Volume 29, Issue 1 p. 113-118
Short Research Article

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

Setareh Ekhteraei

Setareh Ekhteraei

University of Colorado Denver School of Medicine, Aurora, CO, USA

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Juliana L. Vanderburg

Juliana L. Vanderburg

School Psychology Program, School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

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Choden Dukpa

Choden Dukpa

Darjeeling Ladenla Road Prerna, Darjeeling, India

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Priscilla Giri

Priscilla Giri

Darjeeling Ladenla Road Prerna, Darjeeling, India

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Surekha Bhattarai

Surekha Bhattarai

Darjeeling Ladenla Road Prerna, Darjeeling, India

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Arpana Thapa

Arpana Thapa

Darjeeling Ladenla Road Prerna, Darjeeling, India

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Catherine Shrestha

Catherine Shrestha

Darjeeling Ladenla Road Prerna, Darjeeling, India

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Bradley N. Gaynes

Bradley N. Gaynes

Department of Psychiatry, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

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Molly M. Lamb

Molly M. Lamb

Center for Global Health, Colorado School of Public Health, Aurora, CO, USA

Department of Epidemiology, Colorado School of Public Health, Aurora, CO, USA

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Michael Matergia

Corresponding Author

Michael Matergia

Center for Global Health, Colorado School of Public Health, Aurora, CO, USA

Broadleaf Health and Education Alliance, Stroudsburg, PA, USA

Equal contribution.

Correspondence

Christina M. Cruz, 101 Manning Drive, CB #7160 Chapel Hill, NC 27599, USA; Email: [email protected]

Michael Matergia, 131999 E. Montview Blvd., Suite 310, Mail Box A090, Aurora, CO 80045, USA; Email: [email protected]

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Christina M. Cruz

Corresponding Author

Christina M. Cruz

School Psychology Program, School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

Department of Psychiatry, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

Equal contribution.

Correspondence

Christina M. Cruz, 101 Manning Drive, CB #7160 Chapel Hill, NC 27599, USA; Email: [email protected]

Michael Matergia, 131999 E. Montview Blvd., Suite 310, Mail Box A090, Aurora, CO 80045, USA; Email: [email protected]

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First published: 10 August 2023
Citations: 1

Abstract

Background

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).

Methods

After classroom implementation of tools from a 3-day training on child mental health and cognitive behavioral techniques in Darjeeling, India, 29 teachers participated in focus group discussions (FGDs).

Results

Inductive content analyses of FGDs demonstrated RESEED's acceptability, positive overall impact, and barriers.

Conclusions

Stepped levels of teacher-led care may support child mental health in resource-limited settings through mental reframing.