Download or read book Teachers perceptions and efficacy for addressing the mental health needs of students written by Loren F. Dittmar and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided Through a School based Mental Health Program written by Nyah Donnielle Hamlett and published by . This book was released on 2019 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are profound implications for students who suffer from mental illness, have unmet social emotional needs, and those who are being taught by ill-prepared teachers with little self-confidence in their ability to adequately address student needs. Teachers spend a significant amount of time with students who experience social and emotional challenges which requires relevant high quality professional development to learn how to recognize possible student mental health issues and to collaborate with internal and external partners to address these issues. This study employed Stufflebeam's Context, Input, Process, and Product (CIPP) Program Evaluation model to determine the context, input, process, and product of a social emotional support services (SESS) program. A mixed methods design was used to conduct the evaluation to determine the value, worth, and merit of the program for educators and school districts who understand that a narrow focus on academic achievement is no longer adequate for all students to succeed in and out of school. In order to determine the value of the program, participating teachers were asked to respond to survey evaluation questions through the use of the Teachers' Sense of Self Efficacy Scale (TSES). The TSES (Appendix A) is a reliable and valid instrument that is designed to determine what creates the most difficulty for teachers in the areas of student engagement, instructional practices and classroom management. Additionally, teachers were asked to respond to questions that provided information regarding their teaching demographics (i.e., years of experience, level of instruction, etc.), implementation of learned skills, and unique success stories and challenges they have faced. Data analysis was conducted to identify differences between respondent demographics and actual survey questions. Although significant gaps were not revealed, relevant findings and recommendations were able to be made.
Download or read book Teachers Perceptions of Student Mental Health Needs and School based Services written by Sarah Mellon and published by . This book was released on 2012 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Readiness written by Jillian Diane Ball and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers require the skills and knowledge to recognize signs and symptoms of mental health problems, have knowledge about referral to appropriate services, and know how to support mental health in their classrooms. This mixed methods study examined teachers' perceptions of the need for mental health training, provided an opportunity to engage in a Mental Health Literacy (MHL) institute, assessed teachers' knowledge of mental health before and after engaging in the MHL institute, and allowed teachers to provide recommendations surrounding future mental health training. In this study, 136 teachers responded to the pre-test (with 116 teachers responding to all of the pre-test questions), 79 teachers requested to be added to the online institute, 36 teachers completed the post-test, and 23 teachers were able to be matched as completing the pre- and post-test. Of these 23 participants (19 were female, 3 male, and 1 chose not to identify), 10 identified as graduate students, and 13 as undergraduates. The participants engaged in an online MHL institute and completed a pre- and post-test surrounding their mental health knowledge, attitudes, and concerns. Compared with initial pre-test data, results demonstrated improvements in teacher knowledge, attitudes concerning mental health, and teacher efficacy. The findings of this study suggest that the participants recognize the need for mental health education but do not feel adequately prepared to recognize mental health problems or feel knowledgeable in how to support students with mental health concerns. Teachers in this study revealed the need for professional development addressing effective strategies, coping tools, and resources.
Download or read book Teachers Perceptions of and Responses to Students with Mental Illness in Their Classroom written by Eminely Soberanis and published by . This book was released on 2014 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examined teachers' attitudes regarding students with mental illness, their perceived knowledge and skills in working with students with mental health problems, their patterns of referral and reasons they referred students to mental health services. A sample of 43 elementary school teachers in Southern California completed surveys. Over half of the teachers reported they believe they have knowledge and skills to teach children with mental health problems; however, they also reported they could use more training on best practices and interventions to work with these students. Alarmingly, 40% of the teachers reported having less than the average knowledge and skills regarding mental health and one fifth of the teachers reported they had never referred a student for mental health services. Teachers also indicated how they believed school social workers could be of assistance to them in the school setting. Implications for social work practice and future research are discussed.
