Mental health literacy training for employees in cooperative extension: a qualitative program evaluation
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| Publicado en: | The Journal of Mental Health Training, Education, and Practice vol. 20, no. 1 (2025), p. 14-28 |
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| Autor Principal: | |
| Outros autores: | , , , |
| Publicado: |
Emerald Group Publishing Limited
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| Acceso en liña: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.1108/JMHTEP-12-2023-0110 |2 doi | |
| 035 | |a 3151812480 | ||
| 045 | 2 | |b d20250101 |b d20250228 | |
| 084 | |a 165628 |2 nlm | ||
| 100 | 1 | |a Gossner, Jacob |u Department of Human Development and Family Studies, Utah State University, Logan, Utah, USA | |
| 245 | 1 | |a Mental health literacy training for employees in cooperative extension: a qualitative program evaluation | |
| 260 | |b Emerald Group Publishing Limited |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a PurposeThis study aims to evaluate the outcomes of participating in a brief three-part mental health literacy (MHL) training, the Mental Health Awareness and Advocacy (MHAA) training among employees in cooperative extension.Design/methodology/approachThe authors used a case study research approach for program evaluation to understand the outcomes of participating in a brief three-part mental health literacy training, the Mental Health Awareness and Advocacy training. Participants were eight individuals who completed all three parts of the training and consented to participate in semi-structured interviews. The authors used knowledge, self-efficacy and behavior as the theory-informed analytic framework, the authors also engaged in inductive coding to examine other salient areas as discussed by participants.FindingsAll participants reported meaningful increases in knowledge, self-efficacy and covert (non-observable) behavior changes, while some reported overt (observable) behavior changes.Originality/valueThe current study used a case study research approach for program evaluation to understand the outcomes of participating in a brief three-part mental health literacy (MHL) training, the Mental Health Awareness and Advocacy (MHAA) training. While previous quantitative research on MHAA programming have documented significant increases in knowledge and self-efficacy, quantitative analyses have largely failed to identify significant behavioral changes. The qualitative methods used in the current study were valuable in identifying behavioral indicators of MHL that may help refine evaluation of behavioral changes following MHL programming. | |
| 653 | |a Behavior | ||
| 653 | |a Health literacy | ||
| 653 | |a Program evaluation | ||
| 653 | |a Curricula | ||
| 653 | |a Intervention | ||
| 653 | |a First aid | ||
| 653 | |a Mental disorders | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Advocacy | ||
| 653 | |a Qualitative research | ||
| 653 | |a Prevention programs | ||
| 653 | |a Health education | ||
| 653 | |a Behavior change | ||
| 653 | |a Quantitative analysis | ||
| 653 | |a Knowledge | ||
| 653 | |a Covert | ||
| 653 | |a Case studies | ||
| 653 | |a Mental health | ||
| 653 | |a Self-efficacy | ||
| 653 | |a Medical education | ||
| 653 | |a Behavior modification | ||
| 653 | |a Consciousness | ||
| 653 | |a Job training | ||
| 653 | |a Changes | ||
| 653 | |a Evaluation research | ||
| 653 | |a Literacy | ||
| 653 | |a Training | ||
| 653 | |a Research methodology | ||
| 653 | |a Cooperation | ||
| 653 | |a Employees | ||
| 653 | |a Writers | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Self Efficacy | ||
| 653 | |a Measurement Techniques | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Mental Health Programs | ||
| 653 | |a Beliefs | ||
| 653 | |a Evidence Based Practice | ||
| 653 | |a Helping Relationship | ||
| 653 | |a Mental Health Workers | ||
| 653 | |a Extension Education | ||
| 653 | |a College Curriculum | ||
| 653 | |a Programming | ||
| 653 | |a Learning Objectives | ||
| 700 | 1 | |a Aller, Ty B |u Institute for Disability Research, Policy, & Practice, Utah State University, Logan, Utah, USA | |
| 700 | 1 | |a Russo, Raechel |u Institute for Disability Research, Policy, & Practice, Utah State University, Logan, Utah, USA | |
| 700 | 1 | |a Clay, Nathan |u Department of Human Development and Family Studies, Utah State University, Logan, Utah, USA | |
| 700 | 1 | |a Fauth, Elizabeth B |u Department of Human Development and Family Studies, Utah State University, Logan, Utah, USA | |
| 773 | 0 | |t The Journal of Mental Health Training, Education, and Practice |g vol. 20, no. 1 (2025), p. 14-28 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3151812480/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3151812480/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3151812480/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |