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The Mental Health Literacy of High S...

Holtz, Kelly Fahy.

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The Mental Health Literacy of High School Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Mental Health Literacy of High School Teachers./
Author:	Holtz, Kelly Fahy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	191 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: B.
Contained By:	Dissertation Abstracts International78-10B(E).
Subject:	Mental health. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10261386
ISBN:	9781369792713

The Mental Health Literacy of High School Teachers.
Holtz, Kelly Fahy.

The Mental Health Literacy of High School Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 191 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: B.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

Studies have indicated that one in five high school students has some sort of mental, behavioral or emotional problem and that only about 30% of students suffering from mental health conditions receive any type of intervention or treatment. Educators may have a unique opportunity to recognize and support students who could be struggling with mental health issues. The purpose of this study was to explore teachers' knowledge and awareness of mental health and how prepared they were to respond to issues concerning adolescent mental health. In this case study, teaching faculty at one high school were invited to take an online survey. Analysis was guided by the social cognitive theory. Responses were provided by 78 teachers. Frequencies and correlations were generated from their responses.

ISBN: 9781369792713Subjects--Topical Terms:

534751
Mental health.

The Mental Health Literacy of High School Teachers.
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260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 191 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: B.
500 $a Adviser: John P. Allegrante.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2017.
520 $a Studies have indicated that one in five high school students has some sort of mental, behavioral or emotional problem and that only about 30% of students suffering from mental health conditions receive any type of intervention or treatment. Educators may have a unique opportunity to recognize and support students who could be struggling with mental health issues. The purpose of this study was to explore teachers' knowledge and awareness of mental health and how prepared they were to respond to issues concerning adolescent mental health. In this case study, teaching faculty at one high school were invited to take an online survey. Analysis was guided by the social cognitive theory. Responses were provided by 78 teachers. Frequencies and correlations were generated from their responses.
520 $a Results indicated that teachers who were surveyed were "somewhat knowledgeable," "somewhat aware," and "somewhat comfortable" with concepts related to mental health and their adolescent students. In response to students with emotional or behavioral issues in the classroom, teachers indicated that they changed the way they interacted with students experiencing mental health challenges by adopting one to six different supportive actions. Teacher awareness of mental health issues was significantly positively correlated with teacher knowledge of mental health issues among students as well as having appropriate teacher supports. Consistent with the literature reviewed, teachers reported a need for more support from colleagues and more training in the area of mental health.
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