To address the concern of school violence and mental health, the state of Florida implemented a statewide mandate requiring school personnel to be trained in strategies to identify and respond to the mental health needs of students. Existing research supports the effectiveness of Youth Mental Health First Aid (YMHFA), the training program selected by the Florida Department of Education to implement in public schools. To date, limited research has explored the implementation experiences of YMHFA trainers. This qualitative descriptive study explored trainers’ experiences implementing YMHFA within school settings. Semi-structured interviews were conducted with 18 YMHFA trainers employed in Florida public schools to explore how individual characteristics and system and organizational level supports and resources influenced the implementation of YMHFA training. Member checking was conducted with 22% (or n =4) of participants to verify shared experiences and perspectives. Two overarching themes were identified using a deductive thematic analysis approach guided by the Exploration, Preparation, Implementation, and Sustainment (EPIS) conceptual framework. In general, changes in the training certification process, lack of fidelity monitoring protocols, abrupt changes to training curriculum, limited guidelines on state mandate requirements, and the lack of communication, resources, and supports were perceived as barriers to implementation (Theme 1). Conversely, positive trainer attitudes, opportunities to practice skills learned, adequate resources, pro-mental health perceptions, and supportive working environments served as facilitators to YMHFA implementation (Theme 2). Study implications and future directions for research are discussed.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2023-1412 |
| Date | 01 January 2024 |
| Creators | Smith, Lakaysia |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Thesis and Dissertation 2023-2024 |
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