TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 7 Participants Participants in this study were working and living in three different regions of Malawi (i.e., Lilongwe, Michinji and Salima) and included various stakeholders—five MHF master trainers, twelve MHF trainers, seven MHFs, seven MHF beneficiaries and nine MHF community member stakeholders, who included parents, school personnel and government officials. Twenty-four participants were males and sixteen were females; seven of the participants were children or adolescents. Researchers did not ask participants to identify their ages in order to be culturally responsive to customs in Malawi. Master trainers are the highest level of trainers in the MHF program. They are required to have a minimum of a master’s degree in a mental health field and significant teaching experience, or they can be included in the Malawi program if they have significant experience with the MHF program. Master trainers are required to take part in additional training, which includes a teaching demonstration and receiving feedback on their subject matter knowledge and interactive skills. In addition, in order to be fully vested in the MHF program, they are required to take part in a co- training exercise. All master trainers were highly placed administrators in the Malawian Ministry of Education or were upper-level staff at an institution dedicated to working with youth and the school system. MHF trainers have a bachelor’s degree or its equivalent in a mental health-related field, experience as trainers, and are required to attend additional instruction that includes a teaching skills demon- stration. MHF trainers in the current study were teachers, guidance teachers and head teachers (Malawian reference to school principals) who worked in schools participating in the MHF program. Lastly, MHFs have been instructed in the full MHF curriculum and completed all curriculum requirements. MHF beneficiaries in this study were learners (Malawian reference to students) in schools that incorporated the MHF program. MHF community stakeholders were parents or village leaders who were familiar with the MHF program and able to discuss its effects on their children and communities. Researcher Stance In presenting ethnographic results, it is imperative to discuss the researchers’ characteristics due to their potential to influence data collection and analysis. One outside researcher had no prior experience with the MHF curriculum and was intentionally included in an effort to reduce researcher bias. All four researchers identified as Caucasian doctoral-level counseling professionals from the United States. Two female researchers identified as doctoral-level school counselor educators with previous experience working as school counselors, and two researchers (one male and one female) identified as employees of NBCC International (a division of NBCC). All four researchers had professional experiences focused on the development of counseling within an international context and shared an interest in better understanding how the MHF program impacted stakeholders in Malawi. Two of the researchers had previous professional relationships with the partnering organization in Malawi where the MHF training took place. As part of the research development, all four researchers met to discuss their respective positions and how their experiences might impact beliefs and perceptions related to the study. Intentional efforts were made to bracket and triangulate perspectives throughout the research process for the purpose of identifying and mitigating biases that could interfere with the project (Hays & Singh, 2012).