Graduation Year

2021

Document Type

Ed. Specalist

Degree

*Ed.S.

Degree Name

Education Specialist (Ed.S.)

Degree Granting Department

Graduate School

Major Professor

Nathaniel von der Embse, Ph.D.

Committee Member

Shannon Suldo, Ph.D.

Committee Member

Robert Dedrick, Ph.D.

Keywords

adolescence, gatekeeper training, program evaluation, training

Abstract

The purpose of this study was to examine educator outcomes related to Youth Mental Health First Aid (Y-MHFA) professional development training. Educator outcomes in knowledge, attitudes, skills, aspirations, and behaviors (KASAB) were examined to evaluate the preparedness of educators to provide mental health support and the effectiveness of Y-MHFA. Additionally, this study aimed to assess educator outcomes depending on their role in the schools, including school-based educators, school-based mental health staff, and administration/district staff. The author conducted a secondary analysis of pre- and post-test questionnaires of 459 educators in a southeastern state of the United States. A repeated measures ANOVA, one-way ANOVAs, and thematic analyses were conducted on educator KASAB outcomes. Themes were constructed through written responses in the open-ended responses related to the KASAB outcomes and program acceptability and feasibility. Overall, educators had improved knowledge and attitudes outcomes post Y-MHFA. Educators had perceived neutral to agreement of mental health skills, aspirations, attitudes, and behaviors prior to Y-MHFA. Participants described Y-MHFA as providing useful knowledge, strategies, and resources to support youth with mental health risk. School-based mental health staff had higher preparedness in mental health than school-based educators and administration/district staff indicating a need for Y-MHFA for non-mental health practitioners. While educators had improved outcomes after Y-MHFA, participants described the need for further and continual support in their mental health learning.

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