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] |
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| Database: |
Education Research Complete |
