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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

Author

Listed:
  • 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
  • Anne E Becker

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.

Suggested Citation

  • 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 Pi, 2017. "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," International Journal of Social Psychiatry, , vol. 63(4), pages 314-324, June.
    • Handle: RePEc:sae:socpsy:v:63:y:2017:i:4:p:314-324
    DOI: 10.1177/0020764017700173
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    References listed on IDEAS

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