1、 毕业论 文 (设计 ) 外语资料翻译 论 文 题 目 合 作 关 系 ：学 校 辅 导 员 与 校 外 心 理 健 康 专家 共 同 致 力 于 改 善 学 生 的 心 理 健 康 需 求 （英 文 ） Collaborative Relationships: School Counselors and Non-School Mental Health Professionals Working Together to Improve the Mental Health Needs of Students 学 院 文理学院 专 业 应用心理学 姓 名 学 号 指 导教师 2011 年 4 月
2、 3 日 译文 1 Collaborative Relationships: School Counselors and Non-School Mental Health Professionals Working Together to Improve the Mental Health Needs of Students Authors:Brown, Chris1 brownchrumkc.edu Dahlbeck, David T.2 Sparkman-Barnes, Lynette3 Abstract: Fifty-three school counselors and adminis
3、trators employed in middle and high school settings were surveyed regarding their thoughts about school districts working collaboratively with non-school mental health professionals to respond to the mental health needs of students. In addition, the survey sought to understand what school counselors
4、 and their hiring principals/vice principals regard as the roles and responsibilities of school counselors and the scope of school counselor training. In an effort to provide a broad array of services that will assist students in dealing with the social and emotional issues they bring to the classro
5、om, schools and community mental health agencies have begun to implement collaborative partnerships (Walsh & Galassi, 2002). Walsh and Galassi asserted that if we are to successfully intersect the complicated in-school and out-of-school lives of children, we must focus on the development of the whol
6、e child. Doing so will require collaborations that span the boundaries of professions and agencies (p. 680). Expanded school mental health programs are a growing movement in the United States, which represents partnerships between schools and community mental health agencies. In these programs, scho
7、ol-hired mental health professionals (MHPs) provide a myriad of services, which emphasize effective prevention, assessment, and intervention (Weist, Lowie, Flaherty, & Pruitt, 2001). This collaborative effort is intended to lessen the burden and liabilities of the educational system while improving
8、the fragmented and incomplete delivery of services to school-aged children and youth. Research has indicated that less than one-third of youth who are candidates for mental health services receive the care they need (U.S. Department of Health and Human Services, 1999). Given the importance and accep
9、tance of multisystem collaboration in improving child and youth mental health, the perceived efficacy of these collaborative partnerships is what drives this research agenda. Precisely, we are interested in the perceptions held by school counselors, school principals, and vice principals as related
10、to school-community agency collaboration. In addition, we sought to understand what school counselors and their hiring principals/vice principals regard as the roles and responsibilities of school counselors and the scope of school counselor training. Although many school counselors may feel adequat
11、ely trained to deal with the personal, social, and psychological needs of their students and in some cases expect that is how they will spend their time, in reality school districts are working collaboratively with non-school MHPs to respond to the mental health needs of students. Some of the positi
12、ons are paid, in 译文 2 part, by the school district. As such, we were particularly interested in the viewpoints of those professionals who are stakeholders in these collaborative relationships. In other words, what thoughts do school counselors hold about their school districts contracting to hire no
13、n-school MHPs, namely licensed clinical social workers and psychologists, to provide mental health services to school-aged students? What are the experiences of school counselors as they define their roles and interact with non-school personnel to meet the mental health needs of students? METHOD Par
14、ticipants and Procedure Participants were 53 school counselors and administrators (33 school counselors, 20 principals/vice principals) employed in middle and high school settings located in the Midwest region. Among the 21 female and 12 male school counselors, 29 were certified and 4 were provision
15、ally certified. School counselors ranged in age from 31 to 65 with a mean age of 47.38 (SD = 10.9). The number of years they were employed as a school counselor ranged from 1 to 40 with a mean of 9.95 (SD = 9.5). Nine principals and 11 vice principals represented the administrator group, of which 13
16、 were male and 7 were female. Administrators ranged in age from 30 to 57 with a mean age of 46.2 (SD = 8.4). The mean number of years that administrators reported being employed as principals and vice principals was 5.26 (SD = 4.1) with a range of 1 to 18. Participants were recruited from six school
17、 districts representing two Midwestern states. Participants completed either an online survey or a paper survey, including demographic information. Instrumentation The School Counselor Roles and Responsibilities Survey is a 25-item scale designed by the authors to gather information on participants
18、thoughts about the roles and competencies of school counselors and the collaborative relationships among school counselors and non-school MHPs. Respondents indicated the extent to which they agreed or disagreed with each statement using a 4-point Likert scale ranging from 1 for disagree to 4 for agr
19、ee. Means and standard deviations are available from the first author upon request. Four open-ended questions requested participants viewpoints regarding (a) schools contracting with non-school MHPs； (b) the perceived responsibilities of school counselors； (c) suggestions for the dialogues needed am
20、ong principals, school counselors, and non-school MHPs to effectively treat the mental health needs of the student body； and (d) parameters of the contract between schools and non-school MHPs. RESULTS Utilizing t-test analyses, the administrator (n = 20) and school counselor (n = 33) groups were com
21、pared on each of the 25 scaled items. A Bonferroni correction was employed to control overall error rate and resulted in an adjusted significance level of .002. Findings revealed that school counselors agreed to a much greater extent than did school administrators that they (a) were adequately train
22、ed to provide group counseling to students (t = 3.22, p = .002, Cohens d effect size = .67)； (b) were able to identify students who are in need of mental health services (t = 3.43, p = .001, Cohens d effect size = .66)； and (c) were mental health professionals (t = 3.95, p = .000, Cohens d effect size = 1.17). The effect sizes of these differences are of moderate to large magnitude (Cohen, 1988), which means that counselors and administrators expressed a fairly large difference in their reported scores. Responses to the four open-ended questions were sorted into categories of best fit. A
