Impact of a virtual workshop on mental health literacy and self-efficacy among Canadian postsecondary educators
Bibliographic record
Abstract
Mental health concerns are increasing for postsecondary students and often exceed supportive capacity. Research highlights the importance of mental health literacy (MHL) training for educators; few studies have evaluated a program designed to improve it. The purpose was to assess the impact of a two-session, virtual workshop offered 10 weeks apart for postsecondary educators on MHL and self-efficacy to recommend mental health resources to students. Content was co-created and delivered in collaboration with the university's Student Health and Wellness department. Validated questionnaires were used to assess MHL, self-efficacy, and psychological well-being before and after each session. Open-ended questions were posed following the second session to explore experiences. Educators at the host institution who did not enrol were invited to complete the same quantitative measures to serve as comparative data. Seven participants attended both workshops and were included in the analysis. Scores for MHL and self-efficacy increased following each session and were highest following the second, revealing medium and large effect sizes, respectively. Post-workshop MHL and self-efficacy scores were higher for workshop attendees compared to their institutional counterparts (n = 28). Positive experiences (e.g. group camaraderie, improved empathy and understanding, workshop utility) were noted qualitatively. Findings suggest that this type of virtual workshop may be valuable for equipping educators with knowledge and self-efficacy to enhance student mental health. Postsecondary wellness centre partnerships should be considered to facilitate reach of mental health education and resources. Involving educators who have direct contact with students can foster a whole campus approach to mental health.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".