Teachers' perspectives of children's mental health service needs in urban elementary schools

James Williams; Violet E. Horvath; Hsi Sheng Wei; Richard A. Van Dorn; Melissa Jonson-Reid

doi:10.1093/cs/29.2.95

Teachers' perspectives of children's mental health service needs in urban elementary schools

James Williams, Violet E. Horvath, Hsi Sheng Wei, Richard A. Van Dorn, Melissa Jonson-Reid

Southwest Interdisciplinary Research Center (SIRC)

Research output: Contribution to journal › Article › peer-review

49 Scopus citations

Abstract

This study uses a phenomenological approach to investigate elementary school teachers' perspectives on children's mental health service needs. Focus groups were conducted at two elementary schools with differing levels of available social services in a moderate-sized urban midwestern school district. Data collection centered on six prominent themes from children's mental health and school social work literature: school safety, parental support and involvement, problem recognition, knowledge of community resources, service effectiveness, and service barriers. Similarities and differences were evident when comparing responses across schools. Implications for practice are discussed.

Original language	English (US)
Pages (from-to)	95-107
Number of pages	13
Journal	Children and Schools
Volume	29
Issue number	2
DOIs	https://doi.org/10.1093/cs/29.2.95
State	Published - Apr 2007

Keywords

Children's mental health
Elementary schools
Parental support
Service barriers
Urban schools

ASJC Scopus subject areas

Health(social science)
Education

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10.1093/cs/29.2.95

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AB - This study uses a phenomenological approach to investigate elementary school teachers' perspectives on children's mental health service needs. Focus groups were conducted at two elementary schools with differing levels of available social services in a moderate-sized urban midwestern school district. Data collection centered on six prominent themes from children's mental health and school social work literature: school safety, parental support and involvement, problem recognition, knowledge of community resources, service effectiveness, and service barriers. Similarities and differences were evident when comparing responses across schools. Implications for practice are discussed.

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KW - Parental support

KW - Service barriers

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Teachers' perspectives of children's mental health service needs in urban elementary schools

Abstract

Keywords

ASJC Scopus subject areas

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