Addressing the mental health of school students: Perspectives of secondary school teachers and counselors

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI:10.1080/21683603.2020.1838367

J. Beames, Lara Johnston, B. O’Dea, M. Torok, K. Boydell, H. Christensen, A. Werner-Seidler

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引用次数: 13

Abstract

ABSTRACT The feasibility of addressing the mental health needs of young people at school is influenced by how staff perceive their role, and the role of schools, in mental health care. Using qualitative methodology, this study investigated the roles of Australian school teachers and counselors. The aims were two-fold: (i) to explore how teachers and counselors perceive the role of the school in student mental health; and (ii) to explore their views about what is being practically done in schools to provide this support. Ninety-one secondary school teachers and 83 counselors (Mage = 39.45) across New South Wales responded to open-ended questions between November 2017 and July 2018. Key themes included support, being on the frontline, collaboration, and education, although there were some discrepancies between staff. Further, counselors endorsed evidence-based programs in schools that directly targeted student mental health. Results indicated that clear professional roles and a coordinated effort are needed to appropriately address student mental health.

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解决学生心理健康问题：中学教师和辅导员的观点

摘要：在学校满足年轻人心理健康需求的可行性受到工作人员如何看待他们和学校在心理健康护理中的角色的影响。本研究采用定性方法，调查了澳大利亚学校教师和辅导员的角色。目的有两个：（i）探讨教师和辅导员如何看待学校在学生心理健康中的作用；以及（ii）探讨他们对学校实际采取了哪些措施来提供这种支持的看法。2017年11月至2018年7月，新南威尔士州的91名中学教师和83名辅导员（Mage=39.45）回答了开放式问题。关键主题包括支持、在前线、协作和教育，尽管员工之间存在一些差异。此外，辅导员支持学校中直接针对学生心理健康的循证项目。结果表明，需要明确的专业角色和协调的努力来适当解决学生的心理健康问题。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

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0.00%

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期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.