Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study

Shernoff, Elisa S.; Frazier, Stacy L.; Maríñez-Lora, Ané M.; Lakind, Davielle; Atkins, Marc S.; Jakobsons, Lara J.; Hamre, Bridget K.; Bhaumik, Dulal K.; Parker-Katz, Michelle; Neal, Jennifer Watling; Smylie, Mark A.; Patel, Darshan H.

doi:10.17105/spr45-2.226-249

Cited by 40 publications

(29 citation statements)

References 35 publications

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“…Finally, if these hypotheses are supported, the framework can offer specific guidance about how individual and setting networks might be shifted to support implementation outcomes. For example, professional learning communities (PLCs)—“a group of people sharing and critically interrogating their practice in an ongoing way” [38, p. 223]—have been identified as a strategy for increasing implementers’ social capital and their implementation of EBPs [39–41]. The implementation capital framework suggests that PLCs might be particularly well-suited to promoting bonding social capital because they bring a consistent group together to share and discuss, and thus that PLCs are a pathway toward implementation outcomes of acceptability, appropriateness, and adoption.…”

Section: Resultsmentioning

confidence: 99%

Implementation capital: merging frameworks of implementation outcomes and social capital to support the use of evidence-based practices

Neal

2019

Implementation Sci

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Background Although there is growing recognition that the implementation of evidence-based practices is a social process, the conceptualization of social capital in implementation frameworks often conflates bonding and bridging social capital. This conflation makes it difficult to concretely operationalize social capital and limits the concept’s utility for explaining implementation outcomes. Discussion We propose a new framework of implementation capital that merges an existing conceptual framework of implementation outcomes with an existing operational framework of social capital. First, we review a conceptual framework of implementation outcomes, which includes the acceptability, appropriateness, adoption, feasibility, fidelity, cost, penetration, and sustainability of evidence-based practices. Second, we describe an operational framework of social capital that grounds bonding and bridging social capital in the structure of implementers’ social networks. Third, we bring these two frameworks together to create a merged framework of implementation capital that shows how specific aspects of social capital can support specific implementation outcomes. Implementation outcomes of acceptability , appropriateness , and adoption are linked to bonding social capital through mechanisms of trust and norm enforcement, while outcomes of feasibility and fidelity are linked to bridging social capital through mechanisms of increased access to information and resources. Additionally, setting-level implementation outcomes of cost , penetration , and sustainability are associated with small worldliness at the setting level, which simultaneously optimizes both bonding and bridging social capital in a setting. Conclusion The implementation capital framework is helpful because it separates two distinct forms of social capital—bonding and bridging—that are often conflated in the implementation literature, and offers concrete ways to operationalize them by examining the structure of implementers’ social networks and the networks of their settings. This framework offers specific guidance about how individual and setting networks might be shifted to support implementation outcomes.

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Section: Resultsmentioning

confidence: 99%

Implementation capital: merging frameworks of implementation outcomes and social capital to support the use of evidence-based practices

Neal

2019

Implementation Sci

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“…This association has been explained by Jennings and Greenberg (2009) using a “burnout cascade” model whereby work-related stress and burnout continue to build as teachers encounter increasingly difficult student behaviors they feel incapable of managing. Descriptive studies further highlight that student behavior problems are the greatest professional development need identified by teachers and the most robust predictor of teacher attrition among new teachers (Ingersoll & Smith, 2003; Shernoff et al, 2016). Altogether, the demonstrated significance of student behavior on teacher stress supports adjusting the two-level model of stress and satisfaction (i.e.…”

Section: Predictors Of Teacher Stress and Satisfactionmentioning

confidence: 99%

Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences

et al. 2018

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Schools remain among the most frequent providers of children's mental health services, particularly in low-income urban settings. Several decades of research have focused on training teachers to implement evidence-based interventions for minimizing disruptive behavior. Studies consistently demonstrate robust improvements in student behavior and learning; however, the impact on teachers' work-related stress or satisfaction is not well understood. Six urban, high-poverty elementary schools were randomly assigned to a school mental health services model (Links to Learning; L2L) for referred, disruptive students or to services and professional development as usual (SAU). Teachers (n = 71, K-4 general education teachers) in L2L schools participated in professional development and consultation in two universal and two targeted interventions to reduce disruptive behaviors and promote learning. Teachers (n = 65) in SAU schools participated in professional development as usual. Multiple regression models examined teacher reports of individual-level self-efficacy, classroom-level student functioning, and school-level organizational health as predictors of stress and satisfaction. Findings revealed no significant difference between conditions on teacher work-related stress or satisfaction. Organizational health was the strongest predictor of stress and satisfaction. Training on and implementation of evidence-based classroom interventions did not appear to significantly impact teachers' work-related stress or satisfaction. Instead, findings point to organizational climate and teacher connectedness as potential levers for change, supporting prior work on teacher stress and satisfaction in schools. The significance of targeting organizational factors may be particularly significant in urban school districts.

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“…As shown in research, schools did not have the resources for addressing student emotional/behavioral challenges and the mental-health professionals were often too busy with unrelated tasks, rather than assisting with emotional/behavioral challenges (Weist et al, 2014). Organizational changes such as the number of mental-health professionals assigned to a school, and innovative ways those professionals are utilized needs serious consideration (Shernoff et al, 2016). The school mentalhealth professionals and teachers often fail to work collaboratively (Phillippo & Kelly, 2014), which may limit their effectiveness.…”

Section: Collaborationmentioning

confidence: 99%

Teachers’ perspectives on educator mental health competencies: A qualitative case study

Kratt

2018

AM J QUALITATIVE RES

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Given the prevalence of children's mental health disorders, teachers' roles have expanded to include identifying students with mental health needs and delivering mental health interventions. However, teachers rarely receive mental health training. This study's purpose was to explore teachers' perspectives on an educator mental health competency framework proposed by a group of researchers using the following questions: (a) how the competencies could guide and inform their practice; (b) how the teachers would react if the competencies were adopted; and (c) what suggestions they had for improving the competencies. The participants' responses indicated that they needed more knowledge on mental health and larger systems of support to increase their classroom effectiveness. Overall, the teachers supported the adoption of the competencies but had reservations regarding the necessary training and implementation process. Although the participants did not provide direct suggestions on revisions to the competencies, they did imply suggestions. Findings support the use of the mental health curriculum framework in the development of teacher mental health training. Several implications for practice are proposed including the addition of mental health curriculum in teacher preparation programs and the necessity for school administrators to create a school culture and infrastructure to effectively support school mental health.

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Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study

Cited by 40 publications

References 35 publications

Implementation capital: merging frameworks of implementation outcomes and social capital to support the use of evidence-based practices

Implementation capital: merging frameworks of implementation outcomes and social capital to support the use of evidence-based practices

Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences

Teachers’ perspectives on educator mental health competencies: A qualitative case study

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