Emotional and behavioral problems have been identified as key barriers to teaching and learning (Adelman, Taylor, Wesit, Adelsheim, Freeman, Knapp et al., 1999). School districts are striving to find ways to implement school-based mental health (SBMH) programs that will address targeted issues. Schools and educators are uninformed about the most effective and best practice approaches at developing programs that will service the mental health needs of students. The purpose of the current study was to determine if a statistically significant difference existed between the independent variable consisting of modalities of SBMH service in school districts and the dependent variables that consist of factors of effectiveness including hours of service, cost factors, and educator satisfaction. The participant sample of the study consisted of eight school districts in the state of Arkansas. Data was collected through archival data collection and an educator satisfaction survey. The current study results indicated that there was a statistically significant difference between (a) indirect hours of service among the independent variables, (b) direct cost factors, and (c) educator satisfaction. Results of the current study can provide educational leaders with the knowledge to make better development decisions when implementing school-based mental health programs.Data collection for this study focused on hours of service, cost factors, and educator satisfaction as it relates to program effectiveness. The purpose of quasi- experimental, descriptive research design is to examine the degree to which SBMHanbsp;...
|Title||:||School Based Mental Health Service Modalities and Program Effectiveness|
|Author||:||April Elizabeth Kindall|
|Publisher||:||ProQuest - 2009|