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Evaluating an Online Mental Health Literacy Curriculum for K-12 Staff.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluating an Online Mental Health Literacy Curriculum for K-12 Staff./
作者:	Skelly, Julie M.
面頁冊數:	1 online resource (73 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-06, Section: B.
Contained By:	Dissertations Abstracts International84-06B.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30164051click for full text (PQDT)
ISBN:	9798358403703

Evaluating an Online Mental Health Literacy Curriculum for K-12 Staff.
Skelly, Julie M.

Evaluating an Online Mental Health Literacy Curriculum for K-12 Staff. - 1 online resource (73 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: B.

Thesis (Ed.D.)--University of Pittsburgh, 2022.

Includes bibliographical references

The purpose of this study was to conduct a program evaluation of an online mental health literacy curriculum for K-12. In addition, the study established the next steps for professional development concerning mental health literacy for staff based on the findings. This study was guided by research questions: 1. How much knowledge has been gained after completing the modules and 2. Which areas of Mental Health Literacy need further professional development based on participant results?Participants included 46, K-12 staff members from one elementary, one middle, and one high school in the Mid-Atlantic region of the United States. Over five months, educators completed the free course created through the University of British Columbia entitled, Learn Mental Health, and engaged in learning the content through text, videos, graphic organizers, and articles through the CANVAS platform. Quiz results were analyzed at a K-12 district level, by building. The study established that all participants scored a proficient score (80% or above) in the introductory content of mental health literacy and additional professional development will be focused on reducing stigma, concerning mental health among students and providing coping strategies surrounding stress and anxiety stress, and anxiety. No patterns in missed questions were detected, indicating that the questions created were of high quality and well developed. Program implementation was cost free and convenient for both the central office staff and participants taking the course. Several participants not only took the course but sought out the author to commend the course and referred it to others. Findings from this study can be used as a basis for additional school systems to move forward in providing solid professional development in basic mental health literacy using the Learn Mental Health course for their staff.

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

Mode of access: World Wide Web

ISBN: 9798358403703Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Evaluating an Online Mental Health Literacy Curriculum for K-12 Staff.
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502 $a Thesis (Ed.D.)--University of Pittsburgh, 2022.
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520 $a The purpose of this study was to conduct a program evaluation of an online mental health literacy curriculum for K-12. In addition, the study established the next steps for professional development concerning mental health literacy for staff based on the findings. This study was guided by research questions: 1. How much knowledge has been gained after completing the modules and 2. Which areas of Mental Health Literacy need further professional development based on participant results?Participants included 46, K-12 staff members from one elementary, one middle, and one high school in the Mid-Atlantic region of the United States. Over five months, educators completed the free course created through the University of British Columbia entitled, Learn Mental Health, and engaged in learning the content through text, videos, graphic organizers, and articles through the CANVAS platform. Quiz results were analyzed at a K-12 district level, by building. The study established that all participants scored a proficient score (80% or above) in the introductory content of mental health literacy and additional professional development will be focused on reducing stigma, concerning mental health among students and providing coping strategies surrounding stress and anxiety stress, and anxiety. No patterns in missed questions were detected, indicating that the questions created were of high quality and well developed. Program implementation was cost free and convenient for both the central office staff and participants taking the course. Several participants not only took the course but sought out the author to commend the course and referred it to others. Findings from this study can be used as a basis for additional school systems to move forward in providing solid professional development in basic mental health literacy using the Learn Mental Health course for their staff.
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