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Rationale and Strategies for Central Involvement of Educators in Effective School-Based Mental Health Programs

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Abstract

Unfortunately, for many mental health professionals classroom teachers and other educators are, at best, viewed primarily or solely as useful sources of information about a child, and their broader, invaluable roles as members of the “mental health team” are diminished or dismissed. This article examines the conceptual rationale and empirical support for central involvement of educators (especially classroom teachers) in effective mental health services, and in effective expanded school-based mental health programs. The importance of partnerships with educators for school-wide mental health promotion efforts, as well as for the success of primary and secondary prevention initiatives, are highlighted. Effective strategies and recommendations for enhancement of educator-mental health professional collaboration are included.

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Authors and Affiliations

  1. Department of Psychology, Miami University, Oxford, Ohio, 45056

    Carl E. Paternite

  2. Positive Education Program, Cleveland, Ohio

    Therese Chiara Johnston

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  1. Carl E. Paternite
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  2. Therese Chiara Johnston
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Correspondence to Carl E. Paternite.

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Paternite, C.E., Johnston, T.C. Rationale and Strategies for Central Involvement of Educators in Effective School-Based Mental Health Programs. J Youth Adolescence 34, 41–49 (2005). https://doi.org/10.1007/s10964-005-1335-x

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  • DOI: https://doi.org/10.1007/s10964-005-1335-x

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