Teacher Perspectives on Their Role and the Challenges of Inter-professional Collaboration in Mental Health Promotion

Ekornes, Stine

doi:10.1007/s12310-015-9147-y

Cited by 73 publications

(90 citation statements)

References 44 publications

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“…Furthermore, educators often indicate that they are reluctant to address mental health resiliency in the classroom due to their lack of training, time, and skills (Ekornes, 2015;Reinke, Stormont, Herman, Puri, & Goel, 2011;. These results show that with a small amount of training, educators can deliver a brief school-based stress management program and encourage mental health resilience for their students in their classrooms.…”

Section: Discussionmentioning

confidence: 99%

“…Although many educators have indicated that dealing with mental health problems within their classrooms is a challenge due to minimal skills, training, and insufficient knowledge (Reinke et al, 2011;Stormont et al, 2011), they have also reported that teachers are in an important position in which they can support the mental health needs of their students (Ekornes, 2015). Teachers have also indicated that mental health promotion should be part of their professional role, particularly when implementing classroom behavioural interventions (Graham, Phelps, Maddison, & Fitzgerald, 2011;Reinke et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of an Educator-Delivered School-Based Stress Management Program for Adolescents

Carsley

Mettler

Shapiro

et al. 2017

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This study sought to determine if educators could deliver StressOFF Strategies (SOS), a brief classroombased stress management program (Shapiro & Heath, 2013) to students and to evaluate educators’ perspectives on SOS delivery. Seventeen educators participated in a two-day training and delivered the program to 555 adolescents (51.4% female; Mage = 14.45 years, SD = 0.74). Student evaluations revealed equivalent student satisfaction with educator and SOS team delivery on students’ program rating; furthermore, 100% of educators strongly agreed (38.5%) or agreed (61.5%) that SOS was relevant, met their expectations, and was feasible within their school. Implications for schools and educators will be discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Evaluation of an Educator-Delivered School-Based Stress Management Program for Adolescents

Carsley

Mettler

Shapiro

et al. 2017

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“…These responsibilities placed on school staff could raise challenges to their sense of expertise, perceived competence, or lead to stress (Ekornes, 2015). The role for external agencies in early identification of needs, direct work with students and their families at targeted and specialist levels and, in organisational contexts, within-school policy development and CPD is clear (Gibbs, 2017;Sharpe et al, 2016): thereby supporting school staff in the universal promotion of mental health (Allen, 2015;DfE, 2016).…”

Section: Mental Health In Schoolsmentioning

confidence: 99%

“…EPs were perceived to be professional caregivers who held expertise (skills) and expert knowledge. The careseekers entered the involvement in a state of alarm, emotional fatigue, anxiety, or of being overwhelmed (Ekornes, 2015;Harper et al, 2013). While trying to resolve the difficulties alone, adults had shaped or even entrenched some views of the child's needs, with their underlying explanations having been held for a period of time.…”

Section: Entering the Involvement In A State Of Alarmmentioning

confidence: 99%

A grounded theory of educational psychologists’ mental health casework in schools: connection, direction and reconstruction through consultation

Zafeiriou

Gulliford

2020

Educational Psychology in Practice

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Educational psychologists (EPs) in England are identified as key to specialist mental health provision in schools yet are underrepresented in policy development. This study examined EPs' mental health casework in schools as one aspect of the professional contribution in this area. Data gathered from interviews with EPs were analysed though constructivist grounded theory (GT) methods. The resulting GT drew from psychotherapeutic attachment theories, person-centred counselling, self-determination theory, solutionfocused thinking, and from ecological and consultation theories. EPs used two distinct but interacting processes in mental health casework. One involved facilitating a secure base offering emotional containment for overwhelmed adults (staff, parents). The other engaged adults in cognitively demanding problem-solving activities, challenging perceptions, leading to cognitive and behavioural change, and in turn to systemic adaptations. Limitations and implications are discussed.

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“…It has been widely used in school education (Parks, 2011). Zhaodan Xuan (Ekornes, 2015) introduced positive psychology into English teaching, and proved that positive psychology can increase the students' enthusiasm and establish a more harmonious relationship between teachers and students through empirical research. Min Li (Nielsen, 2004) integrated positive institutions, positive personality traits and positive emotions of positive psychology into primary school music teaching, concluding that positive psychology is conductive to stimulating students' interest and potential in music learning and improving their independent learning ability.…”

Section: Introductionmentioning

confidence: 99%

Application of Positive Psychology in Classroom Teaching of Vocal Music

2020

RACP

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Vocal music is a compulsory course for many music and art students. In addition to vocal skills, the students of vocal music should learn how to express their emotional experience actively in the form of music. This paper aims to improve the classroom teaching of vocal music based on the theory of positive psychology. Firstly, a questionnaire survey was conducted to analyse the status quo of classroom teaching of vocal music in Chinese colleges, and reveal the problems with the teaching process. Then, several application strategies of positive psychology were compared in terms of their impacts on vocal music teaching. The results show that the classroom teaching of vocal music has many problems, such as the lack of demonstration, insufficient evaluation and poor enthusiasm for learning; the positive psychology should be introduced to the classroom teaching of vocal music, using the hint function, infection function and strengthening function of positive emotions; the proposed application strategy of positive psychology can greatly improve the students' interest in learning and their learning results. The research provides empirical evidences for promoting the effect of classroom teaching of vocal music.

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Teacher Perspectives on Their Role and the Challenges of Inter-professional Collaboration in Mental Health Promotion

Cited by 73 publications

References 44 publications

Evaluation of an Educator-Delivered School-Based Stress Management Program for Adolescents

Evaluation of an Educator-Delivered School-Based Stress Management Program for Adolescents

A grounded theory of educational psychologists’ mental health casework in schools: connection, direction and reconstruction through consultation

Application of Positive Psychology in Classroom Teaching of Vocal Music

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