Download or read book Examining Teachers Perceptions on Working with Immigrant and Refugee Students Exhibiting Signs of Mental Health Issues written by and published by . This book was released on 2014 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The research questions addressed in this study were: What are teachers' knowledge and awareness of mental health issues and how to recognize students struggling with mental health problems, what are their perceptions of their role in fostering sound student mental health and do teachers believe they have had the necessary training needed to assist students with mental health issues? Both quantitative and qualitative data was collected through an online survey of fifty participants; some of the questions in the survey relate to questions from the studies done by Reinke, W.M., Stormont, M., Herman, K.C., Puri, R., & Goel, N.. (2011) and Roeser and Midgley (1997). While the participants of Reinke et al.'s and Roeser and Midgley's studies were mainstream classroom teachers, the participants of this study were all teachers who worked primarily with immigrant and refugee learners. The findings of this study suggest that most teachers believe that they have a significant role in helping their students receive assistance when they are showing signs of mental health problems. The data suggest teachers would benefit from additional training at both the licensure/preservice stage and post-licensure stage of their professional development. This study found that teachers want specific knowledge and skills that would enable them to effectively address their students' mental health problems and to foster maximal learning." --
Download or read book Educator Readiness to Adopt School Mental Health Approaches written by Annahita Rene Ball and published by . This book was released on 2008 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: To help children achieve academic success and healthy youth development, new models of school improvement must include effective methods to address mental health needs. To improve the implementation of school mental health approaches, this thesis had two main goals: (1) To determine any relationships between educator stress, professional support, teaching self-efficacy, and perceptions of student mental health needs and educators' readiness to adopt school mental health approaches; and, (2) To determine if educator stress is moderated by professional support, teaching self-efficacy, or perceptions of student mental health needs to predict educators' readiness to adopt school mental health approaches. This study used hierarchical regression to analyze primary data from 122 educators. Results indicated that educator stress was the greatest predictor of educator readiness to adopt school mental health approaches. Teaching self-efficacy and perceptions of student mental health needs also were related to readiness to adopt school mental health approaches.
Download or read book Mental health in the classroom written by Ellen Gorman and published by . This book was released on 1972 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of Children s Mental Health Problems written by Maria Elizabeth Loades and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Supporting Student Mental Health written by Michael Hass and published by CRC Press. This book was released on 2022-03-21 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Supporting Student Mental Health is a guide to the basics of identifying and supporting students with mental health challenges. It’s no secret that your responsibilities as a teacher go beyond academic achievement. You cover key socioemotional competencies in your classrooms, too. This book is full of accessible and appropriate strategies for responding to students’ mental health needs, such as relationship-building, behavioral observation, questioning techniques, community resources, and more. The authors’ public health, prevention science, and restorative practice perspectives will leave you ready to run a classroom that meets the needs of the whole child while ensuring your own well-being on the job.
Download or read book Pre service and In service General Education Teachers Role Perceptions Related to Student Mental Health written by Jamileh Mogharbel and published by . This book was released on 2019 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative, phenomenological study was twofold: 1) to explore pre-service and in-service general education teachers’ role perceptions, including role breadth, role self-efficacy, role instrumentality, and role discretion, in relation to student mental health; and 2) to compare the role perceptions of pre-service and in-service teachers. A total of 18 participants were involved in this study, nine pre-service and nine in-service teachers, representing elementary, middle and high school levels. Analysis of the semi-structured interviews revealed several major findings. First, regarding role breadth, both pre-service and in-service teachers perceived themselves as having a role in prevention, recognition and intervention; however, a larger number of pre-service teachers focused on prevention compared to in-service teachers. In addition, in both groups of teachers, the scope of their role in prevention was limited to providing a safe classroom environment. Second, in terms of role self-efficacy, a majority of the pre-service and in-service teachers indicated a lack of confidence in being able to address student mental health issues, particularly those to which they were not exposed through personal or professional experiences. Third, with regard to role instrumentality, in-service and pre-service teachers alike indicated that it is valuable to both teachers and students for teachers to be involved in students’ mental health; however, pre-service teachers were more likely to see a value for the students compared to the in-service teachers. Fourth, in relation to role discretion, pre-service and in-service teachers stated that parents, administrators and mental health professionals have certain expectations for teachers to be involved in student mental health; however, these expectations were more “unspoken” rather than mandated. Finally, several cognitive, affective and contextual factors were found to impact both pre-service and in-service teachers’ role perceptions. Implications for practice and recommendations for future research are discussed.
