Teacher Consultation and Coaching within Mental Health Practice: Classroom and Child Effects in Urban Elementary Schools

Autor/inn/en	Cappella, Elise; Hamre, Bridget K.; Kim, Ha Yeon; Henry, David B.; Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.
Titel	Teacher Consultation and Coaching within Mental Health Practice: Classroom and Child Effects in Urban Elementary Schools
Quelle	In: Journal of Consulting and Clinical Psychology, 80 (2012) 4, S.597-610 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-006X
DOI	10.1037/a0027725
Schlagwörter	Intervention; Mental Health; Children; Teaching Methods; Elementary School Teachers; Urban Schools; Mental Health Workers; Health Activities; Classroom Environment; Control Groups; Regression (Statistics); Academic Ability; Self Concept; Bullying; Teacher Student Relationship; Student Adjustment; Elementary School Students + Suchen Sie Ihr Suchwort? Psychohygiene; Child; Kind; Kinder; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Psychiater; Klassenklima; Unterrichtsklima; Regression; Regressionsanalyse; Selbstkonzept; Mobbing; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	Objective: To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method: Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Results: Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Conclusions: Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. (Contains 2 figures, 2 tables, and 4 footnotes.) (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