Role of School Employees’ Mental Health Knowledge in Interdisciplinary Collaborations to Support the Academic Success of Students Experiencing Mental Health Distress

Frauenholtz, Susan; Mendenhall, Amy N.; Moon, Jungrim

doi:10.1093/cs/cdx004

Cited by 36 publications

(34 citation statements)

References 17 publications

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“…Teachers are among the first to observe changes in students’ behavior and emotional well-being (Trudgen and Lawn 2011; Whitley, Smith, and Vaillancourt 2013), and students view teachers as a resource when facing emotional difficulties (Pinto-Foltz et al 2010). Yet, research suggests that teachers feel unprepared to adequately support the needs of students with mental health illnesses (Frauenholtz et al 2017; Reinke et al 2011; Rothì et al 2008). Further support for teachers to receive advanced education or specialized training that covers mental health issues is therefore an important policy avenue (Jorm et al 2010; Trudgen and Lawn 2011; Weston, Anderson-Butcher, and Burke 2008; Whitley et al 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Finally, students see teachers as a potential resource when facing mental health concerns (Pinto-Foltz, Hines-Martin, and Logsdon 2010). Although some research suggests that teachers have limited knowledge regarding mental health issues (Frauenholtz, Mendenhall, and Moon 2017; Reinke et al 2011; Rothì, Leavey, and Best 2008), other research suggests that teachers can effectively identify students in need of mental health services (Headley and Campbell 2011; Loades and Mastroyannopoulou 2010). Moreover, studies have found that higher educational attainments among teachers are associated with higher mental health literacy (Aghukwa 2009; Bella, Omigbodun, and Atilola 2011), which refers to the ability to recognize mental illnesses and risk factors, having knowledge about the availability of treatment, and possessing attitudes of acceptance that promote the use of mental health services (Jorm et al 1997).…”

Section: Inclusionary School Practices As Protective Factorsmentioning

confidence: 99%

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School-Based Resources as Protective Factors from the Influence of Parental Incarceration on Depressive Symptoms

Finkeldey

Dennison

2020

Social Currents

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Although research on the deleterious effects of parental incarceration is extensive, few studies have examined factors that may attenuate these consequences. This study uses data from the National Longitudinal Study of Adolescent to Adult Health to examine the relationship between experiencing parental incarceration during childhood and depressive symptoms in young adulthood. Most importantly, it considers the degree to which this relationship is moderated by the availability of secondary-school-based resources. Results suggest that the consequences of parental incarceration on depressive symptoms are weaker for adolescents who attend schools that provide emotional counseling or nursing services on school premises or employ at least 50 percent of teachers with a master’s degree or higher. These findings suggest that the availability of school resources contributes to adolescents’ long-term resilience despite facing adverse circumstances.

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Section: Discussionmentioning

confidence: 99%

Section: Inclusionary School Practices As Protective Factorsmentioning

confidence: 99%

School-Based Resources as Protective Factors from the Influence of Parental Incarceration on Depressive Symptoms

Finkeldey

Dennison

2020

Social Currents

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“…Like, do I need to explain that to you?' Despite the education-specific research literature concerned with recognising signs of children's exposure to various forms of abuse, the professional ethics and duty of care towards students, identifying and supporting children experiencing mental health issues (see, for example, Frauenholtz et al 2017;Sterne and Poole 2010;Webster and Whelen 2019), and the provision in Australia of mandatory reporting requirements (Oates 2018), a number of key staff, including counsellors and school leaders at Katie's school persistently overlooked the impact of her family circumstances on her health and wellbeing. Bernadette confirmed that no professional social work or care services were involved with Katie's case management at the school, nor did she receive recommendations or referrals to such services.…”

Section: 'I'm Trying To Tell You This Man Is Dangerous…and No One's mentioning

confidence: 99%

‘I’m trying to tell you this man is dangerous… and no one’s listening’: family violence, parent–school engagement and school complicity

2020

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This paper presents a case study of one mother’s experience of engaging with her children’s schools after leaving a long-term relationship characterised by years of family violence perpetrated by the children’s father. We interviewed Bernadette as part of an ongoing study of parents’ experiences of school engagement during family separation and divorce. Her family circumstances and the role the children’s schools played in that story merit consideration by educators, school leaders and education policy makers. Informed by theories of everyday cultural practices and sociological studies of gendered power relations in education, we argue that gender politics and organisational strategies for keeping parents ‘in their place’ can significantly contribute to systemic failures and school cultures that reinscribe the effects of family violence.

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“…And that's true for the vast majority of my teaching colleagues " (p. 14). Echoing this, Frauenholtz, Mendenhall, and Moon (2017) stated, "the current lack of knowledge regarding the mental health literacy of educators poses a challenge and potential limitation to the effectiveness of current efforts to intervene with children experiencing mental health distress" (p. 72). This is tragic, as the school itself offers frequent contact with children and families to identify issues, provide a bridge to accessing needed services and enhance positive mental health messages (Allen-Meares, 2013).…”

Section: Concepts Influencing Attitudes and Beliefs Towards Mental Hementioning

confidence: 99%

“…This is tragic, as the school itself offers frequent contact with children and families to identify issues, provide a bridge to accessing needed services and enhance positive mental health messages (Allen-Meares, 2013). Highlighting how a lack of training for teachers further exacerbates the problem by likely creating a stigma of mental illness, Frauenholtz, Mendenhall, and Moon (2017) stated, "stigma was … a manifestation of limited knowledge of children's mental health among school staff, primarily through its influence on how mental health symptoms were interpreted and understood, or how children with mental health disorders were perceived" (p. 75-76).…”

Section: Concepts Influencing Attitudes and Beliefs Towards Mental Hementioning

confidence: 99%

Concepts influencing attitudes and beliefs toward mental health issues in a teacher education program

Diaz¹,

Hu²,

Tillman³

et al. 2019

IJPBA

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There is an expectation for in-service teachers, current teachers in the field, in primary and secondary schools to be skilled in teaching strategies and behavior management. There is a growing need for teachers also to be skilled in recognizing mental health concerns in their students. Schools are becoming acutely aware that in-service teachers are not adequately prepared in this area, and therein lies a dual responsibility to also prepare college students enrolled in teacher education programs, who will be referred to as pre-service teachers, with skills that will equip them to be supportive of students with mental health needs. This study sought to find out if there were common concepts or factors that would describe how willing a pre-service teacher would be to seek or recommend mental health services for a peer. There were 151 students enrolled in teacher education programs from one Midwestern university in the United States who volunteered to participate in this study. The research design was organized in multiple stages. The data collected were processed through an exploratory factor analysis and once the factors were found, a hierarchical multiple regression analysis was further completed to explore the relationship between such factors and the decision whether to seek or recommend mental health services. The results indicated that comfort, resistance, and environment were significant factors. The comfort factor has dominant influence over the participants' decision whether to seek or recommend mental health services. The task ahead for primary and secondary schools, and higher education institutions, is to create programs where comfort with students with mental health needs is increased, to increase awareness of the mental health resources available in the community, as well as to decrease the resistance factors.

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Role of School Employees’ Mental Health Knowledge in Interdisciplinary Collaborations to Support the Academic Success of Students Experiencing Mental Health Distress

Cited by 36 publications

References 17 publications

School-Based Resources as Protective Factors from the Influence of Parental Incarceration on Depressive Symptoms

School-Based Resources as Protective Factors from the Influence of Parental Incarceration on Depressive Symptoms

‘I’m trying to tell you this man is dangerous… and no one’s listening’: family violence, parent–school engagement and school complicity

Concepts influencing attitudes and beliefs toward mental health issues in a teacher education program

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