Youth Mental Health First Aid: Educators’ Knowledge, Attitudes, Skills, Aspirations, and Behaviors Change and Differences
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| Title: | Youth Mental Health First Aid: Educators’ Knowledge, Attitudes, Skills, Aspirations, and Behaviors Change and Differences |
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| Authors: | Sanchez, Alexis M. |
| Committee Members: | Nathaniel von der Embse, Ph.D; Shannon Suldo, Ph.D; Robert Dedrick, Ph.D |
| Summary: | The purpose of this study was to examine educator outcomes related to Youth Mental Health First Aid (Y-MHFA) professional development training. Educator outcomes in knowledge, attitudes, skills, aspirations, and behaviors (KASAB) were examined to evaluate the preparedness of educators to provide mental health support and the effectiveness of Y-MHFA. Additionally, this study aimed to assess educator outcomes depending on their role in the schools, including school-based educators, school-based mental health staff, and administration/district staff. The author conducted a secondary analysis of pre- and post-test questionnaires of 459 educators in a southeastern state of the United States. A repeated measures ANOVA, one-way ANOVAs, and thematic analyses were conducted on educator KASAB outcomes. Themes were constructed through written responses in the open-ended responses related to the KASAB outcomes and program acceptability and feasibility. Overall, educators had improved knowledge and attitudes outcomes post Y-MHFA. Educators had perceived neutral to agreement of mental health skills, aspirations, attitudes, and behaviors prior to Y-MHFA. Participants described Y-MHFA as providing useful knowledge, strategies, and resources to support youth with mental health risk. School-based mental health staff had higher preparedness in mental health than school-based educators and administration/district staff indicating a need for Y-MHFA for non-mental health practitioners. While educators had improved outcomes after Y-MHFA, participants described the need for further and continual support in their mental health learning. |
| URL: | https://digitalcommons.usf.edu/etd/9225 |
| Database: | OpenDissertations |
| Abstract: | The purpose of this study was to examine educator outcomes related to Youth Mental Health First Aid (Y-MHFA) professional development training. Educator outcomes in knowledge, attitudes, skills, aspirations, and behaviors (KASAB) were examined to evaluate the preparedness of educators to provide mental health support and the effectiveness of Y-MHFA. Additionally, this study aimed to assess educator outcomes depending on their role in the schools, including school-based educators, school-based mental health staff, and administration/district staff. The author conducted a secondary analysis of pre- and post-test questionnaires of 459 educators in a southeastern state of the United States. A repeated measures ANOVA, one-way ANOVAs, and thematic analyses were conducted on educator KASAB outcomes. Themes were constructed through written responses in the open-ended responses related to the KASAB outcomes and program acceptability and feasibility. Overall, educators had improved knowledge and attitudes outcomes post Y-MHFA. Educators had perceived neutral to agreement of mental health skills, aspirations, attitudes, and behaviors prior to Y-MHFA. Participants described Y-MHFA as providing useful knowledge, strategies, and resources to support youth with mental health risk. School-based mental health staff had higher preparedness in mental health than school-based educators and administration/district staff indicating a need for Y-MHFA for non-mental health practitioners. While educators had improved outcomes after Y-MHFA, participants described the need for further and continual support in their mental health learning. |
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