This article is an erratum on:
The Potential Emergence of “Education as Mental Health Therapy” as a Feasible Form of Teacher-Delivered Child Mental Health Care in a Low and Middle Income Country: A Mixed Methods Pragmatic Pilot Study
Frontiers Production Officeby Cruz, C. M., Giri, P., Vanderburg, J. L., Ferrarone, P., Bhattarai, S., Giardina, A. A., Gaynes, B. N., Hampanda, K., Lamb, M. M., and Matergia, M. (2021). Front. Psychiatry 12:790536. doi: 10.3389/fpsyt.2021.790536
Due to a production error, there were mistakes in Figures 2 and 4 as published. Incomplete versions of the figures were used, which did not contain the full data. The corrected Figures 2 and 4 have been updated and appear below.
FIGURE 2
Figure 2. Menu, training, and adapted techniques used by teachers n = 536.
FIGURE 4
Figure 4. Categories of therapeutic techniques teachers used, grouped by teacher-centric care n = 536.
The publisher apologizes for these mistakes. The original article has been updated.
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Keywords: teacher, task-shifting, child mental health, feasibility, fidelity, global mental health, school mental health, education as mental health therapy
Citation: Frontiers Production Office (2022) Erratum: The Potential Emergence of “Education as Mental Health Therapy” as a Feasible Form of Teacher-Delivered Child Mental Health Care in a Low and Middle Income Country: A Mixed Methods Pragmatic Pilot Study. Front. Psychiatry 12:838044. doi: 10.3389/fpsyt.2021.838044
Received: 17 December 2021; Accepted: 17 December 2021;
Published: 18 January 2022.
Approved by:
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