Teachers as therapeutic agents: perceptions of a school-based mental health initiative

Lindo, Natalya A.; Taylor, Dalena Dillman; Meany-Walen, Kristin; Purswell, Katherine E.; Jayne, Kimberly M.; Gonzales, Terri Lynn; Jones, Leslie

doi:10.1080/03069885.2014.896452

Cited by 15 publications

(14 citation statements)

References 24 publications

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“…Specific to education, five studies indicated positive outcomes for both teacher and students in pre–K settings. Specifically, teachers in experimental groups increased their empathic interactions with students; improved their reports of child adaptive, internalized, and overall behaviors; improved in CTRT skills during the training; and experienced a positive impact on classrooms (Helker & Ray, 2009; Lindo et al, 2014; Morrison & Bratton, 2010; Post et al, 2004; Sepulveda et al, 2011; D. M. Smith & Landreth, 2004).…”

Section: Teachers’ Experiences In the Classroommentioning

confidence: 99%

The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach

Opiola

Alston

Copeland-Kamp

2020

Professional School Counseling

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This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.

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Section: Teachers’ Experiences In the Classroommentioning

confidence: 99%

The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach

Opiola

Alston

Copeland-Kamp

2020

Professional School Counseling

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“…Cheon et al (2019) observed that it builds learners' social abilities and relationships within the school community when teachers display compassionate and courteous behaviour. As Lindo et al (2014) indicated, "the relationship between teacher and learner is paramount to the academic and socio-emotional success of learners throughout their educational experience" (p. 294). Thus, learners' prosocial behaviour is founded on the positive attributes that teachers transmit and model.…”

Section: Visual Participative Methods Can Help Novice Teachers See the Value Of Positive Teacher-learner Relationships In Supporting Learmentioning

confidence: 99%

Using Photographs and Memory-Work to Engage Novice Teachers in Collaborative Learning About Their Influence on Learner Behaviour

Luthull

2021

Educ. res. soc. change.

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This article offers an account of using photographs and memory-work as a visual participative method in research conducted by a deputy principal with novice teachers in a South African primary school. The study was prompted by observations of how novice teachers struggled to manage learner behaviour in socially just and compassionate ways. It aimed to help novice teachers express the uncertainties and challenges they encounter, and prompt candid discussions on learner behaviour. The article shows how visual participative methods can facilitate collaborative learning with novice teachers. Additionally, it illustrates how the novice teachers came to see their critical role in influencing learner behaviour and the value of positive teacher-learner relationships in supporting learner behaviour. This work will be valuable to educational researchers in diverse contexts interested in growing their participative research methods repertoire. Furthermore, it illustrates how working with photographs and memory-work can facilitate the expression of participants' viewpoints and understandings and intensify educational researchers' learning from and with others in the interests of social change.

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“…As a method of treatment, Filial Therapy has received a sound degree of support, demonstrating positive changes in children’s behavior, academic performance and school adjustment, depression and anxiety, withdrawal and somatic symptoms and family relationships (Bratton et al, 2005; Meany-Walen & Teeling, 2016). Additionally, research has shown that the function of parent as change-agent in filial therapy produced greater treatment effects than child centered play interventions conducted by a therapist (Bratton et al, 2005; Lindo et al, 2014).…”

Section: What Is Filial Therapy?mentioning

confidence: 99%

A retrospective narrative review of filial therapy as a school-based mental health intervention.

Cooper¹,

Brown²,

Yu³

2020

International Journal of Play Therapy

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Filial therapy is a mental health intervention for children originally designed to address mental health clinician shortages by leveraging the time and skills of the clinician to resource the people who spend the most time with the child, rather than being directly involved in the child's treatment. The current mental health climate in many parts of the world is not dissimilar to the context in which the original filial therapy model was developed, in that there is a disparity between a demanding problem and a shortage in supply of specialist services. There remains a need in school settings for effective interventions to address social, emotional and behavioral problems in children and there is a gap in the degree of reporting on the impact of filial therapy in school settings despite a body of literature supporting the efficacy of the intervention more broadly. This retrospective narrative literature review provides a summary of current and past research publications about filial therapy as a school-based intervention and its effect on student functioning. A thorough search of the literature resulted in an initial 34 publications, 23 of which remained following application of the exclusion criteria. In this article, we adopted the IMRaD (Introduction, Methods, Results, and Discussion) approach to reviewing the literature with reference to Ferrari's (2015) recommended framework for narrative reviews. Overall support for the use of school-based filial therapy interventions was determined given their positive influence on children's functional outcomes.

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Teachers as therapeutic agents: perceptions of a school-based mental health initiative

Cited by 15 publications

References 24 publications

The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach

The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach

Using Photographs and Memory-Work to Engage Novice Teachers in Collaborative Learning About Their Influence on Learner Behaviour

A retrospective narrative review of filial therapy as a school-based mental health intervention.

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