A qualitative study to explore paraprofessionals’ role in school‐based prevention and early intervention mental health services
Bibliographic Data
| ID | 11044157 |
|---|---|
| Authors | Dana Rusch (0000-0003-4156-1026, University of Illinois Chicago, corresponding author), Angela L Walden (0000-0001-8911-0019, University of Illinois Chicago), Erika L Gustafson (0000-0003-2774-6745, University of Illinois Chicago), Erika Gustafson (University of Illinois Chicago), Davielle Lakind (0000-0001-7558-9989, University of Illinois Chicago), Marc S Atkins (0000-0002-0622-4123, University of Illinois Chicago) |
| Year | 2019 |
| Volume | 47 |
| Issue | 2 |
| Pages | 272-290 |
| Publication date | 2019-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Community Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0090-4392 • E-ISSN: 1520-6629 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jcop.22120 |
| PMID | 30161268 |
| OpenAlex | W2889119400 |
| Language | EN |
| Citations received | 6 |
| References cited | 58 |
This study explored the role of paraprofessionals within a school‐based prevention and early intervention program to promote children's engagement in learning and positive parenting practices. Study aims were designed to understand how paraprofessionals perceive their role in high‐need communities and how they define their work within schools. Two focus groups were conducted with school family liaisons (SFLs) during the 2015–2016 school year. Transcribed audio recordings were coded using thematic analysis wherein 2 authors coded independently, followed by audited discussion and final consensus codes. SFLs acknowledged the importance of serving high‐need communities and relationship building was central to their role. They leveraged contextual knowledge (culture, language, and neighborhood) to engage parents, allowing them to serve as effective advocates for parents/families in the school setting. Findings support the importance of paraprofessionals in prevention‐focused services and highlight how leveraging shared experiences and prioritizing relationship building facilitates their work as advocates within schools
Audit · Focus group · Intervention (counseling) · Medical education · Mental health · Pedagogy · Qualitative research · Sociology · Thematic analysis · Work (physics) · Child and Adolescent Psychosocial and Emotional Development · Family and Disability Support Research · Medicine · Nursing · Parental Involvement in Education · Psychology
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| Unique citing works | 6 |
|---|---|
| Citations per year | 0,86 |
| Citation span | 2019 - 2024 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |