Author: Loren F. DittmarPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Teachers' perceptions and efficacy for addressing the mental health needs of students
Author: Loren F. DittmarTeachers' Perceptions of Student Mental Health Needs and School-based Services
Author: Sarah MellonPublisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 136
Book Description
An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided Through a School-based Mental Health Program
Author: Nyah Donnielle HamlettPublisher:
ISBN:
Category : School mental health services
Languages : en
Pages : 153
Book Description
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.
Teacher Readiness
Author: Jillian Diane BallPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
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.
Teachers' Perceptions of and Responses to Students' with Mental Illness in Their Classroom
Author: Eminely SoberanisPublisher:
ISBN: 9781303985737
Category : Children with disabilities
Languages : en
Pages : 168
Book Description
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.
Examining Teachers' Perceptions on Working with Immigrant and Refugee Students Exhibiting Signs of Mental Health Issues
Author: Publisher:
ISBN:
Category :
Languages : en
Pages : 220
Book Description
"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." --
Educator Readiness to Adopt School Mental Health Approaches
Author: Annahita Rene BallPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 134
Book Description
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.
Mental health in the classroom
Author: Ellen GormanPublisher:
ISBN:
Category : Child mental health
Languages : en
Pages :
Book Description
Teachers' Perceptions of Children's Mental Health Problems
Author: Maria Elizabeth LoadesSupporting Student Mental Health
Author: Michael HassPublisher: CRC Press
ISBN: 1000552195
Category : Education
Languages : en
Pages : 148
Book Description
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.