Psychosocial Support Program for Public School Teachers (PSP)
2026年9月3日 更新者：Giovanni Abrahao Salum Junior、Hospital de Clinicas de Porto Alegre
Evaluation of the Effectiveness and Feasibility of Different Formats of a School-Based Psychosocial Support Program for Public School Teachers: A Randomized Clinical Trial
The goal of this clinical trial is to learn if different formats of a school-based psychosocial support training program can improve teachers' ability to recognize and respond to students' mental health needs. The study will include teachers working in public schools in Brazil.
The main questions it aims to answer are:
- Do teachers who receive the training improve their knowledge on how to better to identify and support students with mental health difficulties?
- Do different formats of training (synchronous online or self-paced) and the presence of supervision lead to different levels of improvement in this knowledge, in attitudes related to mental health, and helping behaviors?
Researchers will compare three versions of the program (synchronous online with supervision sessions, synchronous online without supervision sessions, and asynchronous format) to see which approach is more effective, acceptable, and feasible.
Participants will:
- Take part in a training program delivered online or through self-paced materials;
- In some groups, attend additional supervision sessions to discuss real-life cases;
- Receive brief follow-up materials through mobile messages after the training
- Complete online questionnaires at multiple time points (before the training, during the program, after completion, and at follow-up).
The study will measure changes in teachers' knowledge, attitudes, and behaviors related to supporting students' mental health, as well as satisfaction with the program and its feasibility for large-scale implementation.
調査の概要
状態
まだ募集していません
研究の種類
介入
入学 (推定)
2970
段階
- 適用できない
連絡先と場所
このセクションには、調査を実施する担当者の連絡先の詳細と、この調査が実施されている場所に関する情報が記載されています。
研究連絡先
- 名前：Giovanni A. Salum, MD, PhD
- 電話番号：(+55) 51 3359 8094
- メール：gsalum @hcpa.edu.br
参加基準
研究者は、適格基準と呼ばれる特定の説明に適合する人を探します。これらの基準のいくつかの例は、人の一般的な健康状態または以前の治療です。
適格基準
就学可能な年齢
- 子
- 大人
- 高齢者
健康ボランティアの受け入れ
いいえ
説明
Inclusion Criteria:
School-level inclusion criteria:
- Public schools from the state education system of Rio Grande do Sul, Brazil, serving students in "Ensino Fundamental" and "Ensino Médio" (equivalent to grades 1-12), and belonging to "Polo 1" or "Polo 2", administrative groupings defined by the Rio Grande do Sul State Department of Education that includes the following Regional Education Coordinators (Coordenadorias Regionais de Educação [CREs]): 1st, 2nd, 11th, 12th, 27th, and 28th CREs (Polo 1) and the 4th, 7th, 15th, 16th, 23rd, 25th, 39th CREs (Polo 2);
- Schools with 10 or more teachers on staff;
Participant-level inclusion criteria (staff level)
Participating teachers must meet all of the following criteria:
- School staff currently working in participating public schools;
- Able and willing to participate in all stages of the intervention and scheduled assessments;
- Provide informed consent prior to participation
Exclusion Criteria:
School-level exclusion criteria:
- Schools with fewer than 10 teachers on staff;
- Youth and Adult Education Centers (Núcleos de Educação de Jovens e Adultos [EJA]);
- Schools that began operating as full-time schools in 2026;
- Schools not belonging to Polo 1 or 2 of the state education system of Rio Grande do Sul;
- Schools that do not serve students in grades 1-12
Participant-level exclusion criteria
- Not currently working in a participating public school;
- Unable to participate in the training in the planned date for the specific school the teacher works at;
- Decline or are unable to provide informed consent
研究計画
このセクションでは、研究がどのように設計され、研究が何を測定しているかなど、研究計画の詳細を提供します。
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：ヘルスサービス研究
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：なし（オープンラベル）
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
|
実験的：Arm 1: Online Training + Supervision
Participants receive two synchronous online training sessions (via videoconference), followed by two supervision sessions (audio-based, small group) focused on case discussion and practical application.
