The rate of youth suffering from untreated emotional and behavioral problems has risen in recent years. Various barriers to treatment utilization of youth and their families have been identified in the literature, including logistical factors (i.e. transportation, lack of child care), financial barriers, and system barriers, such as inadequate education on mental health difficulties within the school system and poor provision of empirically-derived tools for teachers to manage these difficulties. In order to narrow the gap between treatment need and utilization, a psychoeducational program for teachers of school-aged children has been developed. A mixed methods study was conducted as a means to gain teacher impressions of the program’s effectiveness in disseminating evidence-based classroom strategies that can be used by teachers to manage common childhood problems. Qualitative data analysis procedures based on grounded theory were undertaken to code collected data from narrative interviews. Major themes that emerged included a demonstrable need for the psychoeducational program, high teacher demands as a barrier to implementation of the program, and preference for integration of the program with existing professional development initiatives. Quantitative data analysis revealed that teachers perceived the program as effective for teachers and school staff at increasing knowledge and skill related to childhood emotional/behavioral (E/B) functioning. Limitations, strengths, and recommendations for future directions are discussed.
|Advisor:||Ho Gavazza, Judy|
|Commitee:||Bryant-Davis, Thema, Falender, Carol|
|School Location:||United States -- California|
|Source:||DAI-A 78/12(E), Dissertation Abstracts International|
|Keywords:||Barriers to treatment, Psychoeducation, Teachers, Youth|
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