Designing a psychosocial intervention protocol for teachers with respect to mental health in adolescence: A pilot study
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Abstract
Teachers need to be equipped to promote adolescent mental health through psychosocial interventions. Above all, they must be included in the list of caregivers to ensure adolescents’ health and well-being, since, historically, the predominant focus of mental health care has been diagnosis, symptom reduction and excessive dependence on psychotropic drugs to the detriment of psychosocial interventions. The present study aims to present the stages of developing a psychosocial intervention protocol for adolescent mental health aimed at teachers. To this end, the processes for preparing the preliminary protocol, expert evaluation and pilot study are described. The sample to evaluate the protocol was made up of three professionals who are experts on the topic, and two teachers took part in the pilot study stage. The instruments used were the Mental Health Literacy Questionnaire, Quality of Life Assessment, Work Activity Impact Scale and Usability of the Intervention. The preliminary version of the intervention was inspired by the principles of mental health literacy and the literature on mental health in school. The experts' assessment indicated quality, relevance and functionality. The results of the pilot study regarding the applicability and usefulness of the intervention revealed that there was an increase in knowledge about mental health and skills for solving everyday problems. The proposal aims to serve professionals in the fields of education and psychology and to research the effects of psychosocial interventions on mental health.
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