TEACHERS PERCEPTIONS OF AND RESPONSES TO STUDENTS WITH MENTAL ILLNESS IN THEIR CLASSROOM

Transcription

1 TEACHERS PERCEPTIONS OF AND RESPONSES TO STUDENTS WITH MENTAL ILLNESS IN THEIR CLASSROOM Eminely Sberanis Califrnia State University, Lng Beach May 2014

2 Intrductin Teachers play a significant rle in identifying children with mental health prblems thus, it is crucial fr teachers at the elementary-schl level t be infrmed f cmmn child mental disrders in rder t have the knwledge and understanding n this prblem in effrts t prvide a therapeutic envirnment fr students (Gwers, Thmas, & Deeley, 2004; Ks, Richdale, & Jacksn, 2004; Lauria-Hrner, Kutcher, & Brks, 2004). The purpse f this quantitative study was t explre elementary schl teachers perceptins f and respnses t students with mental illness in their classrm. The research addressed the fllwing questins: 1. What are teachers attitudes regarding mental illness in children? 2. D teachers perceive they have the knwledge and skills needed t wrk effectively with students in their classrm wh have a mental illness? 3. Hw frequently are teachers referring students t mental health services? 4. Why are teachers referring students t mental health services (e.g., behavir prblems, academic perfrmance, peer relatinship prblems, family issues, etc.)? 5. D years f teaching experience cntribute t teachers understanding f student mental health needs? 6. Hw can a schl scial wrker r mental health prfessinal be f assistance t teachers in regards t mental illness and mental health services?

3 Scial Wrk Relevance Schl scial wrkers are emplyed in the schl setting in effrts t help students thrive academically and wrk with teachers t better meet the needs f students as well as address any cncerns regarding mental illness (Allen- Meares, Mntgmery, & Kim, 2013; Scheyett & Diehl, 2004). Schl scial wrkers recgnize that each student is valued regardless f any unique characteristics and if teachers are nt aware f children s mental disrders, schl scial wrkers can prvide cnsultatin, prfessinal develpment, and educatinal awareness. Scial wrkers at the schl setting als prvide teachers with evidencebased knwledge, skills, and infrmatin n hw t apprpriately intervene and make referrals when a student displays symptms f a mental illness (Kller & Bertel, 2006).

4 Crss-Cultural Relevance The Latin ppulatin is nt likely t receive mental health services due t the culture based stigma assciated with mental illness and with receiving these services (Leal, 2005). Asian and African American families address mental illness differently and are als reluctant t seek mental health services (Lya, Reddy, & Hinshaw, 2010; Ward, Wiltshire, Detry, & Brwn, 2013). Given that mental illness affects many ethnic grups, mental health services are essential in tday s culturally diverse schl settings. Hw individuals view themselves influences their cping skills and affects their decisinmaking prcesses (Gampetr et al., 2012). It is imprtant fr schl scial wrkers t wrk with teachers, students and their families in effrts t imprve and prmte the benefits f mental health services in schls.

5 Methds This study utilized a mixed methds explratry design t investigate teachers perceptins f and respnses t students with mental illness in their classrm. With permissin and written cnsent frm schl principals at tw different public schls, surveys were distributed t teachers during a staff meeting. The study used a cnvenience sample f 43 teachers. All participants were ver the age f 23 years ld and emplyed at a Califrnia public schl as a credentialed elementary schl teacher. The researcher develped all parts f the instrument specifically fr this study. The first part f the instrument asked abut the participants experience in wrking with students with mental illness and referring students t mental health services. The secnd part f the instrument asked abut the participants view n students with mental illness, their interest in receiving training abut mental illness and mental health services as well as their interest in cllabrating with a schl scial wrker r mental health prfessinal in effrts t inquire abut apprpriate interventins needed t wrk with students wh have a mental illness.

6 Methds (cntinued) The third part f the instrument was an pen-ended questin, asking participants t respnd t Hw can a schl scial wrker r mental health prfessinal be f assistance t yu in regards t mental illness and mental health services in schls? Three scales were develped t measure teachers knwledge and perceptins f mental illness and mental health services in schl. The sftware prgram used t analyze the data was the Statistical Package fr the Scial Sciences (SPSS 21). Frequencies and descriptive statistics were used n all variables in rder t describe the sample and answer research questins. Bivariate crrelatins were used as well as Chi square analysis t answer the research questins related t teacher perceptin f mental illness and mental health services. Cntent analysis was used t examine the final qualitative respnses t the penended questin and respnses were analyzed and cded by the researcher t identify cmmn themes.

