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Research Methods in Psychology Kayla White Professor Nunez Research Methods in Psychology July 12, 2020 Introduction Mental health issues are on the rise in our children/teens due to factors such as poverty, access to drugs, low income, under resourced neighborhoods and schools, and much more. Children/teens experiences stress just like and adult does, but are not supported or pushed enough to seek help. Research shows that children/teens are sometimes too scared to tell their parents or siblings what they are going through because of stigmas behind mental health issues. Some of the stigmas are that “those with mental health illness are dangerous, will not recover, it is their own fault that they have a mental health issue, the feeling of embarrassment for seeking treatment, feared how others would react to them seeking mental health services, and feeling of shame of having a mental illness and disappointing their family contribute to them no seeking mental health treatment” (DeFreitas et al, 2018). If children/teens do not feel comfortable or support by their family members, then people of their community would be next of possible support system, especially school officials. What if we could undo these negative stigmas behind mental health and its treatment by properly training school officials such as teachers? The purpose of this project is to train teachers and other school officials via a workshop-training to become more are of what mental health issue symptoms look like, provide them with ways to support their students with mental health issues, and to encourage help seeking behavior in their students. Purpose Statement The purpose of this study is for school officials to understand how to better support children/teens with their mental health wellbeing while they are in schools by undoing any negative stigmas they have a mental health and to seek treatment. Before any school official is able to help children/teens with mental health issues, they must understand what are the symptoms of mental health issues and how to go about address those with the student. Providing school officials training on mental health wellbeing would be a great start. Research Question and Hypothesis A question for this study is how do we properly train school officials on mental health disorders and the symptoms? Would professional psychologist train school officials or would the therapists that would work in the schools after the trainings train the school officials? How would we know that there is an increase in mental health support for children/teens by teachers? How would we know there is an increase in help seeking behavior? Will there be a parent-teacher conferences about the new trainings and how they would be implemented? Do parents have to give consent for their children to partake in any therapy that possibly could result after these trainings? Will there be confidentiality implemented if/when the student discloses to the teacher or a school

Research Methods in Psychology official? Should students be trained on mental health wellbeing or made aware of the trainings their school officials receive? How often should this training be provided or will there be a refresher training throughout the year? Lastly, who would fund this training/workshop and who would fund/hire the therapists to be stationed in schools for immediate one on one therapy sessions for the students? The hypothesis for this project is that the workshop-training that would be provided for school officials will decrease negative stigmas behind mental health and increase overall help seeking behavior in children and teens with the help and support of school officials. References: DeFreitas, S. C., Crone, T., DeLeon, M., & Ajayi, A. (2018). Perceived and personal mental health stigma in Latino and African American college students. Frontiers in public health , 6 , 49. An Annotated Bibliography O’Reilly, M., Svirydzenka, N., Adams, S., & Dogra, N. (2018). Review of mental health promotion interventions in schools. Social Psychiatry and Psychiatric Epidemiology , 53 (7), 647-662. https://doi.org/10.1007/s00127-018-1530-1 (Links to an external site.) This study examines how teachers could be the promoting factor in student’s positive mental health and overall wellbeing through implementing evidence-based interventions from several of articles. The researchers examined different program approaches in multiples schools via previously written articles on these approaches. The examiners concluded that a continuum of intervention programs such as “inclusive approach, building programs that immediately respond to student, school and community needs, building connections between sources, making sure programs are diversity inclusive, interdisciplinary relationships within the schools, and reducing barriers that hinders a student’s learning have been linked to promotive positive mental health and overall wellbeing in students” (p. 648). Unfortunately, this article states how most of these programs have shot-term effects on the students with little follow-up. The approach that has been linked with long-term effects is the Whole-School approach. This article provides a great overview of different program approaches within the schools that have been linked to promoting mental health and overall wellbeing for students. This article breaks down each approach and provide the pros and cons to the reader, so the reader can determine which approach would have the better outcome. Maelan, E. N., Tjomsland, H. E., Baklien, B., Samdal, O., & Thurston, M. (2018). Supporting pupils’ mental health through everyday practices: A qualitative study of teachers and head teachers. Pastoral Care in Education, 36(1), 16-28. Retrieved from https://www.researchgate.net/profile/Jenny_Marcionetti/publication/334697135_Well- being_in_education_systems_Conference_abstract_book_Locarno_2017/links/5d5cde1892851c3 7636e6407/Well-being-in-education-systems-Conference-abstract-book-Locarno- 2017.pdf#page=58 (Links to an external site.)

Research Methods in Psychology This is a qualitative study that included interviews with teachers and head start teachers to examine their understanding of mental health and how they played a role in providing positive mental health in students. Many teachers disclosed how they felt like they are an important factor in student’s mental health, but did not feel supported or properly trained in providing treatment or support to the student’s mental health. Most of their concerns was making things worst for the students instead of better. In conclusion of this study, many teachers took on the responsibility of supporting students in managing their mental health because their mental health correlates with academic performance. The two main themes that the teachers used in supporting their student’s mental health was working with students at an individual level and working with the school context (p.47-48). The way the teacher achieved these two themes were by “understanding their teacher to student relationship, adjusting teaching and learning process to not add more anxiety and pressure on the students, providing a safe and inclusive school climate, and providing experiences of mastery and different learning opportunities for the students” (p. 48). This article provides great information on how students need a safe space as well as how to adjust the curriculum to not add more stress on the students. It is known that school can add on overall stress for a person and it is important for teacher to keep in mind of this known fact when teaching their students. Kutcher, S., & Wei, Y. (2020). School mental health: a necessary component of youth mental health policy and plans. World Psychiatry , 19 (2), 174– 175. https://doi.org/10.1002/wps.20732 (Links to an external site.) In the brief analysis, Kutcher & Wei examines how school mental health is a necessary component of youth mental health. It is important that these evidence based mental health interventions are incorporated in the curriculum and applied by trained teachers with easy access for the students. The two best evidence-based mental health interventions that have significant benefits are the Mental Health & High School Curriculum Guide and the Transitions resource for the first-year college students. It is important that teachers as well trained in these interventions before they are applied in schools. Lastly, providing schools with full school-based health centers have been linked with addressing student’s mental health care needs, but also providing support to their other health care needs as well. The best thing about a school-based health center is that mental health clinicians can be added in for clinical mental health services. This article provides great information on how to properly incorporate mental health services in the schools that students have full easy access to without having to see a doctor first or get a referral to see a clinician. It would have been great to see this article actually explore mental health services in schools and provide both pros and cons of that mental health approach.

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