Digital mental health interventions for school teachers - A narrative review

被引:3
作者
Costardi, Carlos Gustavo [1 ,2 ]
D'agostini, Ana Carolina C. [2 ]
Pan, Pedro Mario [1 ,2 ,3 ]
Bressan, Rodrigo Affonseca [1 ,2 ,3 ,4 ]
机构
[1] Univ Fed Sao Paulo EPM UNIFESP, Dept Psiquiatria, Lab Interdisciplinar Neurociencias Clin LiNC, Escola Paulista Med, Sao Paulo, Brazil
[2] Inst Ame Sua Mente IASM, Sao Paulo, Brazil
[3] Inst Nacl Psiquiatria Desenvolvimento INPD, Sao Paulo, Brazil
[4] Univ Fed Sao Paulo EPM UNIFESP, Lab Interdisciplinar Neurociencias Clin LiNC, Dept Psiquiatria, Escola Paulista Med, 669,3o andar, BR-05039032 Sao Paulo, Brazil
关键词
digital technology; internet-based intervention; mental health; school teachers; students; ADOLESCENTS; ENGAGEMENT; PREVENTION; DISORDERS; BARRIERS; CHILDREN; PROGRAM; CARE;
D O I
10.1111/eip.13431
中图分类号
R749 [精神病学];
学科分类号
100205 ;
摘要
Aim: School teachers face the paradox of being in a privileged position to act in youth mental health prevention, but in a vulnerable position for not receiving adequate training and personal support. Digital interventions can provide unexpensive tools and narrow this gap in a large scale without major structural changes. We aimed to synthesize the evidence for digital mental health interventions for school teachers.Methods: Studies published from any date until August 2022 were identified through a literature search of the MEDLINE, Embase, ScIELO, and Cochrane Central databases. The studies included evaluated digital interventions targeting school teachers to deal with their own mental health or to assist them in the management of students' mental health. Studies that addressed school-based digital mental health interventions, but directly targeted students, parents, or specifically other professionals were not included.Results: The literature search retrieved 5626 hits and several interventions were described, but only 11 studies fulfilled the inclusion criteria, none of which focused on teachers' mental health. There was some evidence that these interventions improved knowledge about general or specific topics in mental health, and most studies also reported gains in preparedness, confidence, and attitudes towards mental health.Conclusions: The studies identified in this review provide initial support for teacher-focused mental health digital interventions. However, we discuss limitations regarding study designs and data quality. We also discuss barriers, challenges, and the need for effective evidence-based interventions.
引用
收藏
页码:749 / 758
页数:10
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