ABC Mental Health: A Behavioral Study of K-12 Teachers and School Staff
Study Details
Study Description
Brief Summary
This study looks at school employees' mental health, well-being, and effectiveness before and after completing a professional development workshop. The participants' schools are offering the Cultivating Awareness and Resilience in Education (CARE) professional development workshop to all teachers, staff, and administrators. CARE will be presented in three in-person training sessions over two to three months during the school year.
People who participate in CARE are asked to answer questions about their demographic information, mental health, well-being, and effectiveness before the workshop and two times after completing the workshop. This consent form provides the necessary information for people interested in answering these questions to make an informed decision. This consent form is not for the professional development workshop. Taking part in the workshop and questionnaires is optional.
This study is being conducted because teachers, school staff, and children's mental health has declined since the beginning of the COVID-19 pandemic. The investigators hope to use information collected in this study to tell schools, local public health officials, and state leaders how best to support teachers' mental health and well-being.
There are minimal risks associated with this study. The greatest risk of this study is loss of confidentiality.
| Condition or Disease | Intervention/Treatment | Phase |
|---|---|---|
|
N/A |
Study Design
Arms and Interventions
| Arm | Intervention/Treatment |
|---|---|
| Active Comparator: Teachers This cohort includes K-12 teachers. Schools will offer all teachers the professional development program called Cultivating Awareness and Resilience in Education (CARE) . CARE will be presented in three in-person training sessions over two to three months during the school year. Tools include mindful awareness practices and caring and emotion skills training. Each intervention workshop includes 30 to 35 participants and a facilitator, who is part of the CARE team. The workshops will be held at a location selected by the school, likely on their campus. |
Behavioral: Cultivating Awareness and Resilience in Education (CARE)
CARE provides teachers and staff with tools and resources to reduce stress, prevent burnout, enliven teaching, and help students thrive socially, emotionally, and academically. CARE blends instruction with experiential activities, reflection, and discussion.
|
| Active Comparator: Staff, Non-Administrative This cohort includes non-administrative staff. Schools will offer all non-administrative staff the professional development program called Cultivating Awareness and Resilience in Education (CARE) . CARE will be presented in three in-person training sessions over two to three months during the school year. Tools include mindful awareness practices and caring and emotion skills training. Each intervention workshop includes 30 to 35 participants and a facilitator, who is part of the CARE team. The workshops will be held at a location selected by the school, likely on their campus. |
Behavioral: Cultivating Awareness and Resilience in Education (CARE)
CARE provides teachers and staff with tools and resources to reduce stress, prevent burnout, enliven teaching, and help students thrive socially, emotionally, and academically. CARE blends instruction with experiential activities, reflection, and discussion.
|
| Active Comparator: Staff, Administrative This cohort includes non-administrative staff. Schools will offer all non-administrative staff the professional development program called Cultivating Awareness and Resilience in Education (CARE) . CARE will be presented in three in-person training sessions over two to three months during the school year. Tools include mindful awareness practices and caring and emotion skills training. Each intervention workshop includes 30 to 35 participants and a facilitator, who is part of the CARE team. The workshops will be held at a location selected by the school, likely on their campus. |
Behavioral: Cultivating Awareness and Resilience in Education (CARE)
CARE provides teachers and staff with tools and resources to reduce stress, prevent burnout, enliven teaching, and help students thrive socially, emotionally, and academically. CARE blends instruction with experiential activities, reflection, and discussion.
|
Outcome Measures
Primary Outcome Measures
- Evaluate the change in the self-effectiveness of teachers after completion of the CARE workshop using the Teachers' Sense of Efficacy Scale. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Teachers' Sense of Efficacy Scale is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Total scores range from 12 to 108, with higher scores indicating a greater sense of efficacy. Scores are also calculated for three subscales measuring engagement, instruction and management.
- Evaluate the change of burnout syndrome in teachers after completion of the CARE workshop using the Maslach Burnout Inventory. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (P), and personal accomplishment (PA). The EE subscale has a minimum score of 0 and maximum score of 6. A higher score on the EE subscale reflects a worse outcome, because it indicates that the participant is experiencing emotional exhaustion more frequently. The DP subscale has a minimum score of 0 and maximum score of 6. A higher score on the DP subscale reflects a worse outcome, because it indicates that the participant depersonalizes others more frequently. The PA subscale has a minimum score of 0 and maximum score of 6. A higher score on the PA subscale reflects a better outcome, because it indicates that the participant recognizes personal accomplishments more frequently.
