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Evaluating the Impact of a Mental Health Literacy Course on Pre-Service Teachers' Self-Efficacy, Attitudes Toward Trauma-Informed Care, Classroom Management, and Relationship Building.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluating the Impact of a Mental Health Literacy Course on Pre-Service Teachers' Self-Efficacy, Attitudes Toward Trauma-Informed Care, Classroom Management, and Relationship Building./
作者:	Boulazreg, Samir.
面頁冊數:	1 online resource (81 pages)
附註:	Source: Masters Abstracts International, Volume: 84-04.
Contained By:	Masters Abstracts International84-04.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29366755click for full text (PQDT)
ISBN:	9798351497501

Evaluating the Impact of a Mental Health Literacy Course on Pre-Service Teachers' Self-Efficacy, Attitudes Toward Trauma-Informed Care, Classroom Management, and Relationship Building.
Boulazreg, Samir.

Evaluating the Impact of a Mental Health Literacy Course on Pre-Service Teachers' Self-Efficacy, Attitudes Toward Trauma-Informed Care, Classroom Management, and Relationship Building. - 1 online resource (81 pages)

Source: Masters Abstracts International, Volume: 84-04.

Thesis (M.A.)--The University of Western Ontario (Canada), 2022.

Includes bibliographical references

Youth mental health distress has increased in recent years, creating a sense of urgency among teachers regarding preparation, knowledge, and a need for education. To address this need, this program evaluation study evaluated a 12-week mental health literacy course offered as part of a mandatory curriculum at a large Canadian university's Faculty of Education. The goals of the course include amplifying preservice teachers' sense of school mental health awareness, confidence, and relationship building through a trauma and violence and culturally informed approach. Results indicate that incorporating a mental health informed curriculum can positively influence perceived self-efficacy in providing mental health support, attitudes towards trauma-informed care, the ability to foster a mental health healthy classroom environment, and the quality of interactions preservice educators have with students. Perceived self-efficacy in trauma-informed care did not improve as a result of the course, suggesting that supporting classroom mental health and supporting classroom trauma are two distinct practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351497501Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Evaluating the Impact of a Mental Health Literacy Course on Pre-Service Teachers' Self-Efficacy, Attitudes Toward Trauma-Informed Care, Classroom Management, and Relationship Building.
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