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Cherewick M, Daniel C, Shrestha CC, Giri P, Dukpa C, Cruz CM, Rai RP, Matergia M. Psychosocial interventions for autistic children and adolescents delivered by non-specialists in low- and middle-income countries: a scoping review. Front Psychol 2023; 14:1181976. [PMID: 37609501 PMCID: PMC10440606 DOI: 10.3389/fpsyg.2023.1181976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Accepted: 07/24/2023] [Indexed: 08/24/2023] Open
Abstract
Background Most autistic individuals reside in low- and middle-income countries (LMIC) and have limited access to medical providers and specialists. Support for delivery of psychosocial interventions by non-specialists is growing to address this mental health care gap. This scoping review involved a systematic analysis of studies of non-specialist delivered psychosocial interventions for children and adolescents diagnosed with autism and living in low- and middle-income countries. Methods The primary objective of this review was to identify psychosocial interventions for autistic children and adolescents in LMIC delivered by non-specialists (parent, teacher, peer, community, multi-level) and to summarize resulting effects on targeted outcomes. The search strategy was completed in four databases with predetermined inclusion and exclusion criteria. The systematic search generated 3,601 articles. A total of 18 studies met inclusion/exclusion criteria. Data extraction was completed, and results summarized by; (1) participant sample; (2) intervention procedures; (3) implementation by non-specialists; (4) effect on evaluated outcomes; and (5) assessment of risk of bias. Studies examined a range of child and adolescent outcomes including assessment of communication skills, social skills, motor skills, functional and adaptive behaviors, emotional regulation, attention and engagement, sensory challenges, depression, anxiety, and quality of life. Several studies also evaluated intervention effects on family relationships, parent/caregiver stress and parent/caregiver mental health. Results Collectively, the 18 studies included a total of 952 ASC participants ranging in age from 2 to 16 years. Of the included studies, 8 studies were parent/caregiver-mediated, 1 study was peer-mediated, 2 studies were teacher-mediated, and 7 studies included multi-level non-specialist mediated components. Effects on evaluated outcomes are reported. Conclusion Non-specialist delivered interventions for autistic children and adolescents are effective for an array of outcomes and are particularly well suited for low- and middle-income countries. Implications for future research are discussed.
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Affiliation(s)
- Megan Cherewick
- Department of Community & Behavioral Health, Colorado School of Public Health, University of Colorado Anschutz Medical Campus, Aurora, CO, United States
| | - Christina Daniel
- Department of Biostatistics & Informatics, Colorado School of Public Health, Aurora, CO, United States
| | | | - Priscilla Giri
- Darjeeling Ladenla Road Prerna, Darjeeling, West Bengal, India
| | - Choden Dukpa
- Darjeeling Ladenla Road Prerna, Darjeeling, West Bengal, India
| | - Christina M. Cruz
- Department of Psychiatry, School Psychology Program, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, United States
| | - Roshan P. Rai
- Darjeeling Ladenla Road Prerna, Darjeeling, West Bengal, India
| | - Michael Matergia
- Broadleaf Health & Education Alliance, Stroudsburg, PA, United States
- Center for Global Health, Colorado School of Public Health, Aurora, CO, United States
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Cruz CM, Dukpa C, Vanderburg JL, Rauniyar AK, Giri P, Bhattarai S, Thapa A, Hampanda K, Gaynes BN, Lamb MM, Matergia M. Teacher, caregiver, and student acceptability of teachers delivering task-shifted mental health care to students in Darjeeling, India: a mixed methods pilot study. DISCOVER MENTAL HEALTH 2022; 2:21. [PMID: 36341156 PMCID: PMC9622553 DOI: 10.1007/s44192-022-00024-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/23/2022] [Accepted: 10/10/2022] [Indexed: 11/07/2022]
Abstract
