Implementation of Mental Health Education in Vocational Colleges: Teachers' Perspectives

Jiajia Zeng; Xin Sun; Jorge L. Mayordomo; Elena D. Mulle; Kevin Arman N. Ramos

doi:10.71222/rvr12k59

Authors

Jiajia Zeng National University Philippines, Manila, 1008, Philippines; Tongren Preschool Education College, Tongren, Guizhou, 554300, China Author
Xin Sun National University Philippines, Manila, 1008, Philippines Author
Jorge L. Mayordomo National University Philippines, Manila, 1008, Philippines Author
Elena D. Mulle Department of Education, Pasig, 1600, Philippines Author
Kevin Arman N. Ramos National University Philippines, Manila, 1008, Philippines Author

DOI:

https://doi.org/10.71222/rvr12k59

Keywords:

mental health education, vocational colleges, teacher development, classroom practice, contextual factors, mixed-methods research

Abstract

Based on teacher cognitive theory, this study employed a mixed-methods approach, using questionnaires and interviews, to survey 20 mental health education teachers at five vocational colleges in China. The study examined the current status, challenges, and influencing factors of implementing a college mental health education curriculum. The study found that the curriculum was rich in content, with interactive and experiential teaching methods predominantly employed. Teachers reflected and adjusted their approach after class based on student feedback. However, challenges remained, including a disconnect between teachers' prior learning and current teaching practice, insufficient professional training, limited resources, and low student engagement. Key factors influencing implementation included teachers' early educational experiences, professional training, resource and environmental support, and adaptive adjustments in classroom practice. Based on this, the study recommends: strengthen teacher training focusing on practice and expertise, improve teaching facilities and institutional safeguards, innovate teaching mode integrating teacher development, interactive teaching, dynamic assessment, and contextual support to enhance the effectiveness of mental health education implementation in Chinese vocational colleges and address existing challenges.

References

1. K. T. Arnold, K. M. Pollack Porter, S. Frattaroli, R. E. Durham, K. Mmari, L. K. Clary, and T. Mendelson, "Factors that influenced adoption of a school-based trauma-informed universal mental health intervention," Prevention Science, vol. 21, no. 8, pp. 1081-1092, 2020. doi: 10.1007/s11121-020-01144-0

2. I. Archambault, S. Pascal, K. Tardif-Grenier, V. Dupéré, M. Janosz, S. Parent, and L. S. Pagani, "The contribution of teacher structure, involvement, and autonomy support on student engagement in low-income elementary schools," Teachers and Teaching, vol. 26, no. 5-6, pp. 428-445, 2020. doi: 10.1080/13540602.2020.1863208

3. L. Bardach, R. M. Klassen, and N. E. Perry, "Teachers' psychological characteristics: Do they matter for teacher effectiveness, teachers' well-being, retention, and interpersonal relations? An integrative review," Educational psychology review, vol. 34, no. 1, pp. 259-300, 2022. doi: 10.1007/s10648-021-09614-9

4. A. Lam, M. K. Yau, R. C. Franklin, and P. A. Leggat, "Challenges in the delivery of sex education for people with intellectual disabilities: A Chinese culturalcontextual analysis," Journal of applied research in intellectual disabilities, vol. 35, no. 6, pp. 1370-1379, 2022. doi: 10.1111/jar.13025

5. S. Borg, "Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do," Language teaching, vol. 36, no. 2, pp. 81-109, 2003. doi: 10.1017/s0261444803001903

6. X. Zhang, W. Admiraal, and N. Saab, "Teachers' motivation to participate in continuous professional development: relationship with factors at the personal and school level," Journal of education for teaching, vol. 47, no. 5, pp. 714-731, 2021. doi: 10.1080/02607476.2021.1942804

7. B. Cai, and D. Wang, "Teaching quality of college students' mental health based on mathematical programming algorithm," Mathematical Problems in Engineering, vol. 2022, no. 1, p. 6384369, 2022.

8. F. Campbell, L. Blank, A. Cantrell, S. Baxter, C. Blackmore, J. Dixon, and E. Goyder, "Factors that influence mental health of university and college students in the UK: a systematic review," BMC public health, vol. 22, no. 1, p. 1778, 2022. doi: 10.1186/s12889-022-13943-x

9. H. Chaharbashloo, K. Gholami, M. Aliasgari, H. Talebzadeh, and N. Mousapour, "Analytical reflection on teachers' practical knowledge: A case study of exemplary teachers in an educational reform context," Teaching and Teacher Education, vol. 87, p. 102931, 2020. doi: 10.1016/j.tate.2019.102931

10. E. Y. Chen, G. H. Wong, M. M. Lam, C. P. Chiu, and C. L. Hui, "Real-world implementation of early intervention in psychosis: resources, funding models and evidence-based practice," World Psychiatry, vol. 7, no. 3, p. 163, 2008.

11. I. Williams, A. Vaisey, G. Patton, and L. Sanci, "The effectiveness, feasibility and scalability of the school platform in adolescent mental healthcare," Current Opinion in Psychiatry, vol. 33, no. 4, pp. 391-396, 2020. doi: 10.1097/yco.0000000000000619

12. N. King, B. Linden, S. Cunningham, D. Rivera, J. Rose, N. Wagner, and A. Duffy, "The feasibility and effectiveness of a novel online mental health literacy course in supporting university student mental health: a pilot study," BMC psychiatry, vol. 22, no. 1, p. 515, 2022. doi: 10.1186/s12888-022-04139-z