Teacher Consultation and Coaching Within Mental Health Practice: Classroom and Child Effects in Urban Elementary Schools

• Published in: Journal of consulting and clinical psychology 2012-08, Vol.80 (4), p.597-610
• Main Authors: Cappella, Elise, Hamre, Bridget K, Kim, Ha Yeon, Henry, David B, Frazier, Stacy L, Atkins, Marc S, Schoenwald, Sonja K
• Format: Article
• Language: English
• Subjects: Academic Ability; Aggression - psychology; Biological and medical sciences; Bullying; Child; Children; Classroom Behavior; Classroom Environment; Classroom observation; Classrooms; Coaching; Community Mental Health; Consultation; Control Groups; Educational psychology; Elementary School Students; Elementary School Teachers; Elementary Schools; Emotional support; Faculty; Female; Fundamental and applied biological sciences. Psychology; Health Activities; Human; Humans; Intervention; Male; Mental Health; Mental Health Services; Mental Health Workers; Peer Group; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Regression (Statistics); School Based Intervention; School Health Services; Schools; Self Concept; Social Behavior; Social support; Student Adjustment; Teacher; Teacher Student Interaction; Teacher Student Relationship; Teachers; Teaching Methods; Urban Population; Urban Schools
• ISSN: 0022-006X; 1939-2117; 1939-2117
• DOI: 10.1037/a0027725

Objective: To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method: Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Results: Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Conclusions: Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains.