Educator experiences incorporating mental health literacy into practice : helping and hindering factors
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Semchuk, Jaime
issued: 2020-08-27T16:14:43Z
issued: 2020
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: The purpose of this study was to gain an understanding of educators’ experiences incorporating mental health literacy into practice, and the barriers and facilitators that influenced successful implementation. Utilization of the qualitative, Enhanced Critical Incident Technique (ECIT) methodology allowed for an exploratory, in-depth investigation of the topic. Through 14 individual, semi-structured interviews, high school educators described the factors that helped them and hindered them when supporting student mental health and incorporating mental health skills and knowledge into their work in the schools (i.e., critical incidents). Additionally, educators identified supports they wished were available to assist them in implementing mental health literacy into their practice (i.e., wish list items). From the interview transcripts, 256 Critical Incidents (CIs) were generated, including 137 helpful CIs, 86 hindering CIs, and 33 wish list (WL) items. Through an iterative data analysis process, critical incidents were organized into nine emergent categories: Building Relationships with Students, Normalizing Talking About Mental Health and Reducing Stigma, Accessible Mental Health Professionals, Mental Health Literacy Education, School Staff Communication and Collaboration, Time, Administrator Support, Family Communication and Collaboration, and School Culture and Values. These findings are reflective of frameworks for comprehensive school mental health supports, which emphasize teamwork and collaboration, school mental health literacy for all (i.e., school staff, students, families), and take into account systems and contextual factors. Findings are discussed through the lens of implementation science, with a focus on how determinant frameworks can facilitate understanding of the factors that influence the implementation of educator mental health literacy competencies. Finally, practical implications, study contributions, limitations, and directions for future researc…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/75712
note: EDUCATOR EXPERIENCES INCORPORATING MENTAL HEALTH LITERACY INTO PRACTICE: HELPING AND HINDERING FACTORS by Jaime Semchuk A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (School and Applied Child Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2020 © Jaime Semchuk, 2020 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Educator experiences incorporating mental health literacy into practice: Helping and hindering factors submitted by Jaime Semchuk in partial fulfillment of the requirements for the degree of Doctor of Philosophy in School and Applied Child Psychology Examining Committee: William McKee, School and Applied Child Psychology Supervisor Wendy Carr, Language and Literacy Education Supervisory Committee Member William Borgen, Counselling Psychology Supervisory Committee Member Kimberly Schonert-Reichl, Human Development, Learning, and Culture University Examiner Peter Crocker, School of Kinesiology University Examiner iii Abstract The purpose of this study was to gain an understanding of educators’ experiences incorporating mental health literacy into practice, and the barriers and facilitators that influenced successful implementation. Utilization of the qualitative, Enhanced Critical Incident Technique (ECIT) methodology allowed for an exploratory, in-depth investigation of the topic. Through 14 individual, semi-structured interviews, high school educators described the factors that helped them and hindered them when supporting student mental health and incorporating mental health skills and knowledge into their work in the schools (i.e., critical incidents). Additionally, educators identified supports they wished were available to assist them in implementing mental health literacy into their practice (i.e., wish lis…
has type: Thesis/Dissertation
date issued: 2020-11
is shown at: 10.14288/1.0394045
language: eng
degree discipline: School and Applied Child Psychology
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/75712