Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools

Background The vast majority of children and adolescents in low and middle-income countries (LMICs) lack access to interventions for mental health problems. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Catherine Carlson, Sophie Namy, Janet Nakuti, Laura Mufson, Carin Ikenberg, Olive Musoni, Laura Hopson, Katharina Anton-Erxleben, Dipak Naker, Milton L. Wainberg
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	Mental healing RZ400-408 Psychiatry RC435-571
Acceso en línea:	https://doaj.org/article/668e085ff1d64a7ba03998fb8aa7c333
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:668e085ff1d64a7ba03998fb8aa7c333
record_format	dspace
spelling	oai:doaj.org-article:668e085ff1d64a7ba03998fb8aa7c3332021-11-30T23:33:35ZStudent, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools2633-489510.1177/26334895211051290https://doaj.org/article/668e085ff1d64a7ba03998fb8aa7c3332021-11-01T00:00:00Zhttps://doi.org/10.1177/26334895211051290https://doaj.org/toc/2633-4895Background The vast majority of children and adolescents in low and middle-income countries (LMICs) lack access to interventions for mental health problems. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. Methods We conducted a focused ethnography to explore students’, teachers’, and caregivers’ perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Data collection occurred in Kampala, Uganda, using two schools that have previously implemented an evidence-based violence prevention program widely used in Ugandan schools schools, the Good School Toolkit (GST). Trained, local researchers facilitated four focus group discussions (FGDs) with caregivers ( n = 22), four FGDs with teachers ( n = 25), and in-depth interviews with primary school students ( n = 12). Verbatim transcripts were analyzed using a framework analysis approach. Results Participants revealed a school culture that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Participants recommended an implementation process that trains teachers and students in screening and referral, peer group delivery, and is accompanied by a school-wide approach to stigma reduction and mental health literacy. Participants fundamentally agreed that teachers could be trained as intervention facilitators. Conclusions This study highlights the potential advantage of leveraging an existing intervention that already addresses implementation factors, such as school culture, as a fertile platform for implementing interventions for child and adolescent mental health in LMICs. Plain language abstract Despite the growth of implementation research for child and adolescent mental health, the study of implementation science for child and adolescent mental health in low and middle-income countries (LMICs) remains scarce. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. This study provides rich qualitative data describing the context and influences for the successful implementation of mental health interventions in LMIC schools. We conducted interviews and focus groups with teachers, students, and caregivers to determine their perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Participants revealed a school culture promoted by the existing program that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Findings suggest the existing program provides fertile ground for the successful implementation of evidence-based mental health interventions in schools.Catherine CarlsonSophie NamyJanet NakutiLaura MufsonCarin IkenbergOlive MusoniLaura HopsonKatharina Anton-ErxlebenDipak NakerMilton L. WainbergSAGE PublishingarticleMental healingRZ400-408PsychiatryRC435-571ENImplementation Research and Practice, Vol 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Mental healing RZ400-408 Psychiatry RC435-571
spellingShingle	Mental healing RZ400-408 Psychiatry RC435-571 Catherine Carlson Sophie Namy Janet Nakuti Laura Mufson Carin Ikenberg Olive Musoni Laura Hopson Katharina Anton-Erxleben Dipak Naker Milton L. Wainberg Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools
description	Background The vast majority of children and adolescents in low and middle-income countries (LMICs) lack access to interventions for mental health problems. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. Methods We conducted a focused ethnography to explore students’, teachers’, and caregivers’ perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Data collection occurred in Kampala, Uganda, using two schools that have previously implemented an evidence-based violence prevention program widely used in Ugandan schools schools, the Good School Toolkit (GST). Trained, local researchers facilitated four focus group discussions (FGDs) with caregivers ( n = 22), four FGDs with teachers ( n = 25), and in-depth interviews with primary school students ( n = 12). Verbatim transcripts were analyzed using a framework analysis approach. Results Participants revealed a school culture that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Participants recommended an implementation process that trains teachers and students in screening and referral, peer group delivery, and is accompanied by a school-wide approach to stigma reduction and mental health literacy. Participants fundamentally agreed that teachers could be trained as intervention facilitators. Conclusions This study highlights the potential advantage of leveraging an existing intervention that already addresses implementation factors, such as school culture, as a fertile platform for implementing interventions for child and adolescent mental health in LMICs. Plain language abstract Despite the growth of implementation research for child and adolescent mental health, the study of implementation science for child and adolescent mental health in low and middle-income countries (LMICs) remains scarce. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. This study provides rich qualitative data describing the context and influences for the successful implementation of mental health interventions in LMIC schools. We conducted interviews and focus groups with teachers, students, and caregivers to determine their perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Participants revealed a school culture promoted by the existing program that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Findings suggest the existing program provides fertile ground for the successful implementation of evidence-based mental health interventions in schools.
format	article
author	Catherine Carlson Sophie Namy Janet Nakuti Laura Mufson Carin Ikenberg Olive Musoni Laura Hopson Katharina Anton-Erxleben Dipak Naker Milton L. Wainberg
author_facet	Catherine Carlson Sophie Namy Janet Nakuti Laura Mufson Carin Ikenberg Olive Musoni Laura Hopson Katharina Anton-Erxleben Dipak Naker Milton L. Wainberg
author_sort	Catherine Carlson
title	Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools
title_short	Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools
title_full	Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools
title_fullStr	Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools
title_full_unstemmed	Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools
title_sort	student, teacher, and caregiver perceptions on implementing mental health interventions in ugandan schools
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/668e085ff1d64a7ba03998fb8aa7c333
work_keys_str_mv	AT catherinecarlson studentteacherandcaregiverperceptionsonimplementingmentalhealthinterventionsinugandanschools AT sophienamy studentteacherandcaregiverperceptionsonimplementingmentalhealthinterventionsinugandanschools AT janetnakuti studentteacherandcaregiverperceptionsonimplementingmentalhealthinterventionsinugandanschools AT lauramufson studentteacherandcaregiverperceptionsonimplementingmentalhealthinterventionsinugandanschools AT carinikenberg studentteacherandcaregiverperceptionsonimplementingmentalhealthinterventionsinugandanschools AT olivemusoni studentteacherandcaregiverperceptionsonimplementingmentalhealthinterventionsinugandanschools AT laurahopson studentteacherandcaregiverperceptionsonimplementingmentalhealthinterventionsinugandanschools AT katharinaantonerxleben studentteacherandcaregiverperceptionsonimplementingmentalhealthinterventionsinugandanschools AT dipaknaker studentteacherandcaregiverperceptionsonimplementingmentalhealthinterventionsinugandanschools AT miltonlwainberg studentteacherandcaregiverperceptionsonimplementingmentalhealthinterventionsinugandanschools
_version_	1718406205234216960

Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools

Ejemplares similares