和干预后3个月进行评估）；对学校而言：世卫组织学校社会心理概况问卷（基线和干预后3个月）。
鉴于儿童心理健康问题、污名化和服务缺乏的高发生率，考虑促进青少年积极心理健康的替代途径很重要。这项试点研究应确定基于WHO-EMRO学校心理健康手册的干预在提高教师心理健康素养以及帮助他们学习可在学校环境中低成本实施的实际步骤方面的有效性。它还将提供有关干预实施和可持续性的信息。
ClinicalTrials.gov，标识符：NCT02937714。于2016年10月18日注册。