- Evaluate the change of burnout syndrome in non-administrative staff after completion of the CARE workshop using the Maslach Burnout Inventory. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (P), and personal accomplishment (PA). The EE subscale has a minimum score of 0 and maximum score of 6. A higher score on the EE subscale reflects a worse outcome, because it indicates that the participant is experiencing emotional exhaustion more frequently. The DP subscale has a minimum score of 0 and maximum score of 6. A higher score on the DP subscale reflects a worse outcome, because it indicates that the participant depersonalizes others more frequently. The PA subscale has a minimum score of 0 and maximum score of 6. A higher score on the PA subscale reflects a better outcome, because it indicates that the participant recognizes personal accomplishments more frequently.
- Evaluate the change of burnout syndrome in administrative staff after completion of the CARE workshop using the Maslach Burnout Inventory. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (P), and personal accomplishment (PA). The EE subscale has a minimum score of 0 and maximum score of 6. A higher score on the EE subscale reflects a worse outcome, because it indicates that the participant is experiencing emotional exhaustion more frequently. The DP subscale has a minimum score of 0 and maximum score of 6. A higher score on the DP subscale reflects a worse outcome, because it indicates that the participant depersonalizes others more frequently. The PA subscale has a minimum score of 0 and maximum score of 6. A higher score on the PA subscale reflects a better outcome, because it indicates that the participant recognizes personal accomplishments more frequently.
- Evaluate the change of anxiety in teachers after completion of the CARE workshop using the Generalized Anxiety Disorder 7 (GAD7) scale. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Generalized Anxiety Disorder 7 (GAD7) measures generalized anxiety traits and is primarily used with the Patient Health Questionnaire 8 (PHQ8) as a screening in health settings. Scores range from 7 to 28, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.
- Evaluate the change of anxiety in non-administrative staff after completion of the CARE workshop using the Generalized Anxiety Disorder 7 (GAD7) scale. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Generalized Anxiety Disorder 7 (GAD7) measures generalized anxiety traits and is primarily used with the Patient Health Questionnaire 8 (PHQ8) as a screening in health settings. Scores range from 7 to 28, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.
- Evaluate the change of anxiety in administrative staff after completion of the CARE workshop using the Generalized Anxiety Disorder 7 (GAD7) scale. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Generalized Anxiety Disorder 7 (GAD7) measures generalized anxiety traits and is primarily used with the Patient Health Questionnaire 8 (PHQ8) as a screening in health settings. Scores range from 7 to 28, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.
- Evaluate the change of depression in teachers after completion of the CARE workshop using the Patient Health Questionnaire 8 (PHQ-8) scale. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Patient Health Questionnaire 8 (PHQ-8) scale is used to provide a brief report on depression symptoms. Scores range from 8 to 32, with higher scores indicating that the respondent experiences depression related symptoms at a higher frequency.
- Evaluate the change of depression in non-administrative staff after completion of the CARE workshop using the Patient Health Questionnaire 8 (PHQ-8) scale. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Patient Health Questionnaire 8 (PHQ-8) scale is used to provide a brief report on depression symptoms. Scores range from 8 to 32, with higher scores indicating that the respondent experiences depression related symptoms at a higher frequency.
- Evaluate the change of depression in administrative staff after completion of the CARE workshop using the Patient Health Questionnaire 8 (PHQ-8) scale. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Patient Health Questionnaire 8 (PHQ-8) scale is used to provide a brief report on depression symptoms. Scores range from 8 to 32, with higher scores indicating that the respondent experiences depression related symptoms at a higher frequency.
- Evaluate the change of stress in teachers after completion of the CARE workshop using the Perceived Stress Scale (PSS) scale. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Perceived Stress Scale (PSS) scale measures the perception of stress by examining the degree to which situations in one's life are assessed as stressful. The PSS scale has a minimum score of 1 and maximum score of 5. A higher score on the PSS scale reflects a worse outcome, because it indicates that the participant perceives stress more frequently in their life.
- Evaluate the change of stress in non-administrative staff after completion of the CARE workshop using the Perceived Stress Scale (PSS) scale. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Perceived Stress Scale (PSS) scale measures the perception of stress by examining the degree to which situations in one's life are assessed as stressful. The PSS scale has a minimum score of 1 and maximum score of 5. A higher score on the PSS scale reflects a worse outcome, because it indicates that the participant perceives stress more frequently in their life.
