Using the Educator–Student Relationship in Mental Health Education to Teach Relational Processes
Bibliographic Data
| ID | 17190878 |
|---|---|
| Authors | Kelly Duggan Shearer (0009-0006-7010-3891, Department of Counseling and Family Sciences Loma Linda University Loma Linda California USA, corresponding author) |
| Year | 2026 |
| Volume | 65 |
| Issue | 1 |
| Pages | e70135-e70135 |
| Publication date | 2026-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Family Process (JOURNAL) |
| Journal identifiers | ISSN: 0014-7370 • E-ISSN: 1545-5300 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/famp.70135 |
| PMID | 41774008 |
| OpenAlex | W7133323541 |
| Language | EN |
| Citations received | 1 |
| References cited | 43 |
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
Systems Theory
Safe Space
Complex Racial Trauma
Teaching about vulnerability and love in social work
Some subtleties of whiteness in the workplace
Relationship-based teaching
Relational Teaching
Safety in the Classroom
Essential and Neglected
Social Location, Power, and Disadvantage
Re-examining Empathy
The relevance of contemporary psychodynamic theories to teaching social work
Regulation Theory and Affect Regulation Psychotherapy
Why We Need Therapy—and Why It Works
The 2011 Leona Tyler Award Address
Relational Strategies for Teaching Multicultural Courses in Counselor Education
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |