Personal and Systems-Level Factors that Limit and Facilitate School Psychologists' Involvement in School-Based Mental Health Services

Autor/inn/en	Suldo, Shannon M.; Friedrich, Allison; Michalowski, Jessica
Titel	Personal and Systems-Level Factors that Limit and Facilitate School Psychologists' Involvement in School-Based Mental Health Services
Quelle	In: Psychology in the Schools, 47 (2010) 4, S.354-373 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20475
Schlagwörter	Health Services; Campuses; Crisis Intervention; School Psychologists; Mental Health Programs; Focus Groups; Individual Counseling; School Personnel; School Location; Qualitative Research; Individual Characteristics; School Role; School Districts + Suchen Sie Ihr Suchwort? Health service; Gesundheitsdienst; Gesundheitswesen; Krisenintervention; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpersonal; Schulgelände; Qualitative Forschung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; School district; Schulbezirk
Abstract	The common path through which youth with mental health problems actually receive treatment is the education system. The current study used qualitative methodology to explore why school psychologists are not providing the level of mental health services that children need, leaders in the field call for, and practitioners desire. Thirty-nine school psychologists participated in 11 focus groups; they responded to structured questions regarding the range of mental health services they currently provide, as well as the personal and systemic factors that facilitate and limit their provision of these mental health services. Analysis of themes that emerged across focus groups indicated that school psychologists provide a broad variety of mental health services with an emphasis on group and individual counseling as well as crisis intervention. The factors most often mentioned as prohibiting the delivery of such services included problems inherent to using schools as the site for service delivery, insufficient training, and a lack of support from department/district administration and school personnel. The enabling conditions that emerged most involved perceptions of ample support from administration and school personnel, sufficient integration into the school site, and particular personal characteristics, such as the desire to provide counseling and the ability to maintain personal boundaries. Implications for practitioners, administrators, and trainers are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10