Background The acceptability of teachers delivering task-shifted mental health care to their school-aged students is understudied. Here, we evaluate teachers', students', and caregivers' acceptability of Tealeaf (Teachers Leading the Frontlines), an alternative system of care in which teachers are trained and supervised to deliver transdiagnostic, non-manualized task-shifted care to their students. Methods In a 2019 single-arm, mixed methods, pragmatic acceptability pilot study in Darjeeling, India, 13 teachers delivered task-shifted child mental health care to 26 students in need. Teachers delivered care through using a transdiagnostic, non-manualized therapy modality, "education as mental health therapy" (Ed-MH). Measured with validated scales, teachers' and students' acceptability were compared after teacher training (PRE) and at the end of intervention (POST) using paired t tests. Teachers (n = 7), students (n = 7), and caregivers (n = 7) completed semi-structured interviews POST. Results Teachers' quantitative measures indicated moderate acceptability PRE and POST and did not change PRE to POST. Children's measures showed acceptability PRE and POST but decreased PRE to POST. Teachers and caregivers universally expressed acceptability in interviews. Facilitators of acceptability included impact, trust of teachers, and teachers' ability to make adaptations. Conditions required for acceptability included supervision and teachers emphasizing academics benefits over mental health benefits to caregivers. Barriers to acceptability included a lack of teacher time and stigma. Interviewed students universally were unaware of receiving care; teachers intentionally avoided singling them out. Conclusion Teachers, caregivers, and children found teacher delivering task-shifted care acceptable, a key factor in care adoption and sustainability, though interviewed children were unaware of receiving care.Trial registration The trial was registered on January 01, 2018 with Clinical Trials Registry-India (CTRI), Reg. No. CTRI/2018/01/011471, Ref. No. REF/2017/11/015895. http://ctri.nic.in/Clinicaltrials/pdf_generate.php?trialid=21129&EncHid=&modid=&compid=%27,%2721129det%27. Supplementary Information The online version contains supplementary material available at 10.1007/s44192-022-00024-z.
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Affiliation(s)
- Christina M. Cruz
- grid.10698.360000000122483208Department of Psychiatry, University of North Carolina at Chapel Hill School of Medicine, 101 Manning Drive, CB #7160, Chapel Hill, NC 27599 USA ,grid.10698.360000000122483208School Psychology Program, University of North Carolina at Chapel Hill School of Education, Chapel Hill, NC USA
| | - Choden Dukpa
- Darjeeling Ladenla Road Prerna, Darjeeling, West Bengal India
| | - Juliana L. Vanderburg
- grid.10698.360000000122483208School Psychology Program, University of North Carolina at Chapel Hill School of Education, Chapel Hill, NC USA
| | - Abhishek K. Rauniyar
- grid.414594.90000 0004 0401 9614Department of Epidemiology, Colorado School of Public Health, Aurora, CO USA
| | - Priscilla Giri
- Darjeeling Ladenla Road Prerna, Darjeeling, West Bengal India
| | | | - Arpana Thapa
- Darjeeling Ladenla Road Prerna, Darjeeling, West Bengal India
| | - Karen Hampanda
- grid.414594.90000 0004 0401 9614Center for Global Health, Colorado School of Public Health, 131999 E. Montview Blvd., Suite 310, Mail Box A090, Aurora, CO USA ,grid.430503.10000 0001 0703 675XDepartment of Obstetrics and Gynecology, University of Colorado Anschutz Medical Campus, Aurora, CO USA
| | - Bradley N. Gaynes
- grid.10698.360000000122483208Department of Psychiatry, University of North Carolina at Chapel Hill School of Medicine, 101 Manning Drive, CB #7160, Chapel Hill, NC 27599 USA ,grid.10698.360000000122483208Department of Epidemiology, University of North Carolina at Chapel Hill Gillings School of Global Public Health, MacNider Bldg. Suite 304, CB#7160, 333 S. Columbia St., Chapel Hill, NC 27599 USA
| | - Molly M. Lamb
- grid.414594.90000 0004 0401 9614Department of Epidemiology, Colorado School of Public Health, Aurora, CO USA ,grid.414594.90000 0004 0401 9614Center for Global Health, Colorado School of Public Health, 131999 E. Montview Blvd., Suite 310, Mail Box A090, Aurora, CO USA
| | - Michael Matergia
- grid.414594.90000 0004 0401 9614Center for Global Health, Colorado School of Public Health, 131999 E. Montview Blvd., Suite 310, Mail Box A090, Aurora, CO USA ,Broadleaf Health and Education Alliance, Stroudsburg, PA USA
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3
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Vanderburg JL, Dukpa C, Rauniyar AK, Giri P, Bhattarai S, Thapa A, Gaynes BN, Hampanda K, Lamb MM, Matergia M, Cruz CM. Exploring Mental Health and Academic Outcomes of Children Receiving Non-manualized, Transdiagnostic, Task-Shifted Mental Health Care From Their Teachers in a Low-and-Middle Income Country. Front Pediatr 2022; 10:807178. [PMID: 35386261 PMCID: PMC8979063 DOI: 10.3389/fped.2022.807178] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Accepted: 01/28/2022] [Indexed: 12/02/2022] Open