7 Results Q1: The results f the PPMC that cmpared teachers attitudes with years f teaching experience was nt significant (r (n = 43) = -.16, p =.31). Secnd, the results f the PPMC that cmpared teachers attitudes with teachers knwledge n mental illness and mental health services revealed it was nt significant ( r (43) =.23, p =.43). The results frm the PPMC that cmpared teachers attitudes and their interest in training n mental illness was nt significant (r (43) =.26, p =.10). Q2: Apprximately 60% f the respndents reprted they perceived themselves t have a greater than average knwledge and skills t wrk with students with mental health prblems. Q3: The majrity f teachers in the study reprted they referred at least smetimes (81%, n = 35) hwever, 19% (n = 8) f the respndents have never referred a student t mental health services. Q4: The furth research questin addressed why teachers were referring students t mental health services. Fr behavir prblems, 88% (n = 38) f teachers referred students, 72% (n = 31) referred students t mental health services because f peer relatinship prblems. Mrever, 65% (n = 28) f teachers have made a referral due t student having family issues, 44% (n = 19) f teachers have made a referral t students wh have been diagnsed with a mental illness but is nt receiving treatment. Lastly, 33% (n = 14) referred students due t academic perfrmance.

8 Results (cntinued) Q5: The results f the Pearsn s crrelatin was (r (n = 43) =.18, p =.24) indicating that years f experience was nt significantly assciated with knwledge f mental health needs. Q6: Frty-nine percent (n = 22) f teachers respnded t the pen-ended questin and seven themes were identified in the analysis. 1. Having a scial wrker r mental health prfessinal n the schl site. 2. Being available full-time. 3. Prvide training and prfessinal develpment n child mental health. 4. Cnsultatin with a mental health prfessinal t discuss interventins and best practices. 5. Prviding cunseling services t students. 6. Prvide advice and guidance t teachers. 7. Meet with parents t discuss their child s mental health prblems.

9 Discussin Results that examined teachers attitudes abut students with mental illness verall indicated psitive attitudes and differences were nt statistically significant. Mre than half f the teachers reprted they perceived themselves t have a greater than average knwledge and skills t wrk with students with mental health prblems. The majrity f teachers in the study have referred a student t mental health services and this was seen mst ften with teachers wh had a Bachelr s degree, as their highest degree level cmpleted. The mst frequent reasn t why teachers referred a student t mental health services was due t behavir prblems, fllwed by pr peer relatinships, family issues, student being diagnsed with a mental illness but is nt receiving treatment and lastly, academic perfrmance was a cncern. Years f teaching experience and hw it cntributed t their understanding f student mental health needs was nt significantly assciated. Almst half f the teachers respnded t the questin that asked hw a schl scial wrker r anther mental health prfessinal culd be f assistance t them in regards t wrking with students with mental health needs.

10 References Allen-Meares, P., Mntgmery, K. L., & Kim, J. S. (2013). Schl-based scial wrk interventins: A crss-natinal systematic review. Scial Wrk, 58(3), Gampetr, P., Wjciechwski, E. A., & Amer, K. (2012). Life cncerns and perceptins f care in adlescents with mental health care needs: A qualitative study in a schl-based health clinic. Pediatric Nursing, 38(1), Gwers, S., Thmas, S., & Deeley, S. (2004). Can primary schls cntribute effectively t tier I child mental health services? Clinical Child Psychlgy and Psychiatry, 9, Kller, J. R. and Bertel, J. M. (2006). Respnding t tday's mental health needs f children, families and schls: Revisiting the preservice training and preparatin f schl-based persnnel. Educatin & Treatment f Children, 29(2), Ks, J. M., Richdale, A. L., & Jacksn, M. S. (2004). Knwledge abut attentin-deficit/hyperactivity disrder: A cmparisn f in-service and pre-service teachers. Psychlgy in the Schls, 41, Lauria-Hrner, B. A., Kutcher, S., & Brks, S. J. (2004). The feasibility f a mental health curriculum in elementary schl. Canadian Jurnal f Psychiatry, 49(3), Leal, C. C. (2005). Stigmatizatin f Hispanic children, pre-adlescents, and adlescents with mental illness: Explratin using a natinal database. Issues in Mental Health Nursing, 26(10), Lya, F., Reddy, R., & Hinshaw, S. P. (2010). Mental illness stigma as a mediatr f differences in Caucasian and Suth Asian cllege students' attitudes tward psychlgical cunseling. Jurnal f Cunseling Psychlgy, 57(4), Scheyett, A., & Diehl, M. J. (2004). Walking ur talk in scial wrk educatin: Partnering with cnsumers f mental health services. Scial Wrk Educatin, 23(4), Ward, E. C., Wiltshire, J. C., Detry, M. A., & Brwn, R. L. (2013). African American men and wmen's attitude tward mental illness, perceptins f stigma, and preferred cping behavirs. Nursing Research, 62(3),