Download or read book Whole Child Whole Classroom written by Emily Suzanne Nelson and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite myriad mental health programs to address mental illness in place in public schools across the United States, rates of child and adolescent mental illness continue to rise. As an indicator of the severity of these issues, child and adolescent deaths by suicide, among those aged 10 to 24, provide a stark example: this rate increased 56% across the US between 2007 and 2017 (Curtin & Heron, 2019). Children and adolescents face many inequalities in relation to developing mental illnesses which include location, poverty, caretaker mental illness, substance misuse in the home, abuse and neglect (Hair et al., 2015; Marmot et al., 2008; Vernon-Feagans et al., 2012). In addition to increased risk for developing mental illnesses, there are identification and treatment disparities related to location, family demographics and family mental health (Barnett, 2008; Johnson & Coles, 2013). Public schools, which service 90% of children and adolescents in the U.S., (Elementary and Secondary Enrollment, NCES, 2019), present a promising site for the identification and intervention of mental health issues. Unfortunately, there are also barriers in the identification and delivery of mental health treatment. With teacher overutilization, vague state and district-level mental health policies and highly variable resources and staff, schools are providing an inconsistent response to student mental illness (Jacob & McGovern, 2015; Reinke et al., 2011a; Walcott et al., 2018). Some interventions may be more effective than others, and classroom teachers may be able to provide insights into the effectiveness of interventions as they spend the most time observing the effects on their students. The purpose of this research was to collect teachers' perceptions of their school as an environment for supporting student mental health. To this end, I implemented a mixed methods research project to examine school environments as they relate to mental health at the school building, district and county level to ascertain whether certain environments (consisting of mental health staff, programming and policies) were perceived as being helpful to supporting student mental health. First, I collected teacher data using a mixed-methods, cross-sectional electronic survey that included demographic questions, questions about school resources, open-ended questions and a validated instrument for assessing teachers' perceptions, attitudes and emotions related to student mental illness. In addition to this, I gathered data from the US Decennial Census and the National Center for Education Statistics. For policy analysis, I collected data from school districts' board policy manuals. To analyze data, I used a combination of inferential and descriptive statistical models in addition to qualitative thematic analysis. I developed analysis categories for school buildings and districts using hierarchical clustering analysis to compare variables such as staff to student ratios, county financial demographics, district spending and other differences which may impact mental health environments. The three types of categories are mental health policies, school district variables, overall financial variables and school building variables. To assess relationships between categories and the data from surveys and reports, I developed regression models to analyze the likelihood of effects between variables. The purpose of this project was to take a first step to assess whether school differences among these four analysis categories impact student mental health.
Download or read book Teachers Perception of Mental Health Its Relationship to Their Mental Health and to Changes Thereof written by Seija Nieminen and published by . This book was released on 1984 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study was made of comprehensive school teachers' perceptions of mental health when it was defined as a "dynamic integration process of the physical, psychical, social, and spiritual existence of a human being." Two groups participated: 76 middle-aged teachers and 87 advanced teacher trainees. Perceptions of health and mental health were measured with attitudinal statements and with psychological, psycho-biological, and biological explanations of health etiology. Mental health and social adaptation were surveyed with thematic interviews, psychological measuring tests, and statements regarding job satisfaction. Additional information was obtained with demographic, life change, and academic achievement variables. The middle-aged teachers regarded mental health issues with more psychological understanding and emphasized more the psychological and biological etiology of health than did the teacher trainees. This was not interpreted as an effect of cultural change, but as an influence of maturation. Cultural influences played a larger part in the perception of mental health by the teacher trainees. (JD)
Download or read book Teachers Perceptions of Effectiveness of Pharmacologic and Behavior Interventions for Students with and Without Mental Health Diagnoses written by Jill M. Payne and published by . This book was released on 2007 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of School Mental Health written by Mark D. Weist and published by Springer Science & Business Media. This book was released on 2013-08-15 with total page 485 pages. Available in PDF, EPUB and Kindle. Book excerpt: With so few therapeutic outlets readily available to young people, schools have evolved into mental health centers for many students. Yet schools are hampered by limited access to resources needed to provide mental health promotion, prevention, and intervention services. Like its acclaimed predecessor, the Second Edition of the Handbook of School Mental Health offers ways for professionals to maximize resources, make and strengthen valuable connections, and attain more effective school-based services and programming. At the same time, the Handbook provides strategies and recommendations in critical areas, such as workforce development, interdisciplinary collaborations, youth/family engagement, consultation, funding, and policy concerns, summarizes the state of current research, and offers directions for further study. Chapters model best practices for promoting wellness and safety, early detection of emotional and behavioral problems, and school-based interventions for students with anxiety, depression, attention deficit hyperactivity disorder, and other common challenges. In spotlighting this range of issues, the contributors have created a comprehensive game plan for advancing the field. Among the Handbook's topics: Pre-service training for school mental health clinicians. Cognitive-behavioral interventions for trauma in schools. Increasing parental engagement in school-based interventions. Models of psychiatric consultation to schools. Culturally competent behavioral and emotional screening. Bullying from a school mental health perspective. Prevention and intervention strategies related to a variety of mental health problems in schools. The Second Edition of the Handbook of School Mental Health is an essential reference for researchers, graduate students, and other professionals in child and school psychology, special and general education, public health, school nursing, occupational therapy, psychiatry, social work and counseling, educational policy, and family advocacy.
Download or read book School Mental Health written by Stan Kutcher and published by Cambridge University Press. This book was released on 2015-05-05 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides vivid examples of school mental health innovations from 18 countries, addressing mental health promotion, prevention and interventions. These initiatives and innovations enable readers from different regions and disciplines to apply strategies to help students achieve and maintain mental health, enhance their learning outcomes and access services, worldwide.
Download or read book Teachers Perceptions of Mental Health and Behavioral Consultation written by Chris Michael Tuten and published by . This book was released on 1982 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
