Expanding Our Reach: Marriage and Family Therapists in the Public School System

Vennum, Amber; Vennum, Drew

doi:10.1007/s10591-012-9226-2

Cited by 7 publications

(5 citation statements)

References 16 publications

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“…School administrators should also consider hiring student support staff (school social workers, counselors, psychologists, etc.) that have received training in a variety of areas that impact an adolescent's development to ensure that these individuals are equipped provide the necessary support (Vennum & Vennum, ). Providing regular paid professional development training to enhance knowledge, competence, and skill for these staff would also be beneficial.…”

Section: Discussionmentioning

confidence: 99%

“…Peer harassment is also a significant issue that occurs outside of school and trickles into the school setting (Turner, Finkelhor, Hamby, Shattuck, & Ormrod, 2011). One way to mitigate these factors is for schools to offer positive after school and extracurricular activities where youth can socialize in a healthy manner with appropriate adult supervision (Frazier, Cappella, & Atkins, 2007 in a variety of areas that impact an adolescent's development to ensure that these individuals are equipped provide the necessary support (Vennum & Vennum, 2013). Providing regular paid professional development training to enhance knowledge, competence, and skill for these staff would also be beneficial.…”

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confidence: 99%

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Susceptibility to peer influence during middle school: Links with social support, peer harassment, and gender

Goldstein

Lee

Gunn

et al. 2019

Psychology in the Schools

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The present study explores concurrent relations between social support, gender, susceptibility to peer influence, and peer‐based aggression and harassment in a socioeconomically and racially diverse sample of 774 seventh and eighth grade students. Results indicate that students perceiving lower support from their family or school were relatively more likely to be highly susceptible to peer influence, and to have friends who they believed were also highly susceptible to peer influence. Further, higher susceptibility to peer influence was associated with increased involvement in relational aggression and sexual harassment, both as a perpetrator and as a victim. Gender moderation effects were also found. The negative association of school support and susceptibility to peer influence was found greater in girls than boys. Girls who were highly susceptible to peer influence, or who had friends who were highly susceptible, had a relatively greater risk for involvement in relational aggression and sexual harassment, as compared with boys. Implications of these results for educators and school‐based mental health professionals are discussed, and suggestions for future research are offered.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Susceptibility to peer influence during middle school: Links with social support, peer harassment, and gender

Goldstein

Lee

Gunn

et al. 2019

Psychology in the Schools

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“…This setting is similar to a school environment in which youth can stop in to meet with a counselor throughout their school day. With an increasing number of MFT's working in schools, corrections environments, and residential facilities for youth (Christenson & Gutierrez, 2016;Tadros et al, 2020;Vennum & Vennum, 2012;AAMFT, 2021a), this type of experience can prepare trainees with skills for working effectively in systems in which therapists are providing interventions as part of the day-to-day programming.…”

Section: Campus Connections Therapeutic Youth Mentoring Programmentioning

confidence: 99%

MFT Trainees&#8217; Experience Working in an Alternative Clinical Setting: A Qualitative Exploration of the AAMFT Core Competencies Gained

Zimmerman,

Haddock,

Smith

et al. 2024

PSYCH

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Students in a Marriage and Family Therapy (MFT) training programs can gain professional development in core competencies from clinical experiences in settings other than the traditional 50-minute session. Many MFT trainees ultimately gain employment as therapists in settings, such as schools, residential treatment centers, and in-home, where it is important for therapists to have clinical experiences beyond the model of traditional clinical practice. Trainees in a COAMFTE-accredited program had the opportunity to work in an on-campus after-school youth mentoring program providing integrated therapy services. Ten trainees were interviewed about their experiences working in this setting. The interviews were coded using the AAMFT Core Competencies framework to learn which competencies emerged as most salient to this clinical experience. In addition to identifying the core competencies, additional salient training experiences were identified during the coding process. Results indicated that the highest endorsed Core Competencies included Human/Adolescent Development, Cultural Awareness, Treatment/ Intervention/Practice, Safety Planning, Collaboration, and Self-of-the-Therapist. Additionally, four additional themes emerged including 1) Unique Practice Setting; 2) Professional Development and Unique Skill Set; 3) Community Engagement and Service Mindset; 4) Providing Training. These themes highlight how an alternative setting can foster development of Core Competencies and new skills and that the structure of the setting may influence competencies gain. This can inform other clinical training programs as they consider alternative settings for clinical field placements for their students.