Abstract
A majority of children worldwide who face mental health difficulties, especially in low-and-middle income countries, remain undiagnosed and untreated. This deficit roots in part from a lack of trained professionals qualified to provide care. Task-shifting the provision of treatment to teachers, individuals with consistent access to children, can reduce the care gap. The current study investigated whether the implementation of a pilot trial of Tealeaf-Mansik Swastha (Teachers Leading the Frontlines-Mental Health; "Tealeaf") was associated with improvements in child mental health and academic outcomes. Tealeaf is a transdiagnostic, non-manualized, task-shifting intervention in which teachers identify students in need of mental health care and then provide task-shifted care for them using an emerging, novel therapy modality, "education as mental health therapy" (Ed-MH). Pre-post standardized quantitative measures focused on child mental health status and academics. The measures were completed by multiple raters and compared to determine whether changes occurred. Results indicated that primary teacher raters observed significant improvements in child mental health symptoms overall, while secondary teacher raters and caregivers noted improvement for certain diagnostic categories. Caregivers observed on average a decreased impact of their children's mental health symptoms on their children's lives. Academically, math scores significantly improved while reading trended toward significance. Preliminary evidence overall supports the viability of Tealeaf and Ed-MH for positively impacting child mental health and academics. Future directions include the implementation of a formalized, randomized-controlled trial to strengthen preliminary outcomes.
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Affiliation(s)
- Juliana L Vanderburg
- School Psychology Program, School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
| | - Choden Dukpa
- Darjeeling Ladenla Road Prerna, Darjeeling, India
| | - Abhishek K Rauniyar
- Department of Epidemiology, Colorado School of Public Health, Aurora, CO, United States
| | | | | | - Arpana Thapa
- Darjeeling Ladenla Road Prerna, Darjeeling, India
| | - Bradley N Gaynes
- Department of Psychiatry, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States.,Department of Epidemiology, Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
| | - Karen Hampanda
- Center for Global Health, Colorado School of Public Health, Aurora, CO, United States.,Department of Obstetrics and Gynecology, University of Colorado Anschutz Medical, Aurora, CO, United States
| | - Molly M Lamb
- Department of Epidemiology, Colorado School of Public Health, Aurora, CO, United States.,Center for Global Health, Colorado School of Public Health, Aurora, CO, United States
| | - Michael Matergia
- Center for Global Health, Colorado School of Public Health, Aurora, CO, United States.,Broadleaf Health and Education Alliance, Stroudsburg, PA, United States
| | - Christina M Cruz
- School Psychology Program, School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States.,Department of Psychiatry, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
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Spencer M, Kemp N, Cruickshank V, Otten C, Nash R. An International Review to Characterize the Role, Responsibilities, and Optimal Setting for Health Literacy Mediators. Glob Pediatr Health 2021; 8:2333794X211025401. [PMID: 34212070 PMCID: PMC8216407 DOI: 10.1177/2333794x211025401] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Accepted: 05/26/2021] [Indexed: 11/26/2022] Open
Abstract
Health literacy is a critically important determinant of health and is influenced by access to supportive social networks and services. Global investment in education throughout the life course is required to support health literacy development. The aim of this review is to characterize the role, responsibilities, and the optimal setting for the emergent role of a Health Literacy Mediator (HLM). A scoping review of recent literature was conducted. The review revealed a lack of consensus on who should be teaching health literacy, and variability in confidence when teaching health literacy. Professionals reported facing barriers such as a lack of time, a lack of knowledge, and recognized that the health literacy needs of children worldwide are not being met. Further research into the role of HLM is required to determine who is best suited to this role and what their responsibilities will be to ensure consistent health literacy education.
