Ricardo Canelo
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Ricardo Canelo has a total of 10 co-authors. Here are the top co-authors by number of shared publications:
- Heather J. Gotham
Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Palo Alto, USA
2 shared publications - Jessica E. Gonzalez
Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Palo Alto, USA
1 shared publication Jessica Gonzalez
Mental Health Technology Transfer Center Network Coordinating Office, Stanford University School of Medicine Palo Alto California USA
1 shared publication- Maryam S. Abdel Magid
Stanford Center for Dissemination and Implementation, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Palo Alto, CA, USA
1 shared publication Maximilian Macias
Mental Health Technology Transfer Center Network Coordinating Office, Stanford University School of Medicine Palo Alto California USA
1 shared publicationNancy Lever
National Center for School Mental Health University of Maryland School of Medicine Baltimore Maryland USA
1 shared publication
Latest Publications
- 1 March 2025
- Published by Springer Nature in School Mental Health
- Vol. 17 (2) , 301-315
K-12 Behavioral Threat Assessment Outcomes and Their Intersection with Youth Mental Health: A Scoping Review
- 1 March 2025
- Published by Springer Nature in School Mental Health
- Vol. 17 (2) , 301-315
K-12 Behavioral Threat Assessment Outcomes and Their Intersection with Youth Mental Health: A Scoping Review
- 14 November 2024
- Published by Wiley in Psychology in the Schools
- Vol. 62 (3) , 667-677
Evaluation of an Educator Mental Health Literacy Online Training Package
Educators and school staff are critical to recognizing and supporting students' mental health, but frequently do not have the training to confidently bring mental health literacy into the classroom or assist students who experience distress. Moreover, few free, easily accessible trainings are available for this audience. Classroom Well‐being Information and Strategies for Educators (Classroom WISE) is a free, K‐12 mental health literacy training package that includes a self‐paced online course, video library, and resource collection. Using pre‐ and postcourse anonymous surveys from over 2000 educators, school mental health professionals, and school staff who completed Classroom WISE, this study found high levels of satisfaction, significant increases in mental health literacy knowledge, high perceived importance of mastering skills to promote student well‐being, and increased preparedness to implement mental health‐related strategies. Participants reported intentions to bring mental health literacy into the classroom, and identified barriers and facilitators to using Classroom WISE that leaders can respond to or employ when moving to implement Classroom WISE across a school or district. School district or school‐wide use of Classroom WISE can assist in building a safe and supportive school environment and help students in need to access mental health services.
- 14 November 2024
- Published by Wiley in Psychology in the Schools
- Vol. 62 (3) , 667-677
Evaluation of an Educator Mental Health Literacy Online Training Package
Educators and school staff are critical to recognizing and supporting students' mental health, but frequently do not have the training to confidently bring mental health literacy into the classroom or assist students who experience distress. Moreover, few free, easily accessible trainings are available for this audience. Classroom Well‐being Information and Strategies for Educators (Classroom WISE) is a free, K‐12 mental health literacy training package that includes a self‐paced online course, video library, and resource collection. Using pre‐ and postcourse anonymous surveys from over 2000 educators, school mental health professionals, and school staff who completed Classroom WISE, this study found high levels of satisfaction, significant increases in mental health literacy knowledge, high perceived importance of mastering skills to promote student well‐being, and increased preparedness to implement mental health‐related strategies. Participants reported intentions to bring mental health literacy into the classroom, and identified barriers and facilitators to using Classroom WISE that leaders can respond to or employ when moving to implement Classroom WISE across a school or district. School district or school‐wide use of Classroom WISE can assist in building a safe and supportive school environment and help students in need to access mental health services.