Online Interventions to Improve Mental Health of K-12 Teachers: A Scoping Review
10.12934/jkpmhn.2024.33.2.194
- Author:
Heeyeon KIM
1
;
Hyeri PARK
;
Heejung KIM
Author Information
1. Graduate Student, College of Nursing, Yonsei University and Brain Korea 21 FOUR Project, Yonsei University, Seoul, Yonsei Evidence Based Nursing Centre of Korea: A JBI Affiliated Group, Seoul, Korea
- Publication Type:Original Article
- From:Journal of Korean Academy of Psychiatric and Mental Health Nursing
2024;33(2):194-209
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
Purpose:To explore mental health interventions using online technologies for school teachers and identify characteristics and effects on teachers’ mental health improvement.
Methods:The method of Arksey and O’Malley was referenced. Two researchers independently searched seven electronic databases. Eleven experimental studies of online mental health interventions for K-12 teachers were analyzed for publication information, intervention characteristics, and summaries of outcome evaluations.
Results:Publication years ranged from 2014 to 2023. Most studies were conducted in Europe. Teleconferencing was the most frequently used. Virtual reality has seen recent development. Cognitive factors were frequently evaluated to ensure the program’s effectiveness, including mental health awareness and coping skills. Thus, cognitive behavior therapy was the most significant component of interventions to improve teachers’ health.
Conclusion:Our scoping review illustrates recent trends of online interventions to improve teachers’ mental health. Due to very limited information on Korean teachers, it is necessary to adopt available online interventions considering educational systems and teachers’ characteristics. Highly accessible modality, person-centered contents of mental health concern, and careful protection of teachers’ privacy are recommended for promoting mental health of teachers.