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Affiliation(s)
| | - Nenagh Kemp
- University of Tasmania, Hobart, TAS, Australia
| | | | | | - Rosie Nash
- University of Tasmania, Hobart, TAS, Australia
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Cruz CM, Lamb MM, Hampanda K, Giri P, Campbell M, Chowdhury B, Giardina AA, Gaynes BN, Matergia M. Teacher Nomination of School-aged Children for Mental Health Services in a Low and Middle Income Country. Glob Health Action 2021; 14:1861921. [PMID: 33588698 PMCID: PMC7894443 DOI: 10.1080/16549716.2020.1861921] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
Abstract
Background: Knowledgeable in child development, primary school teachers in low- and middle-income countries (LMICs) have the potential to identify their students needing mental health care. Objective: We evaluated whether teachers in Darjeeling, India can accurately nominate school-aged children for mental health services after training and aided by a novel tool. Methods: In 2018, 19 primary school teachers from five low-cost private (LCP) schools in rural Darjeeling were trained to nominate children needing care. Teachers evaluated all of their students aided by a novel tool, 'Behavior Type and Severity Tool' (BTST), completed the Achenbach Teacher Report Form (TRF) as a mental health status reference standard, and nominated two students for care. Sensitivity and specificity of being nominated compared to TRF overall and subdomain scores were calculated. BTST performance was determined by comparing BTST and TRF scores and creating Receiver Operating Characteristic curves to determine optimal cutoffs. Multivariable regression models were used to identify demographic predictors of teacher accuracy using the BTST. Results: For students demonstrating a clinical or borderline score in at least one TRF subdomain, the sensitivity (72%) and specificity (62%) of teacher nomination were moderately high. BTST overall scores and TRF Total Problem scores were correlated (Spearman's ρ = 0.34, p < 0.0001), as were all subdomains. For the TRF Total Problem score, a maximum Youden's J of 0.39 occurred at BTST cutoff >4 for borderline struggles and 0.54 at the BTST cutoff >6 for clinical struggles. Younger teacher age, less education, less formal education training, and more years of experience were positively associated with teacher accuracy. Conclusions: With training and a simple decision support tool, primary school teachers in an LMIC nominated students for mental health services with moderate accuracy. With the BTST being weakly accurate, teachers' judgment largely accounted for the moderate accuracy of nominations.
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Affiliation(s)
- Christina M Cruz
- Department of Psychiatry, University of North Carolina at Chapel Hill School of Medicine , Chapel Hill, NC, USA
| | - Molly M Lamb
- Department of Epidemiology, Colorado School of Public Health , Aurora, CO, USA.,Center for Global Health, Colorado School of Public Health , Aurora, CO, USA
| | - Karen Hampanda
- Center for Global Health, Colorado School of Public Health , Aurora, CO, USA
| | - Priscilla Giri
- Department of Child Mental Health, Darjeeling Ladenla Road Prerna , Darjeeling, India
| | - Matthew Campbell
- Department of Epidemiology, Colorado School of Public Health , Aurora, CO, USA
| | - Bijita Chowdhury
- Department of Epidemiology, Colorado School of Public Health , Aurora, CO, USA
| | | | - Bradley N Gaynes
- Department of Psychiatry, University of North Carolina at Chapel Hill School of Medicine , Chapel Hill, NC, USA
| | - Michael Matergia
- Center for Global Health, Colorado School of Public Health , Aurora, CO, USA.,Broadleaf Health and Education Alliance , Stroudsburg, PA, USA.,Department of Family Medicine, St. Joseph Hospital, SCL Health , Denver, CO, USA
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6
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Cruz CM, Lamb MM, Giri P, Vanderburg J, Ferrarone P, Bhattarai S, Giardina AA, Hampanda K, Gaynes BN, Matergia M. Perceptions, attitudes, and knowledge of teachers serving as mental health lay counselors in a low and middle income country: a mixed methods pragmatic pilot study. Int J Ment Health Syst 2021; 15:40. [PMID: 33926487 PMCID: PMC8082764 DOI: 10.1186/s13033-021-00453-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Accepted: 03/17/2021] [Indexed: 11/23/2022] Open
Abstract
