School-Based Mental Health Supports during COVID-19: School Professional Perspectives

Autor/inn/en	Marraccini, Marisa E.; Griffard, Megan K. R.; Whitcomb, Cason E.; Wood, Caitlin; Griffin, Dana C.; Pittleman, Cari; Sartain, Lauren
Titel	School-Based Mental Health Supports during COVID-19: School Professional Perspectives
Quelle	In: Psychology in the Schools, 60 (2023) 7, S.2460-2482 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marraccini, Marisa E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22869
Schlagwörter	School Personnel; Professional Personnel; Adjustment (to Environment); Mental Health Programs; Computer Mediated Communication; COVID-19; Pandemics; Mental Disorders; Suicide; At Risk Students; Experience; Influences; Barriers; Emergency Programs; School Closing; School Health Services + Suchen Sie Ihr Suchwort? Schulpersonal; Personalbestand; Computerkonferenz; Mental illness; Geisteskrankheit; Selbstmord; Erfahrung; Influence; Einfluss; Einflussfaktor; Hilfsprogramm; School closings; Schule; Schließung; Schließung (von Schulen); Schuleingangsuntersuchung
Abstract	The present study explored the ways school professionals adapted school-based mental health supports and services for remote delivery during the coronavirus disease 2019 (COVID-19) pandemic. We surveyed 81 school professionals (e.g., counselors, psychologists, and social workers) and conducted in-depth interviews with a subsample of professionals (n = 14) to explore their perceptions and experiences of supporting youth with mental health concerns and suicide-related risk during the fall and winter of the 2020-2021 school year. Commonly endorsed school-based mental health interventions (e.g., counseling services and checking in), ways of communicating (phone and email), and individuals delivering support and services to students with suicide-related risk (e.g., counselors and teachers) were identified based on school professional survey responses. Qualitative findings point to facilitators (e.g., specific platforms for connecting with students and families) and barriers (e.g., limited communication) to successful service delivery during COVID-19. Findings highlight the creative ways school support professionals adapted to provide school-based mental health supports. Implications for remote school-based mental health services during and following the pandemic are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01