Developing a Comprehensive Curriculum Framework for Teacher Preparation in Expanded School Mental Health

A Cross-Walk of Professional Competencies Involved in Expanded School Mental Health: An Exploratory Study

“…Differences among the five professions, however, were most evident when examining community mental health counseling and special education standards, as these professions contained the fewest competency items than did the standards of the other three professions. In the case of special education, this may be due, perhaps, to the emphasis on academic instruction typically apparent in teacher preparation programs (Anderson-Butcher, 2006;Paternite, 2004;Weston et al, 2008). Current efforts aimed at broadening educator pre-service and in-service training to include an emphasis on students' social and emotional needs certainly highlight a more balanced approach to instruction (Koller et al, 2004;Weston et al, 2008).…”

“…Despite this strength, shortcomings in training among school-hired professionals still remain. Educators, for instance, hold exceptional knowledge and skill in relation to teaching and learning; however, typical educator training programs often lack an emphasis on student mental health and whole-child development (Koller, Osterlind, Paris, & Weston, 2004;Weston, Anderson-Butcher, & Burke, 2008). Similar to community-based professionals, educators may also struggle to understand the complexities of integrating mental health practice and education to support youth.…”

“…More recently, pre-service programs have developed crossprofession coursework specifically designed for ESMH (Lindsey et al, 2008). Emergent competencies are being proposed for specific professions involved in ESMH (Weston et al, 2008). Further, new coalitions focused on the advancement of the field of ESMH through pre-service and in-service workforce development have arisen.…”

“…These eight broad theme areas were also reduced to seven, as the competency items included in Provision of Learning Supports and General Service Provision collectively represented a broader theme area: Provision of Academic, Social-Emotional, and Behavioral Learning Supports. In addition, the names of the theme areas were revised to maintain consistency across existing ESMH competencies developed for educators and endorsed by members of MHEDIC (Weston et al, 2008). Ultimately, the final list included 49 competency items in seven theme areas.…”

“…Professional competencies for practice in ESMH within four professions primarily represented in ESMH were examined, including school social work , special education (Council for Exceptional Children, 2005), general education (Weston et al, 2008;Whelley, 2004), and school health (National Assembly on School-Based Health Care, 2007). Competencies also were analyzed from four interprofessional groups and organizations (i.e.…”