Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers

Autor/inn/en	Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Puri, Rohini; Goel, Nidhi
Titel	Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers
Quelle	In: School Psychology Quarterly, 26 (2011) 1, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/a0022714
Schlagwörter	Health Services; Community Services; Health Needs; Educational Needs; School Psychologists; Mental Health; Teacher Attitudes; Teacher Role; Intervention; Counselor Role; Screening Tests; Identification; Classroom Techniques; Teacher Education; Teaching Experience + Suchen Sie Ihr Suchwort? Health service; Gesundheitsdienst; Gesundheitswesen; Gemeindenahe Versorgung; Educational need; Bildungsbedarf; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Psychohygiene; Lehrerverhalten; Lehrerrolle; Screening-Verfahren; Identifikation; Identifizierung; Klassenführung; Lehrerausbildung; Lehrerbildung
Abstract	There is a significant research to practice gap in the area of mental health practices and interventions in schools. Understanding the teacher perspective can provide important information about contextual influences that can be used to bridge the research to practice gap in school-based mental health practices. The purpose of this study was to examine teachers' perceptions of current mental health needs in their schools; their knowledge, skills, training experiences and training needs; their roles for supporting children's mental health; and barriers to supporting mental health needs in their school settings. Participants included 292 teachers from 5 school districts. Teachers reported viewing school psychologists as having a primary role in most aspects of mental health service delivery in the school including conducting screening and behavioral assessments, monitoring student progress, and referring children to school-based or community services. Teachers perceived themselves as having primary responsibility for implementing classroom-based behavioral interventions but believed school psychologists had a greater role in teaching social emotional lessons. Teachers also reported a global lack of experience and training for supporting children's mental health needs. Implications of the findings are discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10