Outcomes of professional development activities for selected Texas school personnel helping students cope with behavioral and mental health issues.
Journal
Scientific reports
ISSN: 2045-2322
Titre abrégé: Sci Rep
Pays: England
ID NLM: 101563288
Informations de publication
Date de publication:
26 06 2023
26 06 2023
Historique:
received:
01
02
2022
accepted:
19
06
2023
medline:
28
6
2023
pubmed:
27
6
2023
entrez:
26
6
2023
Statut:
epublish
Résumé
School personnel help youth cope with life and school stressors. However, help may depend on each person's confidence or knowledge of such issues. In 2019 and 2020, more than 13,800 Texas educators participated in Emotional Backpack Project (EBP) training to support youth coping with behavioral and mental health issues. Post-intervention results revealed significant gains in self-perceived understanding of students' behavioral and mental health issues, improved confidence in approaching students, parents, or other school staff to discuss students' harmful behaviors, understanding of mindfulness activities, and increased knowledge of trauma informed schools and trauma informed educators. Teachers and other school personnel were less confident in approaching parents or guardians to discuss youth mental health issues than in approaching students, counselors, and other staff. School personnel's knowledge, perceptions, and confidence to help students cope with behavioral and mental health issues was significantly better after EBP interventions. EBP training should be adopted widely and occur more than once annually.
Identifiants
pubmed: 37365213
doi: 10.1038/s41598-023-37298-4
pii: 10.1038/s41598-023-37298-4
pmc: PMC10293159
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
10346Informations de copyright
© 2023. The Author(s).
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