Participants also receive brief follow-up materials via mobile messages.
|
Structured small-group supervision sessions conducted via audio calls, focused on discussion of real-life cases, clarification of concepts, and support for practical application of the training content.
Brief follow-up materials delivered via mobile messaging to reinforce key concepts covered in the training sessions.
A structured training program designed to improve teachers' ability to recognize and respond to students' mental health needs.
The intervention includes evidence-based content on mental health literacy, identification of emotional and behavioral difficulties, and appropriate support and referral strategies.
The training is delivered trough synchronous videoconference in two weekly sessions.
|
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実験的：Arm 2: Online Training Only
Participants receive two synchronous online training sessions (via videoconference) without additional supervision.
Participants also receive brief follow-up materials via mobile messages.
|
Brief follow-up materials delivered via mobile messaging to reinforce key concepts covered in the training sessions.
A structured training program designed to improve teachers' ability to recognize and respond to students' mental health needs.
The intervention includes evidence-based content on mental health literacy, identification of emotional and behavioral difficulties, and appropriate support and referral strategies.
The training is delivered trough synchronous videoconference in two weekly sessions.
|
|
アクティブコンパレータ：Arm 3: Asynchronous Training (Control Condition)
Participants receive the same training content delivered in a fully asynchronous, self-paced format through digital materials, without live sessions or supervision.
|
A structured training program designed to improve teachers' ability to recognize and respond to students' mental health needs.
The intervention includes evidence-based content on mental health literacy, identification of emotional and behavioral difficulties, and appropriate support and referral strategies.
The training is delivered through an asynchronous self-paced course in a digital platform.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Change in the score in the Mental health Knowledge & Attitudes Questionnaire
時間枠：Baseline (T0) to post-intervention at 2-4 weeks (T2)
|
Psychosocial support skills knowledge and attitudes will be assessed using a multiple choice instrument (Mental health Knowledge & Attitudes Questionnaire) developed for this study and previously piloted in a sample of teachers.
Scores will range from 0 to 100%, reflecting the percentage of correct responses.
|
Baseline (T0) to post-intervention at 2-4 weeks (T2)
|
二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Early and Sustained change in the score in the Mental health Knowledge & Attitudes Questionnaire
時間枠：Baseline (T0) to after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); Baseline (T0) to 1-month follow-up (T3)
|
Same instrument used in the primary outcome
|
Baseline (T0) to after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); Baseline (T0) to 1-month follow-up (T3)
|
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Appropriate Response to a Student Mental Health Concern: Open-Ended Classroom Scenario
時間枠：after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); post-intervention at 2-4 weeks (T2); 1-month follow-up (T3)
|
Participants are asked to recall a recent situation in their classroom in which they noticed behaviors in a student that raised a possible concern about the student's mental health or psychosocial well-being. Participants provide an open-ended description of the situation and the behaviors they observed and describe what, if anything, they did to support the student. Responses will be evaluated to determine whether the actions described by the participant are considered appropriate (1) or not (0) based on the principles taught in the training. This assessment will be blind to the allocation group. The percentage of responses classified as appropriate will be calculated and compared across the three intervention arms. The recall period varies by assessment time point: at T1 and T2, situations occurring during the past week; and at T3, situations occurring during the past month. |
after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); post-intervention at 2-4 weeks (T2); 1-month follow-up (T3)
|
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Self-rated knowledge
時間枠：baseline (T0); after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); post-intervention at 2-4 weeks (T2); 1-month follow-up (T3)
|
Assessed using two self-report items developed for this study.
One item assesses participants' perceived knowledge of mental health, rated on a five-point scale from very poor to excellent.
A second item assesses participants' confidence in their ability to identify students with psychosocial or mental health difficulties, rated on a five-point scale from not at all confident to extremely confident.
Higher scores indicate greater self-rated knowledge and confidence.
