Bridging the Child Mental Health Care Gap in LMICs: RESEED and Task-shifted, Teacher-led Care

<div>In this Papers Podcast, Dr. Christina Cruz, Dr. Michael Matergia, and Priscilla Giri discuss their co-authored CAMH journal Short Research Article ‘RESEED – the perceived impact of an enhanced usual care model of a novel, teacher-led, task-shifting initiative for child mental health’ (<a href="https://gate.sc?url=https%3A%2F%2Fdoi.org%2F10.1111%2Fcamh.12673&amp;token=eb3d8d-1-1701693626029">doi.org/10.1111/camh.12673</a>).<br> <br> There is an overview of the paper, methodology, key findings, and implications for practice.<br> <br> Discussion points include:<br> - Introducing RESEED (Responding to Students' Emotions through Education), and Tealeaf (Teachers Leading the Frontlines).<br> - Definitions of ‘stepped levels of care’ and ‘task-shifting’ in terms of teacher-led care.<br> - Research gaps that this study aimed to address.<br> - Surprising results from the study.<br> - Implications for policymakers, and researchers.<br> - Advice and implications from a practice and intervention perspective for teachers working in low- and middle-income countries (LMICs).<br> <br> </div>