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Research Methods in Psychology Kayla White (Group D) Professor Nunez Research Methods in Psychology July 19, 2020 Introduction: Many people experience mental health problems that affect their lives in different ways. Mental illness is both genetic and inherited via environmental factors. Some of these environmental factors are poverty, high exposure to violence, low income, living in a low income neighborhood, under resourced schools, lack of support system, and many more. When it comes to coping and treating mental illness, having a good support system is very beneficial. Unfortunately, the problem is that many people feel unsupported with their mental health wellbeing, especially children and teens. Children and teens go through a lot of changes in their lives such as: puberty, gain and lose friends, getting new classes in school, graduating, going to a different school, and so much more (Adolescents Mental Health, 2019). Studies show that 1 in 6 adolescences are at risk of developing a mental disorder (Adolescents Mental Health, 2019). Not everybody knows how to cope with change and they begin to struggle, which has an effect on their mental health. Many of these people do not know how to talk to somebody else about their struggles due to various reasons such as: embarrassment, being shamed by family and friends, being looked at as “weird”, told it is just phase, told to snap out of it, and much more. The problem is that many children and teens do not feel well supported with their mental health wellbeing. It is beneficial to create a supportive society for our children and to do that, teachers should be involved since children and teens are in school for eight hours a days. Early identification and treatment can make a substantial difference in the lives of these troubled young people. Aware and knowledgeable teachers can play a critical role in this helping process (Johnson et al, 2011).Teachers hold a great responsibility in teaching a children and teens on various topics, that it would be beneficial if they incorporate mental health wellbeing awareness in their teachings. Firstly, we need to understand how prepared and unprepared teachers feel with mental health situations and being that support system for children and teens dealing with mental health issues. We also need to assess teacher’s attitudes and beliefs they might have about their students. How would we know/measure if teachers feel prepared or not with mental health situations that could come up in schools? How would this have a long-term impact of the children and teens once they leave school for the day and after they graduate? The purpose of this study it to better understand how to support children/teens with their mental health wellbeing while they are in schools with the help of teachers. It is hypothesized that a survey design would show that teachers feel unprepared in supporting children and teens with their mental health wellbeing and teachers have positive attitudes and believes towards their students. Literature Review According to current studies, adolescents have higher levels at risk of poor mental health outcomes (Guerra, Rajan, & Roberts, 2019). Many children and adolescents show signs of

Research Methods in Psychology mental health issues that adults such a parents, caregivers, and teachers can identify and provide support. Although some of them have limited access to mental health services due to socioeconomic status, family structure, teachers serve as an important role in identifying mental health problems or students at risk. Therefore, it is important to provide the right training and tools to teachers at school, so that they are prepared to identify, report any observed mental problem (Guerra, Rajan, & Roberts, 2019). Research indicates schools opt to maintain an environment that supports youth mental health by implementing policies and practices (Guerra, Rajan, & Roberts, 2019). “Schools have the opportunity to integrate positive mental health, self-image, and resiliency into the educational curriculum in a familiar, nonthreatening environment without the barriers of access, cost, and transportation” (Raval, Montañez Evelyn, & Meyer, 2019). This is why teachers should be prepared and assessed to what extent they feel prepared to handle mental health situations in school. Some might not feel comfortable dealing with certain behaviors, or might not know how to provide support. Some teachers can identify students at risk, and those who show social, emotional and behavioral problems. Consequently, studies show the amount of time teachers spend with students can lead them to recognize the signs and symptoms associated with depression, anxiety, among others (Shelemy, Harvey, & Waite, 2019). Likewise, some of the training teachers received is based on early identification and referral processes, “Teachers' professional development is successful when the training is: (a) content‐ focused, (b) incorporates active listening, (c) collaboration, (d) utilizes models of effective practice, (f) includes coaching, (g) offers feedback, and (h) engages in reflective practice. Without these elements, teachers are not actively engaged in the teaching practice and not allotted the space to become more effective educators” (Ohrt, Deaton, Linich, Guest, Wymer, & Sandonato, 2020). Providing effective mental health training to teachers can help them feel more prepared on early identification and find the appropriate help for the each student. Method In order to gain better insight in the current status of how prepared the teachers feel in supporting children and teens with their mental health well-being in school and their attitudes and beliefs, a survey design will be conducted to create the baseline of preparedness, attitudes and believes. The survey would use a Likert Scale to measure the dependent variables. This study would consists of 300 schools in the Chicagoland and 1,500 teachers, which will be five teachers from each school. Schools would be recruited via a random sample technique by putting all schools names in a jar and 300 school names would be picked randomly. Each school would be called via a researcher and once the school agrees to the study, randomly five teachers would be given a 10 question survey via a internet link to be answered during lunch time. The surveys will be collected twice a week until all 1,500 surveys are collected. The dependent variables of this study are preparedness, beliefs, and attitudes. The independent variables of this study is the 15 question survey. The first five questions under first variable: Preparedness are 1) I feel I can recognize more than three signs/symptoms of a mental health problem in a student? 2) I know how to approach a students who has a possible mental heal disorder/illness? 3) I feel prepared to address it with parents? 4) I feel prepared to address it with other professionals? 5) I know where

