Teachers are in a unique position to identify and support students who experience mental health concerns. The purpose of this systematic review was to (a) identify current available evidence‐based teacher training programs related to students' mental health, (b) review the content and delivery methods of the training, and (c) evaluate the quality of the research designs and evaluation methods of the training. Most training programs are delivered face‐to‐face and include interactive discussion and content knowledge. Content varied among the training programs. Most studies found improved knowledge among teachers; however, no studies found improvement in effective communication.

Vicarious posttraumatic growth (VPTG) is a growth experience resulting from indirect trauma exposure. Helping professionals are often exposed to indirect trauma by hearing and addressing the trauma narrative through various capacities. However, there is limited information regarding the experiences of VPTG across helping professions. The purpose of this systematic review and thematic synthesis was to (a) identify current literature of the lived experiences of VPTG across professions, (b) review and integrate findings of multiple qualitative studies, and (c) inform policy and practice to facilitate VPTG across helping professions. The authors identified 6 themes in the thematic synthesis: negative affective responses, changes in world view, creating meaning to change self, changes in interpersonal relationships, engaging in efforts of support and self-care, and client progress impacting growth. The authors discuss implications of findings to inform policy, practice, and training programs across helping professions.

The purpose of this study was to explore teachers' experiences of student mental health concerns (SMHC) in the classroom. In this consensual qualitative research (CQR) study, we explored 12 teachers' experiences related to their SMHCs in the classroom. Five domains emerged from this CQR study: (1) Teachers' Responses to Student Mental Health Concerns, (2) Teachers' Perceptions of Preparedness in Addressing Student Mental Health, (3) Teacher Identified Preparation Needs to Addressing Student Mental Health, (4) Divergent Experiences of Support for Student Mental Health, and (5) Student Mental Health Influences. Overall, teachers lack the training and support to address SMHC in the classroom, resulting in numerous attempts of trial and error. These participants emphasize the need for training in SMHCs commonly found in children and adolescents coupled with classroom strategies to support these students' needs.

There is a strong association between nature engagement and stress reduction, restoration, and increased well-being. Recently, practitioners and researchers are integrating nature into psychotherapeutic interventions in clinical settings to address individuals’ mental health and wellness. The purpose of this systematic review is to (a) identify nature interventions that are currently integrated within counseling, (b) summarize the outcomes of research studies that integrate nature interventions, and (c) review the quality of research studies to date. We found that most nature interventions include forms of adventure and wilderness therapy. Counseling intervention protocol varies among nature interventions. Overall, we found preliminary evidence that nature engagement in the counseling process contributes to positive client outcomes. However, the methodology in the available studies makes it challenging to delineate the contribution of nature versus the counseling intervention in client outcomes, or what aspects of the nature intervention are helpful for clients.

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