Targeting the Mental Health Needs of Students: Identifying Training and Interventions for District Implementation

• In Event: 58.077 - District-Driven Problems of Practice: What Can Practitioner-Scholars Learn and How Do Districts Benefit?

Abstract

Objectives

This research study emerged from a district proposal requesting: (a) a literature review on how schools can meet the mental health needs of students across the grade levels; (b) strategies for responding with best practices for improving student behavior; and (c) recommendations for training, interventions, and assessment tools that can be used to screen and monitor progress of behavior management and improvement.

Perspectives

Common stressors for school-aged children include peer conflicts, death of a family member, and school stressors (Cooper & Cefai, 2013). The International Society for Traumatic Stress Studies (2016) further includes natural disasters, car accidents, physical or sexual assault, and neglect. Studies show that traumatic instances are likely to be more overwhelming for children as they interfere with their sense of safety and increase feelings of fear, shame, helplessness and/or worth (Baum, 2008; Skalski & Smith, 2006). As a result, children may demonstrate challenges in self-regulation, have extreme levels of attachment or detachment, experience a regression in skills or behavior, and/or have difficulty with impulsivity and aggressive behaviors. Traumatic experiences can lead to challenging behaviors that impact individual and collaborative learning (Cooper & Cefai, 2013). Therefore, it is critical for schools and mental health professionals to work collaboratively to help children impacted by trauma.

Methods and Data Sources

The methodology for this research involved searching various databases using combinations of the following search terms: empathy, relational pedagogy, school-based intervention, attachment theory, child post-traumatic stress disorder, stress reduction, trauma, resiliency, and restorative practices. To determine best practices, trainings, interventions, and assessment tools available, the researchers reviewed recommended programs found in books, journals, and an online search of resources from other schools and districts.

Substantiated Conclusions

Five interdependent themes emerged in the literature review: 1) The impacts of trauma affect all students differently (Cappella, Frazier, Atkins, Schoenwald, & Glisson, 2008; Goodman, Miller, West-Olatunji, 2012; Greene, 2008; West, 2014); 2) There is not a quick fix for classroom teachers (Baum, 2005; Cappella, et. al., 2008; Greene, 2008; Reinke, Stormant, Herman, Puri, & Goel, 2011); 3) Teachers feel inadequately prepared to handle the changing mental health needs of students (Onchwari, 2009; Reinke, et. al., 2011); 4) Positive behavior change in the classroom involves understanding the human condition, developing authentic relationships rooted in mutual trust, and cultivating empathy (Green, 2008; Morgan, Pendergast, Brown, & Heck, 2015; Okonofuaa, Pauneskua, & Waltona, 2016); and 5) Modifying challenging behaviors involves identifying, supporting, and assessing students (Akin-Little, Little, Bray, & Kehle, 2009; Greene, 2008). Further findings and recommendations will be discussed in the structured poster session.

Significance
Exploring this literature on student mental health needs, behavior mindset of students and teachers, and tools for intervention and assessment has provided the doctoral student research team the opportunity to explore real problems of practice facing elementary education. Specifically, it provided an opportunity to consider practical solutions that relate back to their current jobs to address challenging student behavior concerns through the lenses of empathy, authentic relationships, and the student’s ability to adapt.

Authors

• Christopher Haug, University of Portland

• Michele Hetrick, University of Portland