Teacher consultation and coaching within mental health practice: Classroom and child effects in urban elementary schools

Elise Cappella, Bridget K. Hamre, Ha Yeon Kim, David B. Henry, Stacy L. Frazier, Marc S. Atkins, Sonja K. Schoenwald

Research output: Contribution to journalArticle

Abstract

Objective: To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method: Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Results: Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Conclusions: Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains.

Original languageEnglish (US)
Pages (from-to)597-610
Number of pages14
JournalJournal of consulting and clinical psychology
Volume80
Issue number4
DOIs
StatePublished - Aug 1 2012

Keywords

  • child behavior
  • classroom intervention
  • elementary school
  • mental health
  • teacher practice

ASJC Scopus subject areas

  • Clinical Psychology
  • Psychiatry and Mental health

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