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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