Mental health professionals in schools and the community are often overburdened and underfunded in high-need areas, limiting their capacity to deliver needed family-based mental health interventions. To address this issue, paraprofessional school personnel (e.g., family engagement liaisons) can facilitate these family-based mental health interventions alongside licensed mental health professionals, thereby increasing access to mental health services for families with mental health needs. To train professional and paraprofessional school personnel in maternal depression and interventions, we used storyboarding, a narrative storytelling method traditionally used to create films. Latinx families who had previously participated in a family-focused program for maternal depression shared real life stories focused on themes of (a) maternal depression, (b) impact on children, (c) cultural views and role of immigration, (d) self-harm and suicide, and (e) what families need. In this conceptual paper, we describe our engagement of families in a multistep process of storyboarding that resulted in video modules of family stories for a training website and in-person workshop for school professionals and paraprofessionals. We conclude with how community-engaged tools such as storyboarding can be used to increase awareness and reduce stigma of maternal depression among staff training to deliver family-focused mental health programs in schools.

中文翻译：

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采用故事板方法培训学校心理健康服务提供者和辅助专业人员，为受孕产妇抑郁症影响的拉丁裔家庭提供基于优势的计划

在高需求地区，学校和社区的心理健康专业人员往往负担过重且资金不足，限制了他们提供所需的以家庭为基础的心理健康干预措施的能力。为了解决这个问题，学校辅助人员（例如家庭参与联络员）可以与有执照的心理健康专业人员一起促进这些以家庭为基础的心理健康干预措施，从而增加有心理健康需求的家庭获得心理健康服务的机会。为了对专业和准专业学校人员进行孕产妇抑郁症和干预方面的培训，我们使用了故事板，这是一种传统上用于制作电影的叙事方法。曾参加过以家庭为中心的产妇抑郁症计划的拉丁裔家庭分享了现实生活中的故事，重点关注以下主题：(a) 产妇抑郁症；(b) 对儿童的影响；(c) 文化观点和移民的作用；(d) 自我- 伤害和自杀，以及 (e) 家庭需要什么。在这篇概念论文中，我们描述了家庭参与故事板的多步骤过程，该过程产生了用于培训网站的家庭故事视频模块以及面向学校专业人员和辅助专业人员的面对面研讨会。最后，我们总结了如何使用故事板等社区参与工具来提高员工培训中对孕产妇抑郁症的认识并减少其耻辱感，从而在学校提供以家庭为中心的心理健康项目。