Mental Health Research in K–12 Schools: Translating a Systems Approach to University–School Partnerships

Hooper, Lisa M.; Britnell, Heather Brandt

doi:10.1111/j.1556-6676.2012.00011.x

Cited by 14 publications

(12 citation statements)

References 37 publications

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“…The support and collaboration of school districts is essential for balancing the demands of time with the management of unknowns in the research process (Hooper & Brandt Britnell, 2012). By recognizing the needs of the school and focusing on the advantages of delivering counselling services to children, researchers and practitioners are more likely to gain openness and support from school administrators (Walsh, Barret, & DePaul, 2007).…”

Section: Issues In Conducting Single-case Design In School Settingsmentioning

confidence: 99%

Application of Standardized Observation Form in School Counselling in Taiwan: Exploratory Study with Children Exhibiting Internalizing and Externalizing Behavior Concerns

Tsai¹

2018

IJPS

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The exploratory study investigated the impact of Child-Centered Play Therapy (CCPT) on children who present with internalizing and externalizing behavioral concerns through a single-case design. Two second-grade male children in northern Taiwan displaying clinical levels of internalizing or externalizing behavior problems underwent 9 weeks of weekly 40-minute CCPT sessions. The children's parents and teachers completed the Child Behavior Checklist and Teacher's Report Form before and after play therapy. Observational data were collected via the Direct Observation Form throughout the baseline, intervention, and follow-up phases. Observation data were evaluated through visual analysis. In-session play therapy notes and the children's play therapy behavior scores were also analyzed. The participants' internalizing and externalizing problem behaviors demonstrated slight decreases.

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Section: Issues In Conducting Single-case Design In School Settingsmentioning

confidence: 99%

Application of Standardized Observation Form in School Counselling in Taiwan: Exploratory Study with Children Exhibiting Internalizing and Externalizing Behavior Concerns

Tsai¹

2018

IJPS

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“…She knew first hand how principals and teachers had looked after the children and young people in their care in the immediate aftermath and then returned to schools, once they reopened, to support their students, despite the chaos and distress in their own lives. As principals were later to tell her: I've just been so amazed with some teachers in particular whose homes were badly damaged in town and they were offered discretionary leave to sort out their own lives but all of them wanted to be here for the children and when I asked them ( Researchers frequently note that in university-school relationships the power differential favours the university (Clavier et al 2012;Hooper & Britnell 2012;Richmond 1996;Trent & Lim 2010). When using schools for research purposes, Hooper and Britnell (2012) conclude that schools are often suspicious of university-generated research because of a history of hierarchical relationships, resulting in the interests of the school rarely being incorporated in the study.…”

Section: The Canterbury Earthquakesmentioning

confidence: 99%

Gently, gently: A school-university participatory research partnership in a post-disaster setting

Mutch

Yates

2015

Gateways

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In 2010/2011, the city of Christchurch and the surrounding district of Canterbury in New Zealand suffered a series of devastating earthquakes. A study led by The University of Auckland and co-funded by UNESCO followed schools as they came to terms with these events and began to rebuild their lives. The process to recruit and engage schools was slow and respectful as we built trust with first one school, then another. We offered a facilitative and participatory process where each school could choose how they wanted to proceed, who they wanted to involve and what they wanted the outcome to be. We engaged the students in various activities (narratives, video-making and arts-based activities) to help them process the events and move forward. The outcomes included a community mosaic, an illustrated book and video documentaries. This article charts the evolving partnerships between university researchers, school principals, teachers, students and parents. The lessons learned about successful school-university partnerships are summarised under dispositional, relational and situational factors.Keywords: School-university partnership; participatory research; disaster settings; children and young people

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“…Evidence of these collaborations includes the fact that more than half of schools in the United States report having partnered, to some degree, with community-based organizations to provide mental health services (Foster et al, 2005). Despite the growing emphasis on such collaborative partnerships, numerous challenges to successful partnerships remain (Hooper & Britnell, 2012), and there are relatively few studies focused on key strategies for large-scale SMH capacity building with state and local education systems.…”

Section: Importance Of Smh Programs and Servicesmentioning

confidence: 99%

School Mental Health: The Impact of State and Local Capacity-Building Training

Stephan

Paternite

Grimm

et al. 2014

IJEPL

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Despite a growing number of collaborative partnerships between schools and community-based organizations to expand school mental health (SMH) service capacity in the United States, there have been relatively few systematic initiatives focused on key strategies for large-scale SMH capacity building with state and local education systems. Based on a framework of ten critical factors for capacity building, as well as existing best practices, two case studies were utilized to develop a replicable capacity-building model to advance interagency SMH development. Seventy education and mental health stakeholders from two selected states participated in baseline assessments of skill com-petency and critical factor implementation followed by two-day trainings (one in each state); 29 (41%) of the participants also completed a six month follow-up assessment. Targeted competencies increased significantly for participants from both states, with large effect sizes (d = 2.05 and 2.56), from pre- to post-training. Participant reports of critical factor implementation increased significantly for one of the two states (t[15] = -6.40, p < .001, d = 1.77). Results inform specific training recommendations for stakeholders and collaborative teams, as well as policy implications to support future development of SMH service capacity.

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Mental Health Research in K–12 Schools: Translating a Systems Approach to University–School Partnerships

Cited by 14 publications

References 37 publications

Application of Standardized Observation Form in School Counselling in Taiwan: Exploratory Study with Children Exhibiting Internalizing and Externalizing Behavior Concerns

Application of Standardized Observation Form in School Counselling in Taiwan: Exploratory Study with Children Exhibiting Internalizing and Externalizing Behavior Concerns

Gently, gently: A school-university participatory research partnership in a post-disaster setting

School Mental Health: The Impact of State and Local Capacity-Building Training

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