Cruz, Christina M.
Dukpa, Choden
Vanderburg, Juliana L.
Rauniyar, Abhishek K.
Giri, Priscilla
Bhattarai, Surekha
Thapa, Arpana
Hampanda, Karen
Gaynes, Bradley N.
Lamb, Molly M.
Matergia, Michael
Funding for this research was provided by:
American Academy of Child and Adolescent Psychiatry (Junior Investigator, Junior Investigator, Junior Investigator, Junior Investigator, Junior Investigator)
Doris Duke Charitable Foundation (2020143, 2020143)
Thrasher Research Fund (Early Career Award, Early Career Award, Early Career Award, Early Career Award, Early Career Award)
Article History
Received: 23 August 2022
Accepted: 10 October 2022
First Online: 31 October 2022
Declarations
:
: The research protocol and all informed consent forms were approved by the University of North Carolina at Chapel Hill Institutional Review Board and a Darjeeling-based Ethics Committee. Schools: PG, a psychiatric social worker, called principals of area schools to gauge interest. Interested principals discussed with their teachers their interest in intervention delivery and study participation. Teachers: All eligible teachers in participating schools were invited to meet with study representatives (PG) to review study protocols individually and privately. Those interested in participating in the study voluntarily signed a written informed consent. Caregivers: Study representatives (PG) individually privately met with each caregiver to review study protocols for their children and themselves. Those interested in participating and in having their children participate signed a written informed consent. Children: Children greater than 7 years of age were verbally assented individually and privately by PG for participating in the study and were allowed to refuse to participate.
: As part of our consent form for teachers and caregivers (for themselves and their children) and as part of assenting the children, teachers, caregivers, and children were made aware that findings from the study would be submitted for peer review with the possibility of publication. Any data presented in this manuscript has been de-identified
: CMC, PG, and MM hold the copyright to the training materials, decision support tools, and intervention materials for the teacher-led task-shifted alternative system of children’s mental health care at the center of this manuscript.