Research Methods in Psychology to refer students who display sign/symptoms of a mental health disorder/illness. The second five questions under the second variable: Beliefs are 1) I believe O have a responsibility in addressing a student's mental health well-being? 2) I believe my student’s mental health well-being is important to me? 3) I believe I can make a positive impact on my student's mental health well- being? 4) I believe I can be a positive support system for my students? 5) I believe a student’s mental health well-being plays a role in their academic performance? The third set of five questions under the final variable: Attitudes are 1) I have a positive attitude perspective about mental health? 2) People with mental health disorders/issues are not able to be recovered? 3) Adolescents are too young to have a mental health disorder/illness. 4) My students are moody and unstable? 5) Mental health issues in my students is just a phase that they will get over without any help? These questions would be measured using a Likert Scale of Strongly Disagree, Disagree, Unsure, Agree, and Strongly Agree. Data Analysis According to International Board of Credentialing and Continuing Education Standard (2019), teachers feel unprepared to handle mental health problems seen on students since they find it hard to keep up with daily tasks. They also feel they don’t get enough training on this domain. Similarly, a study that was conducted using a survey revealed teachers feel unprepared to respond in an appropriate way to students with mental health issues (Christie, 2018). They also indicated they didn’t receive enough practice in this area while they were preparing to become teachers. In order to determine to what extent teachers feel unprepared to handle mental health problems seen on students, a survey was conducted to measure quantitative description of attitudes, beliefs and level of preparedness teachers currently experience in addressing mental health problems seen on students. The survey consisted of a questionnaire that measured three variables such as level of preparedness, current beliefs, and attitudes using a Likert scale of Strongly Disagree, Disagree, Unsure, Agree, and Strongly Agree. It was distributed between 300 schools to a random-sample of 1500 teachers in the Chicagoland. The information used in this analysis comes from the data collected from the survey. Anticipated Results After a thorough study on measuring teacher’s preparedness to be a support system for their student’s mental health well-being in an academic setting, it is anticipated that teachers have positive attitudes and beliefs of their student’s mental health well-being. It is anticipated that teacher’s do under their importance in the positive impact of their students mental well- being, but over 50% of the teachers surveyed feel unprepared to address students mental health disorders/illness. They also feel unprepared in pointing out the sign/symptoms of a mental health disorder, addressing it with parents, and do not know who to refer the students to for treatment. In a recent article “with challenges like increased gun violence and more students struggling with mental health issues each year due to the mental health crisis in school, teachers are stretched thin with lack of proper training and little to no support” (Record Teacher Turnover Tied to Lack of Mental Health Training, 2019). In a recent study, 49 out of 50 states have reported shortages in

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Research Methods in Psychology Specialized Instructional Support Personnel (SISP) and special education teachers, and 51% of school districts in America not know how to recruit for special education teachers (Record Teacher Turnover Tied to Lack of Mental Health Training, 2019). These studies results show that not properly training teachers to be prepared in addressing mental health well-being in their students can be detrimental to the student’s outcomes and success. As time goes on, the number of teachers who are trained to deal with mental health is diminishing, the number of students with mental health is rapidly growing. Although the results could vary based on other factors. For example, schools located in low socio-economic status communities could impact how students and teachers feel about mental health issues. Likewise, teachers who work at low funding schools might not have the resources to approach mental health situations, and might be overlook behavioral problems associated with either trauma or another mental health condition. References: Adolescent mental health. (2019, October 23). Retrieved July 16, 2020, from https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health (Links to an external site.) Christie, K. (2018, Jan 18). Teachers concerned over lack of training for mental health. The Scotsman Retrieved from https://tcsedsystem.idm.oclc.org/login?url=https://search-proquest- com.tcsedsystem.idm.oclc.org/docview/1988747491?accountid=34120 (Links to an external site.) Guerra, L. A., Rajan, S., & Roberts, K. J. (2019). The implementation of mental health policies and practices in schools: an examination of school and state factors. The Journal of School Health , 89(4), 328–338. https://doi.org/10.1111/josh.12738 (Links to an external site.) (Links to an external site.) Johnson, C., Eva, A. L., Johnson, L., & Walker, B. (2011). Don’t Turn Away: Empowering Teachers to Support Students’ Mental Health. Clearing House, 84(1), 9–14. https://doi- org.tcsedsystem.idm.oclc.org/10.1080/00098655.2010.484441 (Links to an external site.) Ohrt, J. H., Deaton, J. D., Linich, K., Guest, J. D., Wymer, B., & Sandonato, B. (2020). Teacher training in k–12 student mental health: a systematic review. Psychology in the Schools , 57(5), 833–846. https://doi.org/10.1002/pits.22356 (Links to an external site.) Raval, G., Montañez Evelyn, & Meyer, D. (2019). School‐based mental health promotion and prevention program “turn 2 us” reduces mental health risk behaviors in urban, minority youth. The Journal of School Health , 89(8), 662–668. https://doi.org/10.1111/josh.12805 (Links to an external site.) Record Teacher Turnover Tied to Lack of Mental Health Training. (2019, March 27). Retrieved July 16, 2020, from https://ibcces.org/blog/2019/03/27/teacher-turnover-lack-mental-health- training/ (Links to an external site.)

Research Methods in Psychology Shelemy, L., Harvey, K., & Waite, P. (2019). Supporting students’ mental health in schools: what do teachers want and need? Emotional and Behavioural Difficulties, 24(1), 100– 116. https://doi.org/10.1080/13632752.2019.1582742

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