- Evaluate the change of stress in administrative staff after completion of the CARE workshop using the Perceived Stress Scale (PSS) scale. [Prior to intervention (up to 1 month), 1 week post intervention, 2 months post intervention]
The Perceived Stress Scale (PSS) scale measures the perception of stress by examining the degree to which situations in one's life are assessed as stressful. The PSS scale has a minimum score of 1 and maximum score of 5. A higher score on the PSS scale reflects a worse outcome, because it indicates that the participant perceives stress more frequently in their life.
Other Outcome Measures
- Evaluate the change in teachers' perceptions of student instruction and behavior management after completing the CARE workshop using the CARE for Teachers and Staff Professional Development Program scale. [1 week post intervention, 2 months post intervention]
The Cultivating Awareness and Resilience in Education (CARE) Professional Development (PD) scale measures change in participants' resiliency and their perception of children's behavior/performance and program after completing CARE. Scores are calculated for four subscales. All subscales have a min score of 1 and max score of 5. Resiliency subscale: A higher score is a better outcome (resiliency skills improved). A lower score is a worse outcome (resiliency skills declined). Recommend subscale: A higher score is a better outcome (CARE is recommended). A lower score reflects a worse outcome (CARE is not recommended). The Behavior subscale: A higher score is a better outcome (positive change in children's behavior). A lower score is a worse outcome (negative change in children's behavior). The Academic subscale: A higher score is a better outcome (positive change in children's academic performance). A lower score is a worse outcome (negative change in children's academic performance).
- Evaluate the change in non-administrative staff's perceptions of student instruction and behavior management after completing the CARE workshop using the CARE for Teachers and Staff Professional Development Program scale. [1 week post intervention, 2 months post intervention]
The Cultivating Awareness and Resilience in Education (CARE) Professional Development (PD) scale measures change in participants' resiliency and their perception of children's behavior/performance and program after completing CARE. Scores are calculated for four subscales. All subscales have a min score of 1 and max score of 5. Resiliency subscale: A higher score is a better outcome (resiliency skills improved). A lower score is a worse outcome (resiliency skills declined). Recommend subscale: A higher score is a better outcome (CARE is recommended). A lower score reflects a worse outcome (CARE is not recommended). The Behavior subscale: A higher score is a better outcome (positive change in children's behavior). A lower score is a worse outcome (negative change in children's behavior). The Academic subscale: A higher score is a better outcome (positive change in children's academic performance). A lower score is a worse outcome (negative change in children's academic performance).
- Evaluate the change in administrative staff's perceptions of student instruction and behavior management after completing the CARE workshop using the CARE for Teachers and Staff Professional Development Program scale. [1 week post intervention, 2 months post intervention]
The Cultivating Awareness and Resilience in Education (CARE) Professional Development (PD) scale measures change in participants' resiliency and their perception of children's behavior/performance and program after completing CARE. Scores are calculated for four subscales. All subscales have a min score of 1 and max score of 5. Resiliency subscale: A higher score is a better outcome (resiliency skills improved). A lower score is a worse outcome (resiliency skills declined). Recommend subscale: A higher score is a better outcome (CARE is recommended). A lower score reflects a worse outcome (CARE is not recommended). The Behavior subscale: A higher score is a better outcome (positive change in children's behavior). A lower score is a worse outcome (negative change in children's behavior). The Academic subscale: A higher score is a better outcome (positive change in children's academic performance). A lower score is a worse outcome (negative change in children's academic performance).
Eligibility Criteria
Criteria
Inclusion Criteria:
-
Adult participant, defined as an adult (18 years or older) employed by a school working with youth in kindergarten through 12th grade.
-
Fluent in the English language
Exclusion Criteria:
- N/A
Contacts and Locations
Locations
| Site | City | State | Country | Postal Code | |
|---|---|---|---|---|---|
| 1 | Caldwell County Schools | Lenoir | North Carolina | United States | 28645 |
Sponsors and Collaborators
- Duke University
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Investigators
- Principal Investigator: Emily D'Agostino, DPH, MS, MEd, Duke University
Study Documents (Full-Text)
None provided.More Information
Publications
None provided.- PRO00111936
- OT2HD107559