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

Journal of Consulting and Clinical Psychology

Volumn 80, Issue 4, 2012, Pages 597-610

  Cappella, Elise ^a   Hamre, Bridget K ^b   Kim, Ha Yeon ^a   Henry, David B ^c   Frazier, Stacy L ^c   Atkins, Marc S ^c   Schoenwald, Sonja K ^d  

^a NEW YORK UNIVERSITY   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

^c UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

^d MEDICAL UNIVERSITY OF SOUTH CAROLINA   (United States)

Author keywords

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

Indexed keywords

ACADEMIC ACHIEVEMENT; ADULT; ARTICLE; CHILD; CHILD BEHAVIOR; CHILD HEALTH CARE; COMMUNITY MENTAL HEALTH; CONSULTATION; CONTROLLED STUDY; EMOTION; FEMALE; HEALTH CARE PRACTICE; HUMAN; HUMAN EXPERIMENT; HUMAN RELATION; MALE; MENTAL HEALTH CARE; MENTAL HEALTH CARE PERSONNEL; OUTCOME ASSESSMENT; PEER PRESSURE; PRIMARY SCHOOL; RANDOMIZED CONTROLLED TRIAL; SCHOOL CHILD; SCHOOL HEALTH SERVICE; SEASONAL VARIATION; SELF CONCEPT; SOCIAL INTERACTION; TEACHER; TEACHING; URBAN AREA; AGGRESSION; CONTROLLED CLINICAL TRIAL; MENTAL HEALTH; MENTAL HEALTH SERVICE; PEER GROUP; PSYCHOLOGICAL ASPECT; SCHOOL; SOCIAL BEHAVIOR; UNIVERSITY; URBAN POPULATION;

AGGRESSION; CHILD; FACULTY; FEMALE; HUMANS; MALE; MENTAL HEALTH; MENTAL HEALTH SERVICES; PEER GROUP; SCHOOL HEALTH SERVICES; SCHOOLS; SOCIAL BEHAVIOR; URBAN POPULATION;

EID: 84872246606     PISSN: 0022006X     EISSN: 19392117     Source Type: Journal    
DOI: 10.1037/a0027725     Document Type: Article

References (83)

