scholarly journals Hispanic Mothers' Experiences with School-Based Emotional Health Curriculum and Perspectives of Their Own Mental Health Needs

2018 ◽  
Vol 40 (8) ◽  
pp. 720-724
Author(s):  
Yuqing Guo ◽  
Julie Rousseau ◽  
Patricia Renno ◽  
Priscilla Kehoe ◽  
Monique Daviss ◽  
...  
2018 ◽  
Vol 38 (3) ◽  
pp. 181-189 ◽  
Author(s):  
Emily K. Simpson ◽  
Narissa M. Ramirez ◽  
Brittany Branstetter ◽  
Aileen Reed ◽  
Evan Lines

Following a stroke, depression and anxiety may negatively affect recovery and decrease quality of life. Occupational therapy (OT) practitioners are distinctly qualified to address both the physical and psychosocial sequelae of a stroke, including clients’ mental and emotional health. This study explored the ways in which OT practitioners address the mental health needs of clients post stroke. A sequential explanatory mixed-methods design was used to collect both survey and focus group data. In all, 754 OT practitioners across the United States completed an online survey, and 10 practitioners participated in focus groups. Practitioners considered their clients’ mental health needs to be a priority (68.17%); however, only 56.64% were satisfied with the care they provided related to mental and emotional health. They identified barriers that included limited time, increased productivity standards, expectations related to physical recovery, and poor educational preparation. Practitioners are motivated to improve their provision of mental health services to clients post stroke. To address the conflict between practice realities and professional values, education programs should better integrate curricular components that focus on physical and mental health.


2013 ◽  
Vol 16 (4) ◽  
pp. 2156759X1501604 ◽  
Author(s):  
Laurie A. Carlson ◽  
Nathalie L. Kees

This descriptive survey research study (N = 120) examined the self-reported comfort level of school counselors in addressing the mental health needs of their students and school counselor perceptions regarding working relationships with school-based therapists. Survey results indicated that school counselors are generally confident in their counseling skills and comfortable addressing common issues brought to them by their students. However, these same school counselors indicated that they experience some discomfort in working with students living with DSM diagnoses and that specific courses within counselor training programs may have a mitigating effect on this discomfort. Results also revealed that school counselors are willing to lead and work with cross-disciplinary teams and school-based therapists to better meet the mental health needs of their students.


10.18258/8556 ◽  
2016 ◽  
Author(s):  
Betty-Shannon Prevatt, MA, LPA Betty-Shannon Prevatt, MA, LPA

2016 ◽  
Vol 70 (4_Supplement_1) ◽  
pp. 7011505164p1 ◽  
Author(s):  
Arezou Salamat ◽  
Heather Javaherian-Dysinger ◽  
Dragana Krpalek ◽  
Saloni Parikh ◽  
Kelly Lee ◽  
...  

2012 ◽  
Vol 16 (2_suppl) ◽  
pp. 2156759X1201600 ◽  
Author(s):  
Laurie A. Carlson ◽  
Nathalie L. Kees

This descriptive survey research study (N = 120) examined the self-reported comfort level of school counselors in addressing the mental health needs of their students and school counselor perceptions regarding working relationships with school-based therapists. Survey results indicated that school counselors are generally confident in their counseling skills and comfortable addressing common issues brought to them by their students. However, these same school counselors indicated that they experience some discomfort in working with students living with DSM diagnoses and that specific courses within counselor training programs may have a mitigating effect on this discomfort. Results also revealed that school counselors are willing to lead and work with cross-disciplinary teams and school-based therapists to better meet the mental health needs of their students.


Sign in / Sign up

Export Citation Format

Share Document