View in EDS

Pre-post intervention evaluation of training in knowledge and practices in psychological first aid for teachers university tutors.

Saved in:
Bibliographic Details
Title: Pre-post intervention evaluation of training in knowledge and practices in psychological first aid for teachers university tutors.
Alternate Title: Evaluación pre-post intervención de formación en conocimientos y prácticas en primeros auxilios psicológicos a docentes-tutores universitarios.
Authors: Pérez-Pimienta, Diana1, Ruiz Bernés, Salvador1, Espinoza-Romo, Alejandra Viridiana2, Argüero-Fonseca, Aimée.1
Source: Journal Educational Theory / Revista de Teoría Educativa. Jul-Dec2024, Vol. 8 Issue 19, p1-11. 11p.
Subject Terms: *Tutors & tutoring, *Teacher attitudes, Mental health, Questionnaires
Geographic Terms: Mexico
Abstract (English): This quasi-experimental pretest-posttest study evaluated the impact of a Psychological First Aid (PAPs) course-workshop on the knowledge and perceptions of 100 tutors from a Public University in Mexico. The participants, 60 women and 40 men from various academic areas, completed questionnaires before and after the intervention. The results indicated a significant increase in knowledge of PAPs, with a high effect size (d = 1.74) and high statistical power (1-β = .95). In addition, significant improvements were observed in the perception of the importance and training in PAPs, as well as in the perception of the integration of the gender perspective, although with a smaller effect size in this last aspect. The findings underline the need for continuous and specialized training for tutors, especially on mental health issues and gender perspective. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Este estudio cuasi-experimental pretest-postest evaluó el impacto de un curso-taller de Primeros Auxilios Psicológicos (PAPs) en el conocimiento y percepciones de 100 tutores de una Universidad Pública de México. Los participantes, 60 mujeres y 40 hombres de diversas áreas académicas, completaron cuestionarios antes y después de la intervención. Los resultados indicaron un aumento significativo en el conocimiento de los PAPs, con un tamaño del efecto alto (d = 1.74) y una alta potencia estadística (1-β = .95). Además, se observaron mejoras significativas en la percepción de la importancia y la capacitación en PAPs, así como en la percepción de la integración de la perspectiva de género, aunque con un tamaño del efecto menor en este último aspecto. Los hallazgos subrayan la necesidad de una formación continua y especializada para los tutores, especialmente en temas de salud mental y perspectiva de género. [ABSTRACT FROM AUTHOR]
Copyright of Journal Educational Theory / Revista de Teoría Educativa is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 182993368
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Pre-post intervention evaluation of training in knowledge and practices in psychological first aid for teachers university tutors.
– Name: TitleAlt
  Label: Alternate Title
  Group: TiAlt
  Data: Evaluación pre-post intervención de formación en conocimientos y prácticas en primeros auxilios psicológicos a docentes-tutores universitarios.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pérez-Pimienta%2C+Diana%22">Pérez-Pimienta, Diana</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ruiz+Bernés%2C+Salvador%22">Ruiz Bernés, Salvador</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Espinoza-Romo%2C+Alejandra+Viridiana%22">Espinoza-Romo, Alejandra Viridiana</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Argüero-Fonseca%2C+Aimée%2E%22">Argüero-Fonseca, Aimée.</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+Educational+Theory+%2F+Revista+de+Teoría+Educativa%22">Journal Educational Theory / Revista de Teoría Educativa</searchLink>. Jul-Dec2024, Vol. 8 Issue 19, p1-11. 11p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: This quasi-experimental pretest-posttest study evaluated the impact of a Psychological First Aid (PAPs) course-workshop on the knowledge and perceptions of 100 tutors from a Public University in Mexico. The participants, 60 women and 40 men from various academic areas, completed questionnaires before and after the intervention. The results indicated a significant increase in knowledge of PAPs, with a high effect size (d = 1.74) and high statistical power (1-β = .95). In addition, significant improvements were observed in the perception of the importance and training in PAPs, as well as in the perception of the integration of the gender perspective, although with a smaller effect size in this last aspect. The findings underline the need for continuous and specialized training for tutors, especially on mental health issues and gender perspective. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Este estudio cuasi-experimental pretest-postest evaluó el impacto de un curso-taller de Primeros Auxilios Psicológicos (PAPs) en el conocimiento y percepciones de 100 tutores de una Universidad Pública de México. Los participantes, 60 mujeres y 40 hombres de diversas áreas académicas, completaron cuestionarios antes y después de la intervención. Los resultados indicaron un aumento significativo en el conocimiento de los PAPs, con un tamaño del efecto alto (d = 1.74) y una alta potencia estadística (1-β = .95). Además, se observaron mejoras significativas en la percepción de la importancia y la capacitación en PAPs, así como en la percepción de la integración de la perspectiva de género, aunque con un tamaño del efecto menor en este último aspecto. Los hallazgos subrayan la necesidad de una formación continua y especializada para los tutores, especialmente en temas de salud mental y perspectiva de género. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal Educational Theory / Revista de Teoría Educativa is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182993368
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.35429/JET.2024.8.19.1.11
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 1
    Subjects:
      – SubjectFull: Tutors & tutoring
        Type: general
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Mental health
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Mexico
        Type: general
    Titles:
      – TitleFull: Pre-post intervention evaluation of training in knowledge and practices in psychological first aid for teachers university tutors.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Pérez-Pimienta, Diana
      – PersonEntity:
          Name:
            NameFull: Ruiz Bernés, Salvador
      – PersonEntity:
          Name:
            NameFull: Espinoza-Romo, Alejandra Viridiana
      – PersonEntity:
          Name:
            NameFull: Argüero-Fonseca, Aimée.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul-Dec2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 25232509
          Numbering:
            – Type: volume
              Value: 8
            – Type: issue
              Value: 19
          Titles:
            – TitleFull: Journal Educational Theory / Revista de Teoría Educativa
              Type: main
ResultId 1