Preservice Teacher Training in Identifying and Supporting Student Emotional Well-Being

• In Event: 28.032 - Evaluation of School-Based Prevention Programs to Enhance Student Social and Emotional Well-Being

Abstract

Objective
Up to 40% of youth experience an emotional/behavioral disorder in their lifetime, and schools are a primary source of identification and referral for mental health services (Green et al., 2013). However, teachers receive little preparation to address the mental health needs of students and most report they do not feel confident in distinguishing typical from concerning behaviors (Reinke et al., 2011). One suite of online interactive role-play simulations, Kognito for K-12 Educators, has been shown to effectively increase teacher perceptions of confidence, preparedness, and likelihood to address student mental health (National Registry of Evidence-Based Programs and Practices, https://www.nrepp.samhsa.gov).

This talk will present data from the first pilot evaluation of Kognito simulations with preservice teachers. It may be particularly important to address student mental health with preservice teachers as teachers in training are first beginning to understand and conceptualize student behavior.

Theoretical framework
The Gateway Provider Model (Stiffman, Pescosolido, & Cabassa, 2004) suggests that referral for mental health services relies on provider perception of need, information about youth problems, and knowledge of resources. The current intervention is designed to increase teacher Mental Health Literacy (Jorm, 2012; Kutcher et al., 2016) and their confidence in responding to student mental health needs.

Methods
Students enrolled in one teacher preparation programs in 2017-18 (N=46) were randomly assigned to either the Kognito intervention group (N=24) or a control group (N=22). The control group completed a one-hour online training on providing instructional supports to students . All participants completed a pre-test survey, the one-hour training (either Kognito or control), and a post-test survey, followed by a one-month follow-up survey.

Data sources
Measures assessed teacher gatekeeping behaviors (Gatekeeper Behavior Scale, Albright et al., 2016); identification of mental health problems and confidence in responding to student mental health needs ; self-efficacy (Teacher Self-efficacy scale, Walter et al., 2006); and mental health stigma (Implicit Attitudes Test, Greenwald et al., 1998; Stull et al., 2014).

Results
The Kognito group showed significantly greater improvements in self-reported confidence to address student mental health needs from pre-test to post-test (M=0.54 SD=0.50) as compared to the control group (M=0.10, SD=0.29; t(37)=-3.68, p=.001). These results were maintained at one-month follow-up. The Kognito group also reported greater improvements from pre-test to post-test in preparedness to respond to student mental health needs (M=0.23 SD=0.55) as compared to the control group (M=-0.22, SD=0.46; t(44)=-2.95, p=.005) and improved perceptions of the importance of addressing student mental health (M=0.25, SD=0.53) relative to the control group (M=-0.09, SD=0.29; t(37)=-2.72, p=.010). However, these differences attenuated at the one-month follow-up. Results for measures assessing stigma were non-significant.

Significance

This study provides preliminary support for the use of Kognito with preservice teachers. By providing information about student mental health and teaching the skills necessary to manage conversations with students that teachers are concerned about, Kognito can be a vital component to fundamentally shift how teachers think about and respond to student behaviors.

Authors

• Rebecca Levine, Boston College

• Rachel Oblath, Boston University

• Glenn Albright, Baruch College - CUNY

• Kathleen H. Corriveau, Boston University

• Melissa K. Holt, Boston University

• Jennifer Greif Green, Boston University