1. Aarons, G. A., Hurlburt, M., & Horwitz, S. M. (2011). Advancing a conceptual model of evidence-based practice implementation in public service sectors. Administration and Policy in Mental Health and Mental Health Services Research, 38, 4-23. doi:10.1007/s10488-010-0327-7
2. Adelman, H. S., & Taylor, L. (2006a). Mapping a school's resources to improve their use in preventing and ameliorating problems. In C. Franklin, M. B. Harris, & P. Allen-Meares (Eds.), The school services sourcebook: A guide for school-based professionals (pp. 977-990). New York, NY: Oxford University Press.
3. Adelman, H. S., & Taylor, L. (2006b). The school leader's guide to student learning supports: New directions for addressing barriers to learning. Thousand Oaks, CA: Corwin Press.
4. Atkins, M. S., Frazier, S. L., Birman, D., Adil, J. A., Jackson, M., Graczyk, P., . . . McKay, M. M. (2006). School-based mental health services for children living in high poverty urban communities. Administration and Policy in Mental Health and Mental Health Services Research, 33, 146-159. doi:10.1007/s10488-006-0031-9
5. Atkins, M. S., Frazier, S. L., Leathers, S., Graczyk, P., Talbott, E., Jakobsons, L., . . . Bell, C. C. (2008). Teacher key opinion leaders and mental health consultation in urban low-income schools. Journal of Consulting and Clinical Psychology, 76, 905-908. doi:10.1037/a0013036
6. Atkins, M. S., Hoagwood, K. E., Kutash, K., & Seidman, E. (2010). Toward the integration of education and mental health in schools. Administration and Policy in Mental Health and Mental Health Services Research, 37(1-2), 40-47. doi:10.1007/s10488-010-0299-7
7. Baker, J. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211-229. doi:10.1016/j.jsp.2006.02.002
8. Bradshaw, C. P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10, 100-115. doi:10.1007/s11121-008-0114-9
9. Brock, L. L., Nishida, T. K., Chiong, C., Grimm, K. J., & Rimm-Kaufman, S. E. (2008). Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach. Journal of School Psychology, 46, 129-149. doi:10.1016/j.jsp.2007.02.004
10. Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253. doi:16/S0742-051X(99)00057-8
11. Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4R program. Journal of Educational Psychology, 102, 153-167. doi:10.1037/a0018160
12. Cappella, E., Frazier, S. L., Atkins, M. S., Schoenwald, S. K., & Glisson, C. (2008). An ecological model of school based mental health services: Enhancing schools' capacity to support children in poverty. Administration and Policy in Mental Health and Mental Health Services Research, 35, 395-409. doi:10.1007/s10488-008-0182-y
13. Cappella, E., Jackson, D. R., Bilal, C., Hamre, B. K., & Soulé, C. (2011). Bridging mental health and education in urban elementary schools: Participatory research to inform intervention development and implementation. School Psychology Review, 40, 486-508.
14. Chang, L., Liu, H., Fung, K. Y., Wang, Y., Wen, Z., Li, H., & Farver, J. M. (2007). The mediating and moderating effects of teacher preference on the relations between students' social behaviors and peer acceptance. Merrill-Palmer Quarterly, 53, 603-630. doi:10.1353/mpq.2008.0006
15. Chen, X., Chang, L., Liu, H., & He, Y. (2008). Effects of the peer group on the development of social functioning and academic achievement: A longitudinal study in Chinese children. Child Development, 79, 235-251. doi:10.1111/j.1467-8624.2007.01123.x
16. Coie, J. D., & Dodge, K. A. (1983). Continuities and changes in children's social status: A five-year longitudinal study. Merrill-Palmer Quarterly, 29, 261-282.
17. Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710-722. doi: 10.2307/1131945
18. Dempster, A. P., Laird, N. M., & Rubin, D. B. (1977). Maximum likelihood from incomplete data via the EM algorithm. Journal of the Royal Statistical Society, Series B, 39, 1-38.
19. Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children's social and emotional competence: A randomized trial of the preschool "PATHS" curriculum. The Journal of Primary Prevention, 28, 67-91. doi:10.1007/s10935-007-0081-0
20. Donohue, K. M., Perry, K. E., & Weinstein, R. S. (2003). Teachers' classroom practices and children's rejection by their peers. Journal of Applied Developmental Psychology, 24, 91-118. doi:10.1016/S0193-3973(03)00026-1
21. Downer, J. T., Kraft-Sayre, M. E., & Pianta, R. C. (2009). Ongoing, web-mediated professional development focused on teacher-child interactions: Early childhood educators' usage rates and self-reported satisfaction. Early Education and Development, 20, 321-345. doi:10.1080/10409280802595425
22. Driscoll, K. C., & Pianta, R. C. (2010). Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships. Early Education and Development, 21, 38-64. doi: 10.1080/10409280802657449
23. Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327-350. doi:10.1007/s10464-008-9165-0
24. Durlak, J. A., Weissberg, R. P., Dymnicki, A., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. doi:10.1111/j.1467-8624.2010.01564.x
25. Embry, D. D. (2002). The Good Behavior Game: A best practice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5, 273-297. doi:10.1023/A:1020977107086
26. Feingold, A. (2009). Effect sizes for growth-modeling analysis for controlled clinical trials in the same metric as for classical analysis. Psychological Methods, 14, 43-53. doi:10.1037/a0014699
27. Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa: University of South Florida.
28. Foster, S., Rollefson, M., Doksum, T., Noonan, D., & Robinson, G. (2005). School Mental Health Services in the United States, 2002-2003 (DHHS Pub. No. [SMA] 05-4068). Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration.
29. Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (1996). Behavior Rating Inventory of Executive Function. Lutz, FL: Psychological Assessment Resources.
30. Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Test review: Behavior rating inventory of executive function. Child Neuropsychology, 6, 235-238. doi:0929-7049/00/0603-235
31. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638. doi:10.1111/1467-8624.00301
32. Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967. doi:10.1111/j.1467-8624.2005. 00889.x
33. Hamre, B. K., & Pianta, R. C. (2010). Classroom environments and developmental processes: Conceptualization and measurement. In J. L. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling and human development (pp. 25-41). New York, NY: Routledge.
34. Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers' perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17, 115-136. doi:10.1111/j.1467-9507.2007.00418.x
35. Hamre, B. K., Pianta, R. C., Mashburn, A. J., & Downer, J. T. (in press). Promoting young children's social competence through the preschool PATHS curriculum and MyTeachingPartner professional development resources. Early Education and Development.
36. Harter, S. (1985). Manual for the Self-Perception Profile for Children. Denver, CO: University of Denver.
37. Holland, J. B. (2006). Estimating genotypic correlations and their standard errors using multivariate restricted maximum likelihood estimation with SAS Proc MIXED. Crop Science, 46, 642-654. doi:10.2135/cropsci2005.0191
38. Howes, C. (2000). Social-emotional classroom climate in child care, childteacher relationships and children's second grade peer relations. Social Development, 9, 191-204. doi:10.1111/1467-9507.00119
39. Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children's pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23, 27-50. doi:10.1016/j.ecresq.2007.05.002
40. Hughes, J. N., Cavell, T. A., & Wilson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39, 289-301. doi:10.1016/S0022- 4405(01)00074-7
41. Hughes, J. N., & Kwok, O. (2006). Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis. Journal of School Psychology, 43, 465-480. doi:16/j.jsp.2005.10.001
42. Hughes, J., & Kwok, O. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39-51.
43. Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1-14. doi:10.1037/0022-0663.100.1.1
44. Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499-534. doi:10.3102/00028312038003499
45. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525. doi:10.3102/ 0034654308325693
46. Jones, S. M., Brown, J. L., & Aber, J. L. (2011). Two-year impacts of a universal school-based social-emotional and literacy intervention: An experiment in translational developmental research. Child Development, 82, 533-554. doi:10.1111/j.1467-8624.2010.01560.x
47. Li-Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M. W., & Jones, S. M. (2010). Understanding and improving classroom emotional climate in the "real world": The role of teachers' psychosocial stressors. Early Education and Development, 21, 65-94. doi:10.1080/ 10409280902783509
48. Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic selfconcept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54. doi: 10.1037/0022-0663.89.1. 41
49. Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
50. Mashburn, A. J., Downer, J. T., Hamre, B. K., Justice, L. M., & Pianta, R. C. (2010). Consultation for teachers and children's language and literacy development during pre-kindergarten. Applied Developmental Science, 14, 179-196. doi:10.1080/10888691.2010.516187
51. Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T. Barbarin, A. Bryant, D. . . . Howes, C. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79, 732-749. doi:10.1111/j.1467-8624.2008.01154.x
52. Mooney, P., Ryan, J. B., Uhing, B. M., Reid, R., & Epstein, M. H. (2005). A review of self-management interventions targeting academic outcomes for students with emotional and behavioral disorders. Journal of Behavioral Education, 14, 203-221. doi:10.1007/s10864-005-6298-1
53. Moskowitz, D. S., Schwartzman, A. E., & Ledingham, J. E. (1985). Stability and change in aggression and withdrawal in middle childhood and early adolescence. Journal of Abnormal Psychology, 94, 30-41. doi:10.1037/0021-843X. 94.1.30
54. Muris, P., Meesters, C., & Fijen, P. (2003). The self-perception profile for children: Further evidence for its factor structure, reliability, and validity. Personality and Individual Differences, 35, 1791-1802. doi: 10.1016/S0191-8869(03)00004-7
55. Nastasi, B. K. (2004). Meeting the challenges of the future: Integrating public health and public education for mental health promotion. Journal of Educational & Psychological Consultation, 15, 295-312. doi: 10.1207/s1532768xjepc153&4-6
56. Norwich, B. (2008). Special schools: What future for special schools and inclusion? Conceptual and professional perspectives. British Journal of Special Education, 35, 136-143. doi:10.1111/j.1467-8578.2008.00387.x
57. Palinkas, L. A., Aarons, G. A., Horwitz, S., Chamberlain, P., Hurlburt, M., & Landsverk, J. (2011). Mixed method designs in implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 38, 44-53. doi:10.1007/s10488-010-0314-z
58. Peets, K., Hodges, E. V. E., Kikas, E., & Salmivalli, C. (2007). Hostile attributions and behavioral strategies in children: Does relationship type matter? Developmental Psychology, 43, 889-900. doi:10.1037/0012-1649.43.4. 889
59. Pianta, R. C. (2001). STRS: Student-Teacher Relationship Scale: Professional manual. Odessa, FL: Psychological Assessment Resources.
60. Pianta, R. C., Belsky, J., Houts, R., Morrison, F., & The NICHD Early Child Care Research Network. (2007). Opportunities to learn in America's elementary classrooms. Science, 315, 1795-1796. doi:10.1126/science.1139719
61. Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS) manual, K-3. Baltimore, MD: Brooks Publishing Co.
62. Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 431-451. doi:10.1016/j.ecresq.2008 .02.001
63. Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving student outcomes. New York, NY: Guilford Press.
64. Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26. doi:10.1016/j.ecresq.2007.09.001
65. Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism. Child Development, 82, 362-378. doi:10.1111/j.1467-8624.2010.01561.x
66. Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children's mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26, 1-13. doi:10.1037/a0022714
67. Riggs, N. R., Blair, C. B., & Greenberg, M. T. (2004). Concurrent and 2-year longitudinal relations between executive function and the behavior of 1st and 2nd grade children. Child Neuropsychology, 9, 267-276. doi:10.1076/chin.9.4.267.23513
68. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958-972. doi:10.1037/a0015861
69. Rimm-Kaufman, S. E., & Sawyer, B. E. (2004). Primary-grade teachers' self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the "Responsive Classroom" approach. The Elementary School Journal, 104, 321-341. doi:10.1086/499756
70. Schaeffer, C. M., Bruns, E., Weist, M., Stephan, S. H., Goldstein, J., & Simpson, Y. (2005). Overcoming challenges to using evidence-based interventions in schools. Journal of Youth and Adolescence, 34, 15-22. doi:10.1007/s10964-005-1332-0
71. Schwartz, D., McFadyen-Ketchum, S., Dodge, K. A., Pettit, G. S., & Bates, J. E. (1999). Early behavior problems as a predictor of later peer group victimization: Moderators and mediators in the pathways of social risk. Journal of Abnormal Child Psychology, 27, 191-201. doi:10.1023/A: 1021948206165
72. Singer, J. D. (1998). Using SAS PROC MIXED to fit multilevel models, hierarchical models, and individual growth models. Journal of Educational and Behavioral Statistics, 23, 323-355. doi:10.3102/10769986023004323
73. Singer, J., & Willett, J. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York, NY: Oxford University Press.
74. Skinner, C. H., Cashwell, T. H., & Skinner, A. L. (2000). Increasing tootling: The effects of a peer-monitored group contingency program on students' reports of peers' prosocial behaviors. Psychology in the Schools, 37, 263-270. doi:10.1002/(SICI)1520-6807(200005)37: 3 263::AID-PITS6-3.0.CO;2-C
75. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
76. Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33, 547-560.
77. Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35, 245-259.
78. Taylor, L. D., Davis-Kean, P., & Malanchuk, O. (2007). Self-esteem, academic self-concept, and aggression at school. Aggressive Behavior, 33, 130-136. doi:10.1002/ab.20174
79. Thomas, D. E., Bierman, K. L., Thompson, C., Powers, C. J., & Conduct Problems Prevention Research Group. (2008). Double jeopardy: Child and school characteristics that predict aggressive-disruptive behavior in first grade. School Psychology Review, 37, 516-532.
80. Wandersman, A., Duffy, J., Flaspohler, P., Noonan, R., Lubell, K., Stillman, L., . . . Saul, J. (2008). Bridging the gap between prevention research and practice: The Interactive Systems Framework for Dissemination and Implementation. American Journal of Community Psychology, 41, 171-181. doi:10.1007/s10464-008-9174-z
81. Webster-Stratton, C. H., & Reid, J. M. (2010). The Incredible Years program for children from infancy to pre-adolescence: Prevention and treatment of behavior problems. In R. C. Murrihy, A. D. Kidman, & T. H. Ollendick (Eds.), Clinical handbook of assessing and treating conduct problems in youth (pp. 117-138). New York, NY: Springer Science & Business Media.
82. Weist, M. D., Myers, C. P., Hastings, E., Ghuman, H., & Han, Y. (1999). Psychosocial functioning of youth receiving mental health services in the schools versus community mental health centers. Community Mental Health Journal, 35, 69-81. doi:10.1023/A:1018700126364
83. Whipple, S. S., Evans, G. W., Barry, R. L., & Maxwell, L. E. (2010). An ecological perspective on cumulative school and neighborhood risk factors related to achievement. Journal of Applied Developmental Psychology, 31, 422-427. doi:10.1016/j.appdev.2010.07.002