Short Research Article: RESEED - the perceived impact of an enhanced usual care model of a novel, teacher-led, task-shifting initiative for child mental health

Setareh Ekhteraei; Juliana L Vanderburg; Choden Dukpa; Priscilla Giri; Surekha Bhattarai; Arpana Thapa; Catherine Shrestha; Bradley N Gaynes; Molly M Lamb; Michael Matergia; Christina M Cruz

doi:10.1111/camh.12673

Short Research Article: RESEED - the perceived impact of an enhanced usual care model of a novel, teacher-led, task-shifting initiative for child mental health

Child Adolesc Ment Health. 2023 Aug 10. doi: 10.1111/camh.12673. Online ahead of print.

Authors

Affiliations

¹ University of Colorado Denver School of Medicine, Aurora, CO, USA.
² School Psychology Program, School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
³ Darjeeling Ladenla Road Prerna, Darjeeling, India.
⁴ Department of Psychiatry, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
⁵ Center for Global Health, Colorado School of Public Health, Aurora, CO, USA.
⁶ Department of Epidemiology, Colorado School of Public Health, Aurora, CO, USA.
⁷ Broadleaf Health and Education Alliance, Stroudsburg, PA, USA.

^# Contributed equally.

PMID: 37565388
DOI: 10.1111/camh.12673

Abstract

Background: Task-shifted, teacher-led care may begin to bridge the child mental health care gap in low- and middle-income countries by improving mental health literacy. We explore the perceived impact of RESEED (Responding to Students' Emotions through Education), an abbreviated version of Tealeaf (Teachers Leading the Frontlines).

Methods: After classroom implementation of tools from a 3-day training on child mental health and cognitive behavioral techniques in Darjeeling, India, 29 teachers participated in focus group discussions (FGDs).

Results: Inductive content analyses of FGDs demonstrated RESEED's acceptability, positive overall impact, and barriers.

Conclusions: Stepped levels of teacher-led care may support child mental health in resource-limited settings through mental reframing.

Keywords: Mental health; school; teachers.

Abstract

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