ABSTRACT

The current study evaluates lessons learned from a feasibility and acceptability trial of the Think, Be, Do, curriculum (a mental health literacy curriculum) for transition age students (14–21) in special education classrooms. Six teachers and sixty-two students from a northwest state in suburban and rural settings participated in the intervention group and were exposed to the Think, Be, Do curriculum twice a week for five weeks. Data were collected from students, teachers, and observers. A mixed methods approach captured quantitative and qualitative data from participants. Results from the implementation suggest the curriculum was feasible to implement, acceptable to teachers for their classrooms, and had preliminary increases in student mental health literacy. Lessons learned from the initial implementation and implications for research and practice are discussed.

摘要

当前的研究评估了从针对特殊教育教室中过渡年龄学生 (14–21)的Think, Be, Do课程（心理健康素养课程）的可行性和可接受性试验中吸取的经验教训。来自郊区和农村环境的西北州的 6 名教师和 62 名学生参加了干预小组，并接触了Think、Be、Do课程每周两次，为期五周。数据是从学生、教师和观察员那里收集的。混合方法方法从参与者那里获取定量和定性数据。实施结果表明，该课程实施可行，教师课堂可接受，学生心理健康素养初步提高。讨论了从最初实施中吸取的教训以及对研究和实践的影响。