Formative research on a teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health task-sharing in low-resource school settings

Eddy Eustache, Margaret E Gerbasi, Jennifer Severe, J Reginald Fils-Aimé, Mary C Smith Fawzi, Giuseppe J Raviola, Sarah Darghouth, Kate Boyd, Tatiana Thérosmé, Rupinder Legha, Ermaze L Pierre, Emmeline Affricot, Yoldie Alcindor, David J Grelotti and Anne E Becker

International Journal of Social Psychiatry, 2017, vol. 63, issue 4, 314-324

Abstract: Background: Task-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries. Aims: To assess feasibility, acceptability and utility of the teacher accompaniment phase of a school-based Teacher- Accompagnateur Pilot Study (TAPS) in Haiti. Methods: We assigned student participants, aged 18–22 years ( n  = 120), to teacher participants ( n  = 22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction and utility by the percentage with identified mental health need who discussed treatment with a teacher. Results: Favorable ratings support feasibility, acceptability and utility of teacher- accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting. Conclusion: This accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings.

Keywords: Task-sharing; mental health; teachers; access to care; school-based (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:sae:socpsy:v:63:y:2017:i:4:p:314-324

DOI: 10.1177/0020764017700173

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