Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

The purpose of this qualitative study was to learn what practicing Educational leaders state are the competencies needed for school administrators to access school-based mental health services for students. Research questions included what competencies of elementary principals facilitate the provision of mental health services for students in elementary public schools and what administrative structures, policies, and procedures are needed in elementary schools for students to access mental health services. Standards for school administrators in pre-service programs were reviewed to determine if there are gaps in what administrators are taught in pre-service programs versus what knowledge they need to have in order to implement school-based mental health services. Elementary principals, guidance counselors, school-based mental health practitioners, and school social workers who have experience supervising or working with students who have a DSM-V diagnosis of eligibility for special Education, such as an emotional disability, were interviewed for this study. One semi-structured interview with participants was conducted onsite to gain an understanding of the phenomenon of school-based mental health services for students. Emerging themes included the principals having the mindset that the academic needs of students cannot be met until mental health needs are met, providing ongoing professional development for all staff, intentionally using vocabulary for the social-emotional health provider position to avoid the stigma of the term, mental health,” having a defined structure of how students access services, having a relationship with the local community mental health center, having support from the central administration office, and the principal having experience with mental health. A culture of care for all students was identified across participant responses. Barriers to providing school-based mental health services were physical space in the school building and ongoing funding sources. Participant responses did not reference the Professional Standards for Education Leaders. One of the top 10 graduate schools for educator leadership preparation referenced the Professional Standards for Education Leaders.

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