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

Duration: 6 mins Publication Date: 15 Jan 2024 Next Review Date: 15 Jan 2027 DOI: 10.13056/acamh.26121

Description

In this Video Abstract, Setareh Ekhteraei and Choden Dukpa talk about their co-authored CAMH journal 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’. 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).

Learning Objectives

1. Introduce RESEED (Responding to Students’ Emotions through Education), and Tealeaf (Teachers Leading the Frontlines).
2. Explore definitions of ‘stepped levels of care’ and ‘task-shifting’ in terms of teacher-led care.
3. Discuss advice and implications from a practice and intervention perspective for teachers working in low- and middle-income countries (LMICs).

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