scholarly journals Ethnic Differences in Teacher–Student Relationship Quality and Associations With Teachers’ Informal Help for Adolescents’ Internalizing Problems

2018 ◽  
Vol 27 (2) ◽  
pp. 101-109 ◽  
Author(s):  
Esmée E. Verhulp ◽  
Gonneke W. J. M. Stevens ◽  
Jochem Thijs ◽  
Trees V. M. Pels ◽  
Wilma A. M. Vollebergh
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Relationship Quality ◽  
Ethnic Differences ◽  
Internalizing Problems ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Informal Help

Ethnic minority adolescents receive not only less formal mental health services than their ethnic majority peers but also less school-based mental health services. Little is known about the extent to which adolescents indicate their teachers help them with their mental health problems. The aim of the current study was to investigate ethnic differences in teacher-provided informal help for adolescents’ internalizing problems, and whether these could be explained by differences in teacher-reported internalizing problems and teacher–adolescent relationship quality. A sample of adolescents at risk of internalizing problems and their teachers participated in the study ( n = 229). Adolescents originated from four ethnic groups in the Netherlands: three ethnic minority groups (Surinamese Dutch, Turkish Dutch, Moroccan Dutch) and the ethnic majority (native Dutch). Results showed that only Moroccan Dutch adolescents reported considerably less informal help from their teachers for their internalizing problems than native Dutch adolescents, whereas Turkish Dutch and Surinamese Dutch adolescents were not found to differ from native Dutch adolescents. Teacher–student relationship quality and teacher-reported internalizing problems could not explain the differences in informal help between Moroccan Dutch and Dutch adolescents. Teachers reported significantly higher levels of conflict in their relationships with Moroccan Dutch than native Dutch adolescents, and for Moroccan Dutch adolescents, higher levels of conflict were associated with lower levels of informal help by the teacher.

Engagement in Mental Health Services as a Function of Relationship Quality and PTSD Symptom Severity

2013 ◽  
Author(s):  
Meghan M. McGinn ◽  
Katherine D. Hoerster ◽  
Carol Malte ◽  
Stephen Hunt ◽  
Matthew Jakupcak
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Relationship Quality ◽  
Symptom Severity ◽  
Ptsd Symptom ◽  
Ptsd Symptom Severity

Measuring Preservice Teachers’ Anticipated Teacher–Student Relationship Quality

2021 ◽  
pp. 073428292110394
Author(s):  
Steven R. Chesnut ◽  
Daniel B. Hajovsky
Keyword(s):  
Preservice Teachers ◽  
Relationship Quality ◽  
Short Form ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Study Results ◽  
Teacher Student Relationship ◽  
Student Relationship

The current study aimed to develop a measure of anticipated teacher–student relationship quality to be used with preservice teacher populations that is operationally similar to a measure commonly used with inservice teachers (i.e., short-form of the Student–Teacher Relationship Scale; Pianta, 2001). To date, teacher–student relationship quality has been a construct studied solely with inservice teacher populations. Two hundred and thirteen preservice teachers participated in the current study. Results suggest that the developed measure of anticipated teacher–student relationship with preservice teachers demonstrated response trends similar to the measure used with inservice teachers except that preservice teachers anticipate more conflict with future students than inservice teachers report with current students. Additionally, results show the developed measure fits the two factor structure of the original scale and exhibits concurrent validity via associations with teacher self-efficacy beliefs. Implications for measuring anticipated teacher–student relationship quality within teacher education programs and future directions for research are discussed.

Ethnic differences in satisfaction with mental health services among representative people with psychosis in South London: PRiSM Study 4

1997 ◽  
Vol 171 (3) ◽  
pp. 260-264 ◽  
Author(s):  
Sue E. Parkman ◽  
Sara N. Davies ◽  
Morven Leese ◽  
Michael Phelan ◽  
Graham Thornicroft
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Psychotic Disorder ◽  
Ethnic Differences ◽  
Black Caribbean ◽  
The Caribbean ◽  
The Uk ◽  
Two Sectors ◽  
White Patients

BackgroundPrevious studies show that among Black Caribbeans there is a higher prevalence of schizophrenia and higher levels of both voluntary and compulsory admissions. These suggest that Black Caribbean patients may find psychiatric services less appropriate to their needs. The aim of this study was to establish the satisfaction with mental health services of representative psychosis patients in South London, especially in relation to ethnic group.MethodA random sample of all cases of psychotic disorder identified in the two sectors was interviewed using the Verona Service Satisfaction Schedule. Questionnaires from 50 Black Caribbean patients and 134 White patients were analysed.ResultsBlack Caribbean patients, particularly those of second generation born in the UK, were significantly less satisfied with almost every aspect of the services that they received than either older Black Caribbean patients born in the Caribbean or White patients. Using multiple regression analysis it was found that among the younger Black Caribbean patients, unlike the other patients, the number of previous admissions was a significant predictor of dissatisfaction.ConclusionPatients' ratings of satisfaction with mental health services are significantly worse for UK-born Black Caribbean than other patients with psychotic disorder in South London.

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