Teachers as therapeutic agents: perceptions of a school-based mental health initiative

Abstract

Teacher–child relationship building (TCRB) is a play-based professional development programme adapted from kinder training and filial therapy. Intended for early education teachers and students, TCRB is designed to strengthen the teacher–child relationship, improve student behaviour, enhance academic involvement and develop teachers' classroom management skills. In the current study, we utilised a phenomenological approach to examine teachers' perceptions of the initial implementation of TCRB through identifying individual and collective perspectives in the summation of themes. Findings indicated that the teachers perceived the TCRB model to be informative, well organised, appropriately structured and effective in enhancing teacher–child relationships, improving classroom management skills and reducing behavioural problems among child participants. Limitations of the study, implications and suggestions for future research are discussed.

Keywords:

• teacher–child relationships
• kinder training
• filial therapy
• play therapy

Notes on contributors

Natalya A. Lindo is an Assistant Professor in counselling at the University of North Texas. She has specialised training and experience in working with children and families, in particular diverse and at-risk populations.

Dalena Dillman Taylor is an Assistant Professor in counselling at the University of Central Florida. She has extensive experience counselling children and families and conducting school-based interventions. Kristin K. Meany-Walen is an Assistant Professor at the University of Northern Iowa. She has specialised training and experience in play therapy, counselling adolescents and school-based interventions.

Kimberly Jayne is a Visiting Assistant Professor in counselling at the University of New Mexico. She has specialized experience in play therapy and school-based interventions. Terri Gonzales is an Adjunct Professor at the University of North Texas. She has specialised training and experience in play therapy and school-based interventions.

Leslie Jones is a Clinical Assistant Professor at the University of North Texas. She has specialised training in play therapy and expressive arts.

Katherine Purswell is a doctoral student in the counselling programme at the University of North Texas. She has specialised training in CCPT and school-based interventions.