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Table 3 Pre and post mean and standard deviations for paired samples t-test

From: A whole of school intervention for personality disorder and self-harm in youth: a pilot study of changes in teachers’ attitudes, knowledge and skills

  Pre Post t df 95% CI d
KDS 6.79(1.58) 7.20(1.48) −3.770* 293 [− 0.62, − 0.19] 0.27
ADSHQ total 32.77(4.05) 35.51(4.01) −9.942* 154 [− 3.29, − 2.20] 0.55
 Factor 1a 11.91(2.96) 14.33(2.62) − 12.863* 171 [− 2.79, − 2.05] 0.69
 Factor 2b 21.07(2.09) 21.24(2.24) −1.217 241 [−0.45, 0.11]  
Self-harm
 Optimism 3.19(1.06) 3.74(0.90) −11.417* 289 [− 0.65, − 0.46] 0.44
 Confidence 2.80(1.04) 3.60(0.85) −16.084* 293 [− 0.90, − 0.70] 0.67
 Knowledge 2.78(0.95) 3.71(0.81) −18.308* 292 [− 1.02, − 0.83] 0.84
 Skills 2.53(0.96) 3.44(0.87) −18.114* 288 [− 1.01, − 0.81] 0.80
Complex mental health issues
 Optimism 3.20(1.07) 3.64(0.94) −8.930* 290 [− 0.53, − 0.34] 0.35
 Confidence 2.74(0.99) 3.48(0.90) −15.252* 291 [− 0.84, − 0.65] 0.63
 Knowledge 2.72(0.99) 3.56(0.83) −16.400* 291 [− 0.95, − 0.74] 0.73
 Skills 2.58(0.97) 3.34(0.90) −16.268* 292 [− 0.84, − 0.67] 0.67
  1. KDS Knowledge of Deliberate Self-Harm Questionnaire, ADSHQ Attitudes Towards Deliberate Self-Harm Questionnaire
  2. The sample size for different measures varies due to missing values and availability of post data
  3. *p < .001
  4. aDealing effectively with self-injuring students
  5. bPerceived confidence in assessment and referral of self-injuring students