Dissertation/Thesis Abstract

Teachers' perceptions of and responses to students' with mental illness in their classroom
by Soberanis, Eminely, M.S., California State University, Long Beach, 2014, 94; 1528049
Abstract (Summary)

This study examined teachers' attitudes regarding students with mental illness, their perceived knowledge and skills in working with students with mental health problems, their patterns of referral and reasons they referred students to mental health services. A sample of 43 elementary school teachers in Southern California completed surveys.

Over half of the teachers reported they believe they have knowledge and skills to teach children with mental health problems; however, they also reported they could use more training on best practices and interventions to work with these students. Alarmingly, 40% of the teachers reported having less than the average knowledge and skills regarding mental health and one fifth of the teachers reported they had never referred a student for mental health services. Teachers also indicated how they believed school social workers could be of assistance to them in the school setting. Implications for social work practice and future research are discussed.

Indexing (document details)
Advisor: Brocato, Jo
Commitee: Campbell, Venetta, Santhiveeran, Janaki
School: California State University, Long Beach
Department: Social Work
School Location: United States -- California
Source: MAI 53/01M(E), Masters Abstracts International
Subjects: Mental health, Social work, Elementary education
Keywords: California, Perceived knowledge, Students with mental illness
Publication Number: 1528049
ISBN: 978-1-303-98573-7
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