1. ZHAW digitalcollection
  2. Gesundheit
  3. Publikationen
  4. Publikationen Gesundheit
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dc.contributor.authorDratva, Julia-
dc.contributor.authorKerry-Krause, Matthew J.-
dc.contributor.authorAlbermann, Kurt-
dc.contributor.authorRobin, Dominik-
dc.date.accessioned2022-12-09T09:50:44Z-
dc.date.available2022-12-09T09:50:44Z-
dc.date.issued2022-
dc.identifier.issn1101-1262de_CH
dc.identifier.issn1464-360Xde_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/26309-
dc.description.abstractBackground: Teachers are very important in mental health promotion and early recognition of mental health burden (disorder, illness). Teachers’ surrogate mental health literacy (MHL) may be key to improving mental health in youth but has been little investigated. We assessed surrogate MHL in Swiss teachers and tested a measure of mental health action competencies (MHAC). Methods: In 2020, all teaching and support staff at compulsory school level were invited to an online survey covering individual and professional characteristics, MHL (finding, understanding, critical appraisal of information) and action competencies (adapted scale Ahnert et al. 2016, range 17 - 68) personal experience with students’ MHB. Data was explored descriptively and with multivariate regression. Item response theory analyses were conducted to examine internal psychometric MHAC scale properties, and group-mean differences tested between school levels. Results: Participation rate was 38% (N = 459). Nearly all participants had taught at least 1 mentally burdened student in the past year (average 4.7). 77% felt experienced to very experienced regarding these students. Only 32% felt they had sufficient tools and teaching resources. Participants felt it was difficult to very difficult to find (47%), understand (53%) and appraise (90%) information on students’ mental health. Kindergarden teachers and teachers without class responsibility showed significantly lower MHL. Internal psychometric properties of the MHAC measure support the use of a 1-factor scale and indicates discriminant validity with respect to age; experience and school level, median score was high (P50 48, P25 44, P75 53), but single items, e.g. on suicide signs, were rated low. Conclusions: While overall subjective MHAC are high, teachers are insecure regarding MHL and report a lack of tools and resources. Targeted training could strengthen surrogate mental health literacy with a focus on critical appraisal and certain action competencies.de_CH
dc.language.isoende_CH
dc.publisherOxford University Pressde_CH
dc.relation.ispartofEuropean Journal of Public Healthde_CH
dc.rightshttp://creativecommons.org/licenses/by/4.0/de_CH
dc.subject.ddc371: Schulen und schulische Tätigkeitende_CH
dc.subject.ddc613: Persönliche Gesundheitde_CH
dc.titleTeachers’ mental health literacy and action competenciesde_CH
dc.typeKonferenz: Sonstigesde_CH
dcterms.typeTextde_CH
zhaw.departementGesundheitde_CH
zhaw.organisationalunitInstitut für Public Health (IPH)de_CH
dc.identifier.doi10.1093/eurpub/ckac129.250de_CH
zhaw.conference.details15th European Public Health Conference, Berlin, Germany, 9-12 November 2022de_CH
zhaw.funding.euNode_CH
zhaw.issueSupplement_3de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.startckac129.250de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume32de_CH
zhaw.publication.reviewPeer review (Abstract)de_CH
zhaw.webfeedG: Arbeit und Gesundheitde_CH
zhaw.funding.zhawPsychische Gesundheitskompetenz von Lehr- und Betreuungspersonende_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
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Dratva, J., Kerry-Krause, M. J., Albermann, K., & Robin, D. (2022). Teachers’ mental health literacy and action competencies [Conference presentation]. European Journal of Public Health, 32(Supplement_3), ckac129. https://doi.org/10.1093/eurpub/ckac129.250
Dratva, J. et al. (2022) ‘Teachers’ mental health literacy and action competencies’, in European Journal of Public Health. Oxford University Press, p. ckac129.250. Available at: https://doi.org/10.1093/eurpub/ckac129.250.
J. Dratva, M. J. Kerry-Krause, K. Albermann, and D. Robin, “Teachers’ mental health literacy and action competencies,” in European Journal of Public Health, 2022, vol. 32, no. Supplement_3, p. ckac129.250. doi: 10.1093/eurpub/ckac129.250.
DRATVA, Julia, Matthew J. KERRY-KRAUSE, Kurt ALBERMANN und Dominik ROBIN, 2022. Teachers’ mental health literacy and action competencies. In: European Journal of Public Health. Conference presentation. Oxford University Press. 2022. S. ckac129.250
Dratva, Julia, Matthew J. Kerry-Krause, Kurt Albermann, and Dominik Robin. 2022. “Teachers’ Mental Health Literacy and Action Competencies.” Conference presentation. In European Journal of Public Health, 32:ckac129. Oxford University Press. https://doi.org/10.1093/eurpub/ckac129.250.
Dratva, Julia, et al. “Teachers’ Mental Health Literacy and Action Competencies.” European Journal of Public Health, vol. 32, no. Supplement_3, Oxford University Press, 2022, p. ckac129, https://doi.org/10.1093/eurpub/ckac129.250.


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