心理學(xué)畢業(yè)論文外文翻譯--學(xué)校輔導(dǎo)員與校外心理健康專(zhuān)家共同致力于改善學(xué)生的心理健康需求-全文預(yù)覽
【正文】 receive the care they need (. Department of Health and Human Services, 1999). Given the importance and acceptance of multisystem collaboration in improving child and youth mental health, the perceived efficacy of these collaborative partnerships is what drives this research agenda. Precisely, we are interested in the perceptions held by school counselors, school principals, and vice principals as related to schoolmunity agency collaboration. In addition, we sought to understand what school counselors and their hiring principals/vice principals regard as the roles and responsibilities of school counselors and the scope of school counselor training. Although many school counselors may feel adequately trained to deal with the personal, social, and psychological needs of their students and in some cases expect that is how they will spend their time, in reality school districts are working collaboratively with nonschool MHPs to respond to the mental health needs of students. Some of the positions are paid, in 譯文 2 part, by the school district. As such, we were particularly interested in the viewpoints of those professionals who are stakeholders in these collaborative relationships. In other words, what thoughts do school counselors hold about their school districts contracting to hire nonschool MHPs, namely licensed clinical social workers and psychologists, to provide mental health services to schoolaged students? What are the experiences of school counselors as they define their roles and interact with nonschool personnel to meet the mental health needs of students? METHOD Participants and Procedure Participants were 53 school counselors and administrators (33 school counselors, 20 principals/vice principals) employed in middle and high school settings located in the Midwest region. Among the 21 female and 12 male school counselors, 29 were certified and 4 were provisionally certified. School counselors ranged in age from 31 to 65 with a mean age of (SD = ). The number of years they were employed as a school counselor ranged from 1 to 40 with a mean of (SD = ). Nine principals and 11 vice principals represented the administrator group, of which 13 were male and 7 were female. Administrators ranged in age from 30 to 57 with a mean age of (SD = ). The mean number of years that administrators reported being employed as principals and vice principals was (SD = ) with a range of 1 to 18. Participants were recruited from six school districts representing two Midwestern states. Participants pleted either an online survey or a paper survey, including demographic information. Instrumentation The School Counselor Roles and Responsibilities Survey is a 25item scale designed by the authors to gather information on participants39。 Galassi, 2020). Walsh and Galassi asserted that if we are to successfully intersect the plicated inschool and outofschool lives of children, we must focus on the development of the whole child. Doing so will require collaborations that span the boundaries of professions and agencies (p. 680). Expanded school mental health programs are a growing movement in the United States, which represents partnerships between schools and munity mental health agencies. In these programs, schoolhired mental health professionals (MHPs) provide a myriad of services, which emphasize effective prevention, assessment, and intervention (Weist, Lowie, Flaherty, amp。 (b) the perceived responsibilities of school counselors。 (b) were able to identify students who are in need of mental health services (t = , p = .001, Cohen39。 68%)。 6%)。 and ( 3) Counseling centers are understaffed. Clinical, noncounseling/administration tasks are always forced on school counselors. Similarly, one administrator wrote, A necessary developmentschools are held more responsible for mental health, and counselors do not have the time nor the training. Seven counselors and 4 administrators indicated they agreed with schools contracting or hiring MHPs if these professionals are qualified and if clear roles are defined. For example, one counselor wrote, In my experience some have been highly qualified and others have not. Those who have been highly qualified are invaluable. Those who were not increased my workload and probably damaged the students. One administrator mented, Outside mental health professionals need to thoroughly understand how schools operate and the restrictions schools have on them. Three counselors indicated that they disagreed with the current role as defined for school counselors, as indicated by the following response: If school counselors were free from the clerical work they do, they could adequately deliver mental health services. Two administrators disagreed with hiring outside MHPs as indicated by the response Not affordable. Fortyeight participants provided their perceptions about the roles and responsibilities of school counselors, as
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