Supporting School Mental Health Providers: Evidence from a Short-Term Telementoring Model

Autor/inn/en	Lyons, Michael D.; Taylor, Julia V.; Zeanah, Kathryn L.; Downey, Sarah K.; Zabek, Faith A.
Titel	Supporting School Mental Health Providers: Evidence from a Short-Term Telementoring Model
Quelle	In: Child & Youth Care Forum, 52 (2023) 1, S.65-84 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lyons, Michael D.) ORCID (Zeanah, Kathryn L.) ORCID (Downey, Sarah K.) ORCID (Zabek, Faith A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-022-09673-1
Schlagwörter	Schools; School Counselors; Mental Health Workers; School Personnel; Professional Development; Online Courses; Evidence Based Practice; Knowledge Level; School Psychologists; Learner Engagement; Student Satisfaction; Program Effectiveness; Models; School Health Services + Suchen Sie Ihr Suchwort? School; Schule; School counselor; Beratungslehrer; Pädagogischer Berater; Psychiater; Schulpersonal; Online course; Online-Kurs; Wissensbasis; School psychologist; Psychologists; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Analogiemodell; Schuleingangsuntersuchung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01