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ERIC Number: EJ1042247
Record Type: Journal
Publication Date: 2014-Oct
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1532-8759
Understanding Teachers' Perceptions of Student Support Systems in Relation to Teachers' Stress
Ball, Annahita; Anderson-Butcher, Dawn
Children & Schools, v36 n4 p221-229 Oct 2014
Expanded school mental health (ESMH) programs are critical for addressing children's social and emotional development in schools. As broad, multisystem approaches, ESMH programs rely on teachers for effective and sustainable primary, secondary, and tertiary school mental health service delivery. In light of the increasing mental health needs among children, an improved understanding of specific ways in which teachers are affected by school mental health approaches can lead to improved implementation of such services. This is especially important considering existing evidence that teachers' ability to implement student support strategies is influenced by several other factors, including teacher stress. In light of this, this study investigated teachers' perceptions of student mental health needs, student support systems, and teacher stress. Results revealed that different aspects of student mental health needs and perceptions of student support systems predicted teachers' perceptions of stress. The article concludes with a discussion of the findings' implications for the development, dissemination, and implementation of strategies designed to address student mental health needs.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A