Background Low and middle-income countries (LMICs) lack trained child mental health professionals. While teachers’ child development experience potentially positions them to fill the gap as lay mental health counselors, they have rarely delivered indicated child mental health care in LMICs. As part of assessing the feasibility of teachers serving as lay counselors, we explored teachers’ perceptions of serving as lay counselors and their mental health attitudes and knowledge. Methods In 2018, with training and supervision, 19 primary school teachers from five rural, low cost private schools in Darjeeling, India, served as lay counselors in their classrooms. Using mixed methods, we examined teacher perceptions of serving as lay counselor and mental health attitudes and knowledge through a survey (n = 15), a summative assessment (n = 14), and semi-structured interviews (n = 17). For the survey and summative assessment, pre-training, post-training, and post-intervention mean scores were compared using paired t tests. Post-intervention interviews were coded for teachers’ perceptions of serving as lay counselor and mental health attitudes and knowledge. Results Qualitatively, teachers expressed being willing to serve as lay counselor, having more inclusive mental health attitudes, and retaining mental health knowledge as applicable to use during instructional time or incorporation into the knowledge transfer process, their primary duty. By contrast, quantitatively, teachers’ attitudes appeared to become more inclusive on the study-specific survey pre versus post-training, but reverted to pre-training levels post-intervention. Teachers’ mental health knowledge on the summative assessment did not change pre-training versus post-training versus post-intervention. Conclusions Training, supervision, and serving as lay counselors led to teachers’ willingness to serve as lay counselors. Teachers served as lay counselors by utilizing therapeutic techniques during class time and incorporating them into their typical instruction, not through delivering traditional office-like care. Teacher practices may be pointing to the potential emergence of an “education as mental health therapy” system of care. Their changes in attitudes and knowledge reflected their emerging practices. Quantitative measures of knowledge and attitude changes did not capture these nuanced changes. Trial Registration The parent feasibility trial was registered on January 01, 2018 with Clinical Trials Registry – India (CTRI), reg. no. CTRI/2018/01/011471, ref. no. REF/2017/11/015895. http://ctri.nic.in/Clinicaltrials/pdf_generate.php?trialid=21129&EncHid=&modid=&compid=%27,%2721129det%27.. Supplementary Information The online version contains supplementary material available at 10.1186/s13033-021-00453-3.
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Affiliation(s)
- Christina M Cruz
- Department of Psychiatry, University of North Carolina at Chapel Hill School of Medicine, 101 Manning Drive, CB #7160, Chapel Hill, NC, 27599, USA.
| | - Molly M Lamb
- Department of Epidemiology, Colorado School of Public Health at the University of Colorado Anschutz Medical Campus, 13001 E. 17th Place, Mail Stop C245, Aurora, 80045, CO, USA.,Center for Global Health, Colorado School of Public Health at the University of Colorado Anschutz Medical Campus, 131999 E. Montview Blvd., Suite 310, Mail Box A090, Aurora, CO, 80045, USA
| | - Priscilla Giri
- Darjeeling Ladenla Road Prerna, 42 Ladenla Road, Darjeeling, West Bengal, 734101, India
| | - Juliana Vanderburg
- School Psychology Program, University of North Carolina at Chapel Hill School of Education, 100 E. Cameron Ave, Chapel Hill, NC, 27514, USA
| | - Peter Ferrarone
- Department of Global Health and Development, London School of Hygiene and Tropical Medicine, London, UK
| | - Surekha Bhattarai
- Darjeeling Ladenla Road Prerna, 42 Ladenla Road, Darjeeling, West Bengal, 734101, India
| | - Aileen A Giardina
- Broadleaf Health and Education Alliance, 919 Main Street, Stroudsburg, PA, 18360, USA
| | - Karen Hampanda
- Center for Global Health, Colorado School of Public Health at the University of Colorado Anschutz Medical Campus, 131999 E. Montview Blvd., Suite 310, Mail Box A090, Aurora, CO, 80045, USA.,Department of Obstetrics and Gynecology, University of Colorado Anschutz Medical Campus, Aurora, CO, USA
| | - Bradley N Gaynes
- Department of Psychiatry, University of North Carolina at Chapel Hill School of Medicine, 101 Manning Drive, CB #7160, Chapel Hill, NC, 27599, USA
| | - Michael Matergia
- Center for Global Health, Colorado School of Public Health at the University of Colorado Anschutz Medical Campus, 131999 E. Montview Blvd., Suite 310, Mail Box A090, Aurora, CO, 80045, USA. .,Broadleaf Health and Education Alliance, 919 Main Street, Stroudsburg, PA, 18360, USA.
