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Savage\u003Cbr>Brock University, [msavage@brocku.ca](msavage@brocku.ca)\u003Cbr>Follow this and additional works at: [https://ir.lib.uwo.ca/cjsotl_rcacea](https://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Curriculum and Instruction Commons, Educational Methods Commons, Educational Psychology Commons, and the Scholarship of Teaching and Learning Commons |  |\n\nRecommended Citation  \nWoloshyn, V., & Savage, M. J. (2018). Sharing Narratives to Foster Mental Health Literacy in Teacher Candidates. The Canadian Journal for the Scholarship of Teaching and Learning, 9 (2). Retrieved from [https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss2/8](https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss2/8)  \nSharing Narratives to Foster Mental Health Literacy in Teacher Candidates  \nAbstract  \nThis study explored the nature of teacher candidates’ mental health narratives in the context of completing an elective course in mental health and wellness. How students deconstructed their narratives and the narratives of their peers over time was also explored. Participants included 67 fourth-year students completing a fiveyear concurrent teacher education program. Data was collected over two academic years and consisted of students’ beginning-of-course and end-of-course narratives. The narratives were analyzed using content and thematic analysis. The findings are discussed in the context of using shared narratives as case study to promote self-reflection, discussion, problem-solving and mental health literacy within undergraduate courses.  \nCette étude explore la nature des récits sur la santé mentale racontés par des étudiants à l’enseignement en train de terminer un cours sur la santé mentale et le bien-être. Nous avons exploré la manière dont les étudiants ont décortiqué leurs récits ainsi que les récits de leurs pairs au fil du temps. Les participants consistaient de 67 étudiants de quatrième année inscrits dans un programme concomitant de formation desenseignants de cinq ans. Nous avons recueilli des données au cours de deux années universitaires; ces données représentaient des récits d’étudiants racontés au début du cours et à la fin du cours. Les récits ont été étudiésgrâce à une analyse du contenu et des thèmes. Les résultats sont discutés dans le contexte du partage des récitsen tant qu’études de cas afin de promouvoir l’auto-réflexion, la discussion, la résolution de problèmes et la compréhension de la santé mentale dans les cours de premier cycle.  \nKeywords  \ncase study, mental health literacy, teacher education, content analysis, thematic analysis  \nCover Page Footnote  \nPartial funding of this study was provided by a Brock University Research and Development Grant awarded to the authors.  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss2/8](https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss2/8)  \nWoloshyn and Savage: Sharing Narratives for Mental Health Literacy  \nApproximately 10% of Canadians 15 years of age and older have experienced a mental health disorder within the last year, with over one-third of these individuals predicted to experience a mental health concern within their lifetime (Pearson, Janz, & Ali, 2013; Statistics Canada, 2012) . Adolescence and early adulthood often mark the onset of these challenges, with almost 75% of these disorders being diagnosable before 25 years of age (Kessler et al., 2005; Kutcher, Wei, & Morgan, 2016). For these reasons, early adulthood marks a critical time for the development of mental health awareness and literacy. This critical time is also marked as the interval in which ","cbCaidbpjCVg5iFo","https://ap.wps.com/l/cbCaidbpjCVg5iFo","pdf",259237,"English","# Abstract\n## Study purpose and context\n## Participants and data collection\n## Methods of analysis\n## Findings and implications","[{\"question\":\"What was the focus of the elective course in this study?\",\"answer\":\"The elective course centered on mental health and wellness, and the research examined how teacher candidates’ mental health narratives developed in that context.\"},{\"question\":\"How were participants and data collected in the study?\",\"answer\":\"The study involved 67 fourth-year students completing a five-year concurrent teacher education program. Data included beginning-of-course and end-of-course narratives collected over two academic years.\"},{\"question\":\"How were the narratives analyzed and what did the findings support?\",\"answer\":\"Narratives were analyzed using content and thematic analysis. Results were discussed as using shared narratives as case studies to promote self-reflection, discussion, problem-solving, and mental health literacy in undergraduate courses.\"}]","Sharing Narratives to Foster Mental Health Literacy in Teacher Candidates - Fall Issue 2 | PDF",1792081807,48]