Table-1 has found that over two-thirds (70%)

Table-1 rank
order the top mental health issues concerns in all most all schools which revealed that the top mental
health concerns were overt behaviors (67-83%); whereas anxiety (33%) and
depression (22%) were among the lowest ranked concerns. Further,
teachers were also asked to identify the types of services provided within their
schools. Based on the reported services being provided in schools, teachers
(85%) were indicated a lack of service implementation and awareness in the
following areas: (a) provision of mental health services in homes by school
personnel; (b) trauma counseling; (c) parent counseling; (d) group
counseling/therapy; and (e) function-based behavioral assessment and
intervention planning.

 

A.    Teachers’
Roles in Addressing the Mental Health Needs of Their Students Versus the Roles Other Professionals
in Their School

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In response to the query
it has found that over two-thirds (70%) of all respondents agreed that schools
should be involved, while less amount (18%) of teachers disagreed, and 12%
remained neutral. Further, teachers’ responses to specific roles of various
school professionals in addressing the mental health needs of students revealed
that the top four tasks for teachers as indicated by 58% or more of respondents
were: (a) implementing classroom behavioral interventions, (b) monitoring
student progress, (c) teaching curriculum-based classroom behavioral
interventions, and (d) teaching curriculum-based classroom social emotional
lessons.  The same tasks were indicated
for Special Education teachers, however, the addition of conducting behavioral
assessments and consultation with teachers and parents were also strongly indicated
by 54% of respondents. School psychologists’ roles were primarily indicated for
the following tasks (by 60% or more respondents): (a) screening for mental
health problems, (b) conducting behavioral assessments, (c) consultation with
teachers and parents, and (d) provision of school-based mental health services
for children.  Social Workers were mostly
indicated for the following (by 62% or more respondents): (a) referring
children and families to community based service providers, (b) provision of
school-based mental health services for families, (c) provision of prevention
programs/services, (d) staff development training, and (e) consultation with
teachers and parents. The school professional with the most tasks associated
with addressing the mental health needs of students was the school counselor,
with ten of the 13 tasks having 59% or more respondents indicating their
involvement. Overall, there were low percentages for tasks that educators
indicated were not a role for the school. 
The highest level within this category received 23% of respondents for
the provision of school-based mental health services for families.

B.     Teacher
Knowledge, Training, and Experience in Supporting Mental Health

Based on the data obtained from respondent about the
knowledge, training and experiences in supporting mental health it has revealed
that most teachers did not feel that they had the knowledge (59%),
skills (57%), or resources (69-71%) to effectively support the mental health
needs of their students effectively. Further teachers’ perceptions of
experience, level and type of training related to behavioral interventions were
also assessed. Respondents indicated their most common experiences learning
about behavioral interventions occurred through workshops/in-service (64%),
staff development (58%), and independent reading/study (38%).  Lower percentages of respondents indicated
learning these interventions through graduate course work (31%) and
undergraduate course work (31%).  Of all
respondents, 8% reported that they had not received any training in behavioral
interventions. Educators also rated their overall education or training on
behavioral interventions, of which 16% rated as none or minimal, 51% reported
moderate, and 33% reported substantial. 
Experience using behavioral interventions was also assessed, of which
14% reported none to minimal experience, 40% indicated moderate, and 46%
reported substantial experience using behavioral interventions. Overall,
educators’ ratings for their overall level of education, training, and
experience using behavioral interventions were high (over 80% indicated
moderate to substantial).

 

Table-2 Results of t Tests and Means (SD) for Veteran (N = 60) vs.
Newer (N = 30) s’ Perceptions of Their Levels of Education, Training,
Experience, Knowledge, and Skills for Supporting Children’s Mental Health Needs

Rating
of Education, Training, Experience, Knowledge, & Skills

Veteran
(60)

Newer
(30)

t

p

d

How would you rate your education or
training using behavioral interventions?

3.19 (.75)

3.05 (.65)

1.48

.14
0

.13
5

How would you rate your amount of
experience in using behavioral interventions?

3.34 (.77)

3.20 (.71)

1.42

.15
7

.14
4

I feel that I have the level of
KNOWLEDGE required to meet the mental health needs of children with whom I
work.

3.06 (1.10)

3.20 (.97)


0.96

.33
7

.13
7

I feel that I have the SKILLS required
to meet the mental health needs of the children with whom I work.

3.13 (1.04)

3.21 (1.0)


0.59

.55
6

.08 1

I feel that I have adequate cultural
knowledge and communication/interpersonal skills to meet the mental health needs
of the children with whom I work.

3.48 (.93)

3.55 (.85)


0.63

.52
7

.07 7

Note. A/SA = 4 (agree) or
5 (strongly agree); N = 3 (neutral); D/SD = 2 (disagree) or 1 (strongly
disagree)

Paired t tests were conducted for five ratings of knowledge
and skills for meeting the mental health needs of students.  The paired t tests included newer versus
veteran teacher’s perceptions of their level of knowledge and skills on the
same rating scales.  To control for Type-I
error given the number of tests run, Bonferroni correction was used (.05/5
tests run), which resulted in an adjusted alpha of .01 required for results to
be considered significant (Myers & Well, 1995).  None of these results yielded significant
differences to be reported, thus the analysis failed to reject the null
hypothesis regarding newer versus veteran teachers.

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