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7
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Cruz CM, Giri P, Vanderburg JL, Ferrarone P, Bhattarai S, Giardina AA, Gaynes BN, Hampanda K, Lamb MM, Matergia M. The Potential Emergence of "Education as Mental Health Therapy" as a Feasible Form of Teacher-Delivered Child Mental Health Care in a Low and Middle Income Country: A Mixed Methods Pragmatic Pilot Study. Front Psychiatry 2021; 12:790536. [PMID: 34975588 PMCID: PMC8717545 DOI: 10.3389/fpsyt.2021.790536] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Accepted: 11/15/2021] [Indexed: 11/13/2022] Open
Abstract
Objective: We assessed task-shifting children's mental health care to teachers as a potential approach to improving access to child mental health care. Methods: In Darjeeling, India, we conducted a single-arm, mixed-methods feasibility study with 19 teachers and 36 children in five rural primary schools to determine whether teachers can deliver transdiagnostic mental health care to select children-in-need with fidelity to protocol, to assess which therapeutic options teachers chose to use within the protocol, and to evaluate for a potential signal of efficacy. Results: Participation rates for intervention activities were >80%. A majority of teachers met or exceeded quality benchmarks for all intervention activities. Teachers chose to deliver teacher-centric techniques, i.e., techniques that only teachers could deliver given their role in the child's life, 80% of the time. Children improved in mental health score percentiles on the Achenbach Teacher Report Form. Key facilitators included the flexibility to adapt intervention activities to their needs, while identified barriers included limited time for care delivery. Conclusion: Findings support the feasibility of task-shifting children's mental health care to classroom teachers in resource-limited schools. Fidelity to protocol appeared feasible, though the freedom to choose and adapt therapeutic techniques may also have enhanced feasibility. Surprisingly, teachers consistently chose to deliver teacher-centric therapeutic techniques that resulted in a potential signal of efficacy. This finding supports the potential emergence of "education as mental health therapy" (Ed-MH) as a new therapy modality. Continued investigation is required to test and refine strategies for involving teachers in the delivery of transdiagnostic mental health care.
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Affiliation(s)
- Christina M Cruz
- Department of Psychiatry, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, United States.,School Psychology Program, University of North Carolina at Chapel Hill School of Education, Chapel Hill, NC, United States
| | | | - Juliana L Vanderburg
- School Psychology Program, University of North Carolina at Chapel Hill School of Education, Chapel Hill, NC, United States
| | - Peter Ferrarone
- Department of Global Health and Development, London School of Hygiene and Tropical Medicine, London, United Kingdom
| | | | - Aileen A Giardina
- Broadleaf Health & Education Alliance, Stroudsburg, PA, United States
| | - Bradley N Gaynes
- Department of Psychiatry, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, United States.,Department of Epidemiology, Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
| | - Karen Hampanda
- Center for Global Health, Colorado School of Public Health, Aurora, CO, United States.,Department of Obstetrics and Gynecology, University of Colorado Anschutz Medical Campus, Aurora, CO, United States
| | - Molly M Lamb
- Center for Global Health, Colorado School of Public Health, Aurora, CO, United States.,Department of Epidemiology, Colorado School of Public Health, Aurora, CO, United States
| | - Michael Matergia
- Broadleaf Health & Education Alliance, Stroudsburg, PA, United States.,Center for Global Health, Colorado School of Public Health, Aurora, CO, United States
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