ArticleThe International journal of social psychiatry2017
Formative research on a teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health task-sharing in low-resource school settings.
Article in The International journal of social psychiatry, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 13 citations in OpenAlex.
- A validation study of the Zanmi Lasante Depression Symptom Inventory (ZLDSI) in a school-based study population of transitional age youth in Haiti.Conflict and health · 2020Article
- Identification of Key Genes and Pathways in Post-traumatic Stress Disorder Using Microarray Analysis.Frontiers in psychology · 2019Article
- Prevalence of stressful life events and their association with post-traumatic stress disorder among youth attending secondary school in Haiti.Psychiatry research · 2018Article
- A mobile clinic approach to the delivery of community-based mental health services in rural Haiti.PloS one · 2018Article
- High burden of mental illness and low utilization of care among school-going youth in Central Haiti: A window into the youth mental health treatment gap in a low-income country.The International journal of social psychiatry · 2017Article
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Authors and funding
15 authors at 7 institutions in 1 country.
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Abstract
backgroundTask-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries.
aimsTo assess feasibility, acceptability and utility of the teacher accompaniment phase of a school-based Teacher- Accompagnateur Pilot Study (TAPS) in Haiti.
methodsWe assigned student participants, aged 18-22 years ( n = 120), to teacher participants ( n = 22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction and utility by the percentage with identified mental health need who discussed treatment with a teacher.
resultsFavorable ratings support feasibility, acceptability and utility of teacher- accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting.
conclusionThis accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings.
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