2007/04/01 by James H. Williams, Violet E. Horvath, Hsi-Sheng Wei +2 · 2 citations
Psychology · Social Sciences · #Child and Adolescent Psychosocial and Emotional Development #Family and Disability Support Research #Early Childhood Education and Development
paper · doi:10.1093/cs/29.2.95
openalex publication_date 2007/04/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
This study uses a phenomenological approach to investigate elementary school teachers' perspectives on children's mental health service needs. Focus groups were conducted at two elementary schools with differing levels of available social services in a moderate-sized urban midwestern school district. Data collection centered on six prominent themes from children's mental health and school social work literature: school safety, parental support and involvement, problem recognition, knowledge of community resources, service effectiveness, and service barriers. Similarities and differences were evident when comparing responses across schools. Implications for practice are discussed.