Differences Between Novice and Expert Teachers' Undergraduate Preparation and Ratings of Importance in the Area of Children's Mental Health

A Cross-Walk of Professional Competencies Involved in Expanded School Mental Health: An Exploratory Study

“…In the case of special education, this may be due, perhaps, to the emphasis on academic instruction typically apparent in teacher preparation programs (Anderson-Butcher, 2006;Paternite, 2004;Weston et al, 2008). Current efforts aimed at broadening educator pre-service and in-service training to include an emphasis on students' social and emotional needs certainly highlight a more balanced approach to instruction (Koller et al, 2004;Weston et al, 2008). On the other hand, community mental health counseling programs typically train counselors for work with adults in nonacademic settings (Mellin, 2009b).…”

“…Despite this strength, shortcomings in training among school-hired professionals still remain. Educators, for instance, hold exceptional knowledge and skill in relation to teaching and learning; however, typical educator training programs often lack an emphasis on student mental health and whole-child development (Koller, Osterlind, Paris, & Weston, 2004;Weston, Anderson-Butcher, & Burke, 2008). Similar to community-based professionals, educators may also struggle to understand the complexities of integrating mental health practice and education to support youth.…”

Elementary Pre-service Teacher Preparation in the Area of Social, Emotional, and Behavioral Problems

“…In another study, Koller, Osterlind, Paris, and Weston (2004) assessed two groups of teachers: 35 experienced teachers and 20 first-year teachers. The teachers were administered a survey on which they asked to rate how prepared they felt to identify and manage specific mental health concerns in their classroom.…”

Conocimientos y experiencias de candidatos a maestros sobre la aplicación de prácticas promotoras de resiliencia educativa / Pre-service teachers’ knowledge and experiences regarding the application of practices that promotes educational resiliency

“…Los conocimientos que tienen los maestros sobre resiliencia y la preparación formal que reciben deben reflejar no solo una definición general de qué es resiliencia, sino también una comprensión sobre cómo promoverla en la sala de clases (Milller, 2008;Oswald, Johnson y Howard, 2003 (Koller, et al, 2004). Por su parte, Wolin y Wolin (1993) especificaron que para que el maestro pueda promover la resiliencia, este debe poseer tres características: a) una mentalidad positiva que se enfoque en las fortalezas de la persona en vez de las debilidades; b) un vocabulario de comportamientos resilientes, es decir, creer en la capacidad del estudiante y c) la habilidad de ayudar a las persona a reenfocar las experiencias dolorosas.…”

“…Por tanto, existe necesidad de estudiar el nivel de formación de los maestros en el tema de promoción de la resiliencia en el contexto escolar (Koller y Bertel, 2006). En este aspecto, los programas de preparación de maestros corresponden el componente fundamental de la formación del docente (Koller, Osterlind, Paris y Weston, 2004;Yost, 2006). Los programas que preparan maestros deben formar estudiantes que estén a la vanguardia de los nuevos paradigmas que influyen en la educación (UNESCO, 1998).…”