| Abstract |
Objective To explore the application effect of the "Exploration-Insight-Action" three-stage assistance model in the mental health education work of primary and secondary school teachers. Methods A total of 204 teachers from 12 primary and secondary schools in Yunnan Province participated in a mental health education training program centered on the "three-stage model," which included theoretical lectures, case teaching, role-playing, and scenario simulation. Evaluations were conducted using self-developed scales, the Middle School Student Mental Health Scale (MSSMHS), the Adolescent Life Events Scale (ASLEC), and the Teacher-Student Relationship Distress Scale. Pre- and post-training assessments were conducted over a six-month period, along with the collection of training effectiveness questionnaires. Results Six months after the training, the score on the Teacher Assistance Skills Scale increased from 62.13±8.21 to 76.45±7.98, and the score on the Teacher-Student Relationship Distress Scale decreased from 42.18±6.73 to 31.92±6.15 (all P<0.05). The total score on the Middle School Student Mental Health Scale (MSSMHS) showed no significant change compared to pre-training (P=0.247), while the Adolescent Life Events Scale (ASLEC) showed limited improvement (P=0.183). However, the questionnaire score for the teacher-student relationship dimension significantly improved, increasing from 94.84±5.36 to 139.00±3.50 (P<0.001). Feedback from both teacher and student questionnaires indicated smoother teacher-student communication, a more positive classroom atmosphere, enhanced teacher assistance awareness, and increased student trust after the training. Conclusion The three-stage assistance model can significantly improve teachers' mental health education skills, indirectly enhance students' mental health levels, and promote positive teacher-student interaction, demonstrating strong practical and promotional value.
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