[Development and Evaluation of a Teacher Training for the Early Recognition of Depressive Symptoms in Students]

Although teachers play an important role regarding early recognition of psychological problems in students, they have been largely neglected in research as a target group for interventions. In this study, a training for teachers was developed that aimed at improving knowledge and self-efficacy/subjective competencies with regard to the early recognition of mental distress in secondary school students with a specific focus on depressive symptoms (by means of providing information, interviewing techniques, and important contact persons).

A training module comprising 4 h directed at teachers in secondary schools was developed and tested in 6 schools in a pre-post evaluation design. Participating teachers rated the training as well as their knowledge and self-efficacy/subjective competencies at 3 time points (before training (T1); after training (T2); 6-months-follow-up (T3)).

Questionnaire data from N=44 teachers were available for all 3 data points (baseline sample: N=100). There was a slight but nonsignificant post-training increase in knowledge regarding depressive symptoms (partial Eta(2)=0,047). A significant benefit was found for most self-efficacy items (partial Eta(2)=0,14-0,67). Participants reported gains in subjective competencies with regard to initiating a dialogue with a distressed student and approaching his/her parents. Training contents and realization were rated positively immediately after the training as well as at follow up.

The evaluation of the teacher training for early recognition of mental distress in students showed promising preliminary results that should be substantiated in a randomized controlled design.