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A needs assessment of intervention services for students with emotional, social, and behavioral challenges in an Orthodox Jewish high school
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Madsen, Benjamin. A needs assessment of intervention services for students with emotional, social, and behavioral challenges in an Orthodox Jewish high school. Retrieved from https://doi.org/doi:10.7282/t3-tb4a-cy29

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TitleA needs assessment of intervention services for students with emotional, social, and behavioral challenges in an Orthodox Jewish high school
NameMadsen, Benjamin (author); Shernoff, Elisa (chair); Segal, Jeffrey (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2022
Other Date2022-08 (degree)
SubjectPsychology, School counseling, Jewish, Modern Orthodox, Orthodox
Extent90 pages
DescriptionThe present study investigated the mental health needs of a Modern Orthodox Jewish High School. The researcher sought to find out what types of emotional, social, and behavioral issues students present in a Modern Orthodox High School, what types of strategies and interventions are currently being used to address these issues, and how effective teachers perceive these strategies to be. The study investigated what additional services teachers would consider to be useful to address the emotional, social and behavioral challenges of students, and what barriers to the effective delivery of mental health teachers perceive. Finally, the study investigated the differences between teachers of religious topics and teachers of secular topics as pertain to their perception of mental health challenges, perception of strategies used, and suggestions of strategies that they think should be implemented. A survey was administered via Qualtrics to all teaching staff (N = 42) via email. Respondents (n = 29) reported that the most concerning mental health challenges they perceived were anxiety, inattention/hyperactivity, family stressors and peer challenges. Teachers reported that the mental health strategies they observed the most were individual counseling/therapy and health and wellness promotion. Teachers perceived individual counseling, group therapy and parent consultation with the school psychologist/guidance staff to be the most effective interventions. Teachers reported that they perceived it would be effective to add screening for emotional/behavioral/social problems, and prevention programs for students with externalizing challenges and internalizing challenges. The main barriers reported by teachers were competing priorities taking precedence over mental health services, challenges with parent consultation, lack of staff training, difficulty identifying children with mental health needs, stigma associated with receiving mental health services. Teachers of religious topics more frequently reported perceiving higher amounts of mental health challenges, though the means were very close. This survey was conducted in the midst of the COVID-19 pandemic, and the divergence of the findings from prior research on the topic may be due to the unique mental health challenges that came about during the pandemic. The divergences may also be due to the unique nature of the Orthodox Jewish School.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-tb4a-cy29
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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