Promoting universal psychological well-being in an urban U.S. public school using a culture-specific, participatory action research approach to consultation

Abstract

In the United States, children that require mental health supports most frequently receive them in school. Promoting social-emotional skills is considered both a universal prevention against future psychological disturbances as well as a core component in the treatment of psychological disorders. However, fostering social-emotional skills requires the establishment of school programs or school reform. This study aimed to impact social-emotional supports by eliciting the participation of multiple stakeholders in problem solving and decision making to co-construct programs. Methods, data, and analyses illustrate to practitioners a process for cultural co-construction that remains congruent with traditional stages of problem solving.

Keywords::

• psychological well-being
• culture-specific
• participatory action research
• U.S. schools

Acknowledgments

The content of this document is based on the doctoral dissertation of the first author, completed as partial fulfillment of requirements for a doctoral degree in School Psychology at Tulane University.

Additional information

Notes on contributors

Patrick B. Bell

Patrick B. Bell, PhD, is currently a licensed psychologist working with KIPP: New Orleans Schools. This article represents part of his research completed for his doctoral dissertation. He has had experience as a classroom teacher, assistant principal, and mental health professional in a state psychiatric hospital before completing his doctoral program at Tulane University.

Heather L. Larrazolo

Heather L. Larrazolo, MS, is currently on her pre-doctoral internship with the Louisiana School Psychology Internship Consortium at a high school in New Orleans. Before attending graduate school, she taught middle school special education and earned a master's degree from Harvard Graduate School of Education. She is currently interested in research and practice involving school culture transformation and the institutionalization of social-emotional learning programs in schools.

Bonnie K. Nastasi

Bonnie Kaul Nastasi, PhD, is Professor of Psychology and co-director of the trauma specialization in School Psychology at Tulane University. Dr. Nastasi uses mixed methods research designs to develop and evaluate culturally appropriate assessment and intervention approaches for promoting mental health and reducing health risks, within the US and internationally. She directed a multi-country study of psychological well-being of children and adolescents with research partners in 12 countries from 2008-2013. She is active in promotion of child rights and social justice within the profession of school psychology. Dr. Nastasi is President-elect of the International School Psychology Association.