Teacher delivered mental health interventions: A systematic review and a qualitative evaluation of schoolbased staff’s experiences in delivering a brief universal ACT intervention

Murphy, Sarah 2022. Teacher delivered mental health interventions: A systematic review and a qualitative evaluation of schoolbased staff’s experiences in delivering a brief universal ACT intervention. ClinPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

The aim of this research was to review studies that conducted brief teacher delivered mental health interventions in secondary schools since 2010. This research also explored how school counsellors and teachers experienced the process of receiving training in a brief universal Acceptance and Commitment Therapy (ACT) based programme and delivering this programme to students in the classroom. The systematic review aimed to understand the current evidence base for brief universal teacher-led interventions that are delivered to a whole class of students irrespective of mental health needs to improve well-being and mental health. Interventions of 10 hours or less were included in this review as this seemed feasible for teachers to deliver in one school term. Seven databases were searched including British Education Index, CINAHL, ERIC, Medline, PsycInfo, Scopus and Web of Science. 2289 papers were screened and 9 studies met the inclusion criteria and were included in the review. Findings from the review showed that there was variation amongst the interventions delivered by teachers and the quality of the interventions was mixed. Studies varied in their methodology, outcome measures and follow-up time. Several studies did find improvements following their intervention, however the majority of the studies did not find significant improvements. A number of studies did not include detailed descriptions of materials used in programmes, assessments to measure whether the programme was delivered as intended by developers or the exact duration of sessions which impacts future replicability. There is a limited pool of high-quality interventions for teachers to choose from and further research should involve teachers and young people in the development of whole school programmes to ensure the programmes are feasible and engaging. The empirical paper focuses on a qualitative study designed to explore how school counsellors and teachers experienced the process of receiving training in a brief universal ACT-based programme and delivering this programme to students, as well as evaluating the factors that facilitated the implementation within a school setting. Understanding more about their experiences will help to consider what may have facilitated or inhibited the learning and application of the programme and to shape the delivery of future training and interventions. School counsellors and teachers were interviewed after they had delivered the intervention and again at a 6-month follow-up. Grounded theory was used to analyse the interview data which resulted in a model of engagement being developed, this consisted of eight phases (pre-existing stance, perceiving the approach to be a good fit, buying into the approach, practicing skills, talking authentically, students engaging, believing in the approach, sharing with others) that the school counsellors and teachers moved through. These phases contributed towards their engagement in the approach and their students’ engagement in the programme. This review summarises the evidence for brief universal teacher-delivered mental health interventions conducted in secondary schools. This is the first review focusing on teacher delivered whole school interventions of 10 hours or less. There is a lack of clarity about whether brief teacher delivered mental health interventions are effective. Evidence relating to the interventions, facilitation, measures, quality, fidelity and outcomes are reviewed and considerations for future research is presented. The empirical paper describes the first qualitative study to look at the processes underlying the delivery of a universal ACT intervention in a school setting, highlighting a lack of qualitative studies investigating ACT interventions. The model of engagement presented the phases that facilitators move through to support their engagement with ACT and the engagement of the students. The model also emphasised the importance of the role of vulnerability in facilitators and students. Recommendations for future training with school counsellors and teachers are made.

Item Type:	Thesis (DClinPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Date of First Compliant Deposit:	14 October 2022
Last Modified:	13 Oct 2023 01:30
URI:	https://orca.cardiff.ac.uk/id/eprint/153349

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