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“…Schools are important places for family therapists to address the growing mental health needs of children because school systems are often the primary provider of mental health services to families (Metcalf, 2013; Vennum & Vennum, 2013). However, families of children with mental health needs frequently see these needs go unmet, a likelihood that increases with the severity of the conditions and the poverty of the children (Ganz & Tendulkar, 2006).…”

Section: Studies On Wowwmentioning

confidence: 99%

An Evaluation of Working on What Works (WOWW): A Solution‐Focused Intervention for Schools

Wallace

Hai

Franklin

2020

J Marital Family Therapy

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Working on What Works (WOWW) is a manualized, 10-week classroom intervention based on solution-focused brief therapy. This study evaluates WOWW using a randomized experimental, posttest-only design. The study included 30 fourth and fifth grade classrooms, containing 30 teachers and 413 students. Results indicate no significant differences between WOWW and control groups for student internalizing and externalizing behaviors, studentteacher relationships, student academic performance, or teacher sense of efficacy. However, students in the WOWW group had significantly fewer days absent from school compared with the control group. Additionally, teachers' ratings on WOWW classrooms' performance improved significantly more than teachers' ratings on the control classrooms. Results from this study show that WOWW is a feasible intervention for therapists to use in schools and can be implemented across classrooms in both public and private schools. WOWW has potential to improve student attendance and classroom performance, both of which are important areas of concern for schools. Schools are important places for family therapists to address the growing mental health needs of children because school systems are often the primary provider of mental health services to families (Metcalf, 2013; Vennum & Vennum, 2013). However, families of children with mental health needs frequently see these needs go unmet, a likelihood that increases with the severity of the conditions and the poverty of the children (Ganz & Tendulkar, 2006). Unmet mental health needs have been linked to a variety of educational concerns, including behavioral, emotional, and attendance problems (Butler & Lynn Platt, 2007; Jaffee et al., 2005; The White House, 2013). All of these issues impact the academic performance of children and adolescents making it important for marriage and family therapists (MFTs) to intervene in school systems. Rones and Hoagwood (2000) define school mental health as any program or intervention delivered in a school setting aimed at improving students behavioral, emotional, or social functioning. Within the field of school-based mental health, MFTs fill a role that applies a family systems perspective to educational systems and act as a vital part of collaborative mental health teams in schools (Laundy, 2015). Some systems thinkers suggest that in order to thrive and to make the greatest contributions to mental health the MFT field needs to develop theories and techniques that are uniquely relevant to systems other than the family such as schools (Terry, 2002). This

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Expanding Our Reach: Marriage and Family Therapists in the Public School System

Cited by 7 publications

References 16 publications

Susceptibility to peer influence during middle school: Links with social support, peer harassment, and gender

Susceptibility to peer influence during middle school: Links with social support, peer harassment, and gender

MFT Trainees&#8217; Experience Working in an Alternative Clinical Setting: A Qualitative Exploration of the AAMFT Core Competencies Gained

An Evaluation of Working on What Works (WOWW): A Solution‐Focused Intervention for Schools

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Expanding Our Reach: Marriage and Family Therapists in the Public School System

Cited by 7 publications

References 16 publications

Susceptibility to peer influence during middle school: Links with social support, peer harassment, and gender

Susceptibility to peer influence during middle school: Links with social support, peer harassment, and gender

MFT Trainees&amp;#8217; Experience Working in an Alternative Clinical Setting: A Qualitative Exploration of the AAMFT Core Competencies Gained

An Evaluation of Working on What Works (WOWW): A Solution‐Focused Intervention for Schools

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Product

Resources

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MFT Trainees’ Experience Working in an Alternative Clinical Setting: A Qualitative Exploration of the AAMFT Core Competencies Gained