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theses

New Jersey school mental health practitioners (school counselors, school psychologists, school social workers, and student assistance professionals) completed a survey regarding their role in the provision of school-based mental health services (SBMHS). Participants were recruited from a convenience sample of members of state professional organizations representing each of the four disciplines. A web-based survey was utilized to obtain information on barriers and facilitators to involvement in SBMHS, perspectives on training and professional development, the type of referrals practitioners receive, the type of services provided and practitioners’ views concerning the quality of school-based mental health practice. A total of 179 participants out of approximately 2,078 potential respondents completed the survey representing an overall 8.6% response rate. SBMHS providers in New Jersey reported the most frequent referrals for concerns such as externalizing behaviors, academic and interpersonal problems, and anxiety. Practitioners reported providing a range of mental health services with the greatest percentage indicating providing services such as consultation (e.g., school staff, parents/caregivers, community providers), counseling, behavioral interventions, social/emotional/behavioral assessment, referrals to outside agencies and suicide assessment and intervention. Respondents rated the majority of facilitators as having a moderate to significant enabling effect on their ability to provide SBMHS. The facilitators with the highest ratings endorsed personal characteristics such as a desire to provide mental health services and systems-level factors, such as sufficient space and support from administrators. The largest barriers to the provision of services included role strain and inability to meet the needs of many students. The majority of didactic and applied training experiences that the practitioners attended were perceived as moderately to very helpful in preparation to provide SBMHS. Results indicated that participants view the quality of SBMHS practice in their schools as somewhat aligned with principles of best practice. The practices viewed as presently least developed in schools included ongoing training and supervision, use of screening to identify mental health concerns, intensive treatment services, and regular training on effective practice for students and families from diverse backgrounds. Limitations of this study as well as implications for future research and practice are discussed.

ETD_6468

Psy.D.

Includes bibliographical references

by Meredith Cregg-Wedmore

doi:10.7282/T33R0VQC

ETD doctoral

The author owns the copyright to this work.