Teacher Key Opinion Leaders and Mental Health Consultation in Low-Income Urban Schools

被引:80
作者
Atkins, Marc S. [1 ]
Frazier, Stacy L. [1 ]
Leathers, Sonya J. [2 ]
Graczyk, Patricia A. [1 ]
Talbott, Elizabeth [3 ]
Jakobsons, Lara [1 ]
Adil, Jaleel Abdul [1 ]
Marinez-Lora, Ane [1 ]
Dernirtas, Hakarn [4 ]
Gibbons, Robert B. [5 ]
Bell, Carl C. [5 ]
机构
[1] Univ Illinois, Inst Juvenile Res, Chicago, IL 60608 USA
[2] Univ Illinois, Jane Addams Coll Social Work, Chicago, IL 60608 USA
[3] Univ Illinois, Coll Educ, Chicago, IL 60608 USA
[4] Univ Illinois, Sch Publ Hlth, Chicago, IL 60608 USA
[5] Univ Illinois, Dept Psychiat, Chicago, IL 60608 USA
关键词
key opinion leaders; urban schools; diffusion; ADHD; community mental health consultation;
D O I
10.1037/a0013036
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
Diffusion theory posits that information is disseminated throughout a social network by the persuasion of key opinion leaders (KOLs). This study examined the relative and combined influence of peer-identified KOL teachers (n = 12) and mental health providers (n = 21) on classroom teachers' (n = 6 1) self-reported use of commonly recommended classroom practices for children with attention-deficit/hyperactivity disorder in 6 low-income urban African American communities, relative to teachers (n = 54) at 4 matched schools who received mental health provider consultation only. Mixed-effects regression models showed that KOLs in collaboration with mental health providers promoted higher rates of teachers' self-reported use of recommended strategies than mental health providers alone, and that these effects were mediated by KOL support but not by mental health provider support. The results suggest an expanded role for KOL teachers as indigenous and natural supports for the dissemination and implementation of school-based mental health programs.
引用
收藏
页码:905 / 908
页数:4
相关论文
共 25 条
[1]  
[Anonymous], 2003, CHICAGO ANNENBERG CH
[2]   School-based mental health services for children living in high poverty urban communities [J].
Atkins, Marc S. ;
Frazier, Stacy L. ;
Birman, Dina ;
Adil, Jaleel Abdul ;
Jackson, Maudette ;
Graczyk, Patricia A. ;
Talbott, Elizabeth ;
Farmer, A. David ;
Bell, Carl C. ;
McKay, Mary M. .
ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH, 2006, 33 (02) :146-159
[3]  
Atkins MS, 2003, SCHOOL PSYCHOL REV, V32, P503
[4]  
ATKINS MS, 2008, ADV SCH BASED MENTAL, V2, P1
[5]  
Boyd W. L., 1997, CHILDREN YOUTH INTER, P141
[6]  
Bryk A., 2002, Trust in schools: A core resource for improvement
[7]   From data to wisdom: Quality improvement strategies supporting large-scale implementation of evidence-based services [J].
Daleiden, EL ;
Chorpita, BF .
CHILD AND ADOLESCENT PSYCHIATRIC CLINICS OF NORTH AMERICA, 2005, 14 (02) :329-+
[8]  
FANNER EMZ, 2002, J CONSULT CLIN PSYCH, V70, P1267
[9]   APPLIED BEHAVIOR ANALYSIS FOR EDUCATORS - TEACHER CENTERED AND CLASSROOM BASED [J].
FANTUZZO, J ;
ATKINS, M .
JOURNAL OF APPLIED BEHAVIOR ANALYSIS, 1992, 25 (01) :37-42
[10]   Teacher resistance to school-based consultation with school psychologists: A survey of teacher perceptions [J].
Gonzalez, JE ;
Nelson, JR ;
Gutkin, TB ;
Shwery, CS .
JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS, 2004, 12 (01) :30-37