Tier 1.5 as a Strategy for Trauma Support in Schools.
Background: Delivering school mental health services within a multi-tiered system of supports (MTSS) offers a framework for addressing student mental health needs. Limited research has examined school mental health provider and teacher preferences for delivering mental health promotion and preventio...
| Publicado en: | American Journal of Health Education Vol. 56; no. 1; pp. 21 - 36 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jan/Feb2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=181784186&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181784186 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 19325037 JHL jtl: American Journal of Health Education issn: 19325037 maglogo: N pubinfo: dt: Jan/Feb2025 vid: 56 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 181784186 181005453 181784186 181784186 10.1080/19325037.2024.2422067 181784186 ppf: 21 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Tier 1.5 as a Strategy for Trauma Support in Schools. aug: au: Nygaard, Malena A. Schmidt, Christa Powers Franco, Meredith Cox, Jennifer Lever, Nancy affil: National Center for School Mental Health sug: subj: Psychological Trauma Prevention and Control Support, Psychosocial Schools Feedback Professional Role Adaptation, Psychological Mental Health Education Human Male Female Surveys Teaching Methods Teachers Expert Clinicians Coefficient alpha Summated Rating Scaling Multimethod Studies Knowledge Evaluation Coping Evaluation Student-Patient Relations Descriptive Statistics Faculty Attitudes Funding Source Male Female ab: Background: Delivering school mental health services within a multi-tiered system of supports (MTSS) offers a framework for addressing student mental health needs. Limited research has examined school mental health provider and teacher preferences for delivering mental health promotion and prevention classroom programming. Purpose: We present mental health clinician and teacher feedback regarding their preferred role in facilitating a classroom-based trauma-focused prevention program for elementary school students and define Tier 1.5 within MTSS. Methods: Clinicians (N = 9) facilitated Bounce Back for Classrooms lessons with teacher support in 16 classrooms across two school years from 2022 to 2024 in an urban, Mid-Atlantic school district. Surveys assessing feasibility, acceptability, and preference for lesson delivery were completed. Results: Findings indicate that although teachers and clinicians both believe teachers can effectively implement lessons independently, teachers would prefer clinician co-implementation. Discussion: A co-implementation model with clinicians and teachers co-leading lessons, with increasing facilitation roles for teachers as they become more comfortable with content, is recommended. Translation to Health Education Practice: Health Educators, in alignment with Areas III and V of national competencies, are well-positioned to engage in advocacy while co-facilitating curricula at the Tier 1.5 level of MTSS to support high numbers of students exposed to trauma. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) . pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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