Literaturnachweis - Detailanzeige
Autor/inn/en | Cappella, Elise; Hamre, Bridget K.; Kim, Ha Yeon; Henry, David B.; Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K. |
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Titel | Teacher Consultation and Coaching within Mental Health Practice: Classroom and Child Effects in Urban Elementary Schools |
Quelle | In: Journal of Consulting and Clinical Psychology, 80 (2012) 4, S.597-610 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-006X |
DOI | 10.1037/a0027725 |
Schlagwörter | Intervention; Mental Health; Children; Teaching Methods; Elementary School Teachers; Urban Schools; Mental Health Workers; Health Activities; Classroom Environment; Control Groups; Regression (Statistics); Academic Ability; Self Concept; Bullying; Teacher Student Relationship; Student Adjustment; Elementary School Students Psychohygiene; Child; Kind; Kinder; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Psychiater; Klassenklima; Unterrichtsklima; Regression; Regressionsanalyse; Selbstkonzept; Mobbing; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation |
Abstract | Objective: To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method: Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Results: Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Conclusions: Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. (Contains 2 figures, 2 tables, and 4 footnotes.) (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |