Teachers as therapeutic agents: perceptions of a school-based mental health initiative

Teacher-child relationship building (TCRB) is a play-based professional development programme adapted from kinder training and filial therapy. Intended for early education teachers and students, TCRB is designed to strengthen the teacher-child relationship, improve student behaviour, enhance academi...

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Bibliographic Details
Published in:British journal of guidance & counselling 2014-05, Vol.42 (3), p.284-296
Main Authors: Lindo, Natalya A., Dillman Taylor, Dalena, Meany-Walen, Kristin K., Purswell, Katherine, Jayne, Kimberly, Gonzales, Terri, Jones, Leslie
Format: Article
Language:English
Subjects:
Academic guidance counseling
Classroom management
Classroom Techniques
Faculty Development
filial therapy
Inservice Teacher Education
Intervention
Interviews
kinder training
Mental Health Programs
Perceptions
Phenomenology
Play Therapy
Preschool Children
Professional development
Program Effectiveness
Program Implementation
Qualitative Research
School based
Semi Structured Interviews
Student Behavior
Teacher Attitudes
Teacher Student Relationship
teacher-child relationships
Teacher-Student relationships
Teachers
Teaching Skills
United States (South)
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Summary:Teacher-child relationship building (TCRB) is a play-based professional development programme adapted from kinder training and filial therapy. Intended for early education teachers and students, TCRB is designed to strengthen the teacher-child relationship, improve student behaviour, enhance academic involvement and develop teachers' classroom management skills. In the current study, we utilised a phenomenological approach to examine teachers' perceptions of the initial implementation of TCRB through identifying individual and collective perspectives in the summation of themes. Findings indicated that the teachers perceived the TCRB model to be informative, well organised, appropriately structured and effective in enhancing teacher-child relationships, improving classroom management skills and reducing behavioural problems among child participants. Limitations of the study, implications and suggestions for future research are discussed.
ISSN:0306-9885
1469-3534
DOI:10.1080/03069885.2014.896452