Classroom Strategies for Students with Mental Health Problems

By Beverly A. Doyle and Lynne E. Houtz.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Approximately seventy million students experience the mental health diagnoses described in the DSMIV, but only one fourth of these receive the mental health services needed. Mental health interventions can be provided in the school setting as part of the curriculum provided by teachers. The paper reviews the results of a survey delineating the extent of mental health services needed, what is presently provided, and the skills and training needs of teachers to provide these. Therapeutic approaches viable in a school setting, within the realm of school personnel’s job description are described as well as how these will fit into the curriculum typically provided in a school setting.

Keywords: Mental Health, Teacher Training in Mental Health, Mental Health Problems of Students, Therapeutic Approaches in Education

The International Journal of Learning, Volume 16, Issue 7, pp.535-552. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.291MB).

Dr. Beverly A. Doyle

Coordinator, Education, Creighton University, Omaha, Nebraska, USA

I plan curriculum, teach classes, and advise both regular and special educators to work with students experiencing learning and behavioral differences.

Dr. Lynne E. Houtz

Professor, Education, Creighton University, Omaha, Nebraska, USA

Lynne E. Houtz, PhD, did undergraduate study at the College of Saint Teresa, University of Nebraska, and earned her B.S. degree in Elementary Education from Kent State University in 1971. Her 23-year public school teaching career includes grades 4,5,6,7,8, in Ohio, Illinois and Nebraska. She was simultaneously a perpetual student, doing graduate study at Kent State, the Ohio State University, University of Nebraska at Omaha, University of Iowa, and Purdue University. Lynne accumulated additional teaching endorsement in Music, Middle Level, Social Sciences, and Science. In 1985 she earned a Masters in Elementary Science Education from the University of Nebraska at Omaha, and in 1992, her PhD in Administration, Curriculum and Instruction in Science and Math Education from the University of Nebraska - Lincoln. She served as the Science Supervisor for Omaha Public Schools prior to entering academia. Lynne taught science and math education courses at the University of Nebraska-Lincoln, Wayne State College, Nebraska Wesleyan University and is now Professor of Science and Mathematics Education at Creighton University. Dr. Houtz’s research and application works related to improving science education for all have been shared at national and international venues, including Brazil, Prague, Athens and Italy. Publication venues include the Journal of Research in Science Teaching, Journal of Elementary Science Education, Journal of Science Education for Students with Disabilities, Science and Children, Science Scope, Science Education Review, Journal of the National Medical Association, Journal of Higher Education Outreach and Engagement, Academic Medicine, and The International Journal of Learning. Lynne has been involved with numerous grant projects, including outreach programs by biomedical sciences funded by AAMC, HHMI, and NAIDA. She is available for consulting to school districts, medical schools and health science divisions.

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