Enhancing Pre-Service Teachers' Mental Health Literacies Through Educational Programming

dc.contributor.authorParker, Brooke M.
dc.contributor.departmentEducation
dc.contributor.supervisorCooper, Amanda
dc.date.accessioned2023-10-05T15:28:50Z
dc.date.available2023-10-05T15:28:50Z
dc.degree.grantorQueen's University at Kingstonen
dc.description.abstractGiven the decline in the mental health (MH) of children and youth globally, it is imperative that teachers are adequately equipped to support student MH by providing timely and efficient support through early identification, intervention, and referral for treatment. The purpose of this two-phase quantitative study was to explore the mental health literacies (MHL) demonstrated by Ontario pre-service teachers, with a focus on understanding their capacity to address MH concerns among students within the classroom setting. More precisely, the aim was to explore the proficiency of pre-service teachers in recognizing specific disorders, evaluating their levels of knowledge and confidence pertaining to help-seeking, and exploring their attitudes and perceptions towards student MH. The first phase of this study involved a comprehensive review of an existing survey instrument by seven experts from the fields of education and MH. Their feedback and insights were incorporated to enhance the content validity of the adapted survey instrument, the Mental Health Literacy Scale for Educators – Adapted (MHLS-ED-A). Following the refinement, the second phase involved distributing the online survey to pre-service teachers in Ontario, resulting in a total of 114 responses. The psychometric analysis of these responses revealed that three out of the six underlying constructs reached an acceptable internal reliability, forming the basis for subsequent data analysis. The outcomes derived from these constructs demonstrate a strong ability to recognize specific disorders, alongside demonstrating empathetic attitudes towards student with MH challenges. However, pre-service teachers in Ontario demonstrated varying levels of proficiency in help-seeking knowledge, highlighting the necessity for more explicit training and resource allocation related to help-seeking within educational programming. The implications and findings from this study are discussed in relation to research and practices to provide an informative basis on how educational programming can be leveraged to enhance the MHL of pre-service teachers in Ontario.
dc.description.degreeM.Ed.
dc.identifier.urihttps://hdl.handle.net/1974/31907
dc.language.isoeng
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectmental health literacy
dc.subjectteacher training
dc.subjecteducational programming
dc.subjectstudent mental health
dc.titleEnhancing Pre-Service Teachers' Mental Health Literacies Through Educational Programming
dc.typethesis
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