Using the Educator–Student Relationship in Mental Health Education to Teach Relational Processes

Dados Bibliográficos

ID17190878
AutoresKelly Duggan Shearer (0009-0006-7010-3891, Department of Counseling and Family Sciences Loma Linda University Loma Linda California USA, autor correspondente)
Ano2026
Volume65
Fascículo1
Páginase70135-e70135
Data de publicação2026-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFamily Process (JOURNAL)
Identificadores do periódicoISSN: 0014-7370 • E-ISSN: 1545-5300
EditoraWiley (PUBLISHER • GB)
DOI10.1111/famp.70135
PMID41774008
OpenAlexW7133323541
IdiomaEN
Citações recebidas1
Referências citadas43

Clinical education requires both conceptual mastery and relational aptitude. Developing therapeutic presence through content mastery alone may fall short because relational skills are learned through attuned relationships. Relational teaching in mental health education espouses the use of the educator-student relationship to foster relational skills. This scoping review implemented a constant comparison method to identify essential components of relational teaching in mental health education between 2003 and 2025 and examine how they work together to promote students' development. Analysis of 15 articles on relational teaching in mental health education revealed four essential components: role clarity, restoration, reflexive responsivity, and (co)regulation. I organized these findings into a model, The Relational Teaching Clock, which depicts the relationship between these concepts as interdependent, framing (co)regulation as a foundational principle of relational teaching. This model challenges dominant narratives that espouse competition and independent success by inviting educators to facilitate relationships with students that intentionally promote students' personal healing. The Relational Teaching Clock provides a concise model, based on existing evidence, to guide the development of relational skills necessary for therapeutic relationships

Conceptual framework · Framing (construction) · Mental health · Narrative · Reflexivity · Relational model · Statistical relational learning · Counseling Practices and Supervision · Counseling, Therapy, and Family Dynamics · Transactional Analysis in Psychotherapy