Participants may also select prefer not to answer.
|
baseline (T0); after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); post-intervention at 2-4 weeks (T2); 1-month follow-up (T3)
|
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Changes in helping behaviors toward students
時間枠：Baseline (T0) to after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); Baseline (T0) to post-intervention at 2-4 weeks (T2); Baseline (T0) to 1-month follow-up (T3)
|
Assessed using a retrospective self-report scale developed to capture mental health-related helping behaviors toward students ("Helping Behaviors Scale"), including identifying emotional distress, providing support, and facilitating referral to appropriate services.
The scale includes five items describing specific helping behaviors.
Each item is rated as yes, no, or does not apply.
Higher endorsement indicates a greater number of supportive actions taken by the respondent in the past week.
|
Baseline (T0) to after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); Baseline (T0) to post-intervention at 2-4 weeks (T2); Baseline (T0) to 1-month follow-up (T3)
|
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Change in the levels of teacher burnout
時間枠：Baseline (T0); after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); post-intervention at 2-4 weeks (T2); 1-month follow-up (T3)
|
Teacher burnout will be assessed using the 12-item version of the Burnout Assessment Tool (BAT-12), a self-report questionnaire developed to assess burnout as a multidimensional psychological syndrome.
It evaluates four core dimensions of burnout: exhaustion, mental distance, cognitive impairment, and emotional impairment.
Each item is rated on a five-point frequency scale ranging from 1 (never) to 5 (always).
A total burnout score will be calculated as the mean of the 12 items, with higher scores indicating greater burnout symptoms.
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Baseline (T0); after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); post-intervention at 2-4 weeks (T2); 1-month follow-up (T3)
|
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Training acceptability & satisfaction
時間枠：Post-intervention at 2-4 weeks (T2)
|
Assessed using a post-training self-report questionnaire developed for this study.
The questionnaire includes one item assessing perceived adequacy of training length, rated as too short, about right, or too long; one item assessing whether the training included sufficient practice of the skills taught, rated on a five-point Likert scale ranging from strongly disagree to strongly agree.
Higher ratings indicate greater satisfaction with the training components.
An optional open-ended item collects additional qualitative feedback about the training.
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Post-intervention at 2-4 weeks (T2)
|
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Cost-effectiveness of the intervention
時間枠：Baseline (T0) to post-intervention at 2-4 weeks (T2)
|
Cost-effectiveness will be calculated as the cost per improvement unit in the Mental health Knowledge & Attitudes Questionnaire described previously
|
Baseline (T0) to post-intervention at 2-4 weeks (T2)
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協力者と研究者
ここでは、この調査に関係する人々や組織を見つけることができます。
捜査官
- 主任研究者：Giovanni A. Salum, MD, PhD、Child Mind Institute
研究記録日
これらの日付は、ClinicalTrials.gov への研究記録と要約結果の提出の進捗状況を追跡します。研究記録と報告された結果は、国立医学図書館 (NLM) によって審査され、公開 Web サイトに掲載される前に、特定の品質管理基準を満たしていることが確認されます。
主要日程の研究
研究開始 (推定)
2026年9月9日
一次修了 (推定)
2026年11月1日
研究の完了 (推定)
2026年12月1日
試験登録日
最初に提出
2026年6月1日
QC基準を満たした最初の提出物
2026年6月22日
最初の投稿 (実際)
2026年6月24日
学習記録の更新
投稿された最後の更新 (実際)
2026年9月9日
QC基準を満たした最後の更新が送信されました
2026年9月3日
最終確認日
2026年9月1日
詳しくは
本研究に関する用語
キーワード
その他の研究ID番号
- 95402126.0.0000.5327
個々の参加者データ (IPD) の計画
個々の参加者データ (IPD) を共有する予定はありますか?
はい
IPD プランの説明
De-identified individual participant data underlying the results reported in this study (including data dictionaries) will be made available to qualified researchers.
Data will be shared after publication of the primary results, upon reasonable request and subject to approval by the study investigators. Requests will be evaluated based on scientific merit, feasibility, and ethical considerations.
Data will be provided in a de-identified format to ensure participant confidentiality and compliance with applicable data protection regulations.
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米国FDA規制医薬品の研究
いいえ
米国FDA規制機器製品の研究
いいえ
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