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Journal of Child and Adolescent Counseling Volume 2, 2016 - Issue 2
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Original Articles

Experiences of Caregivers and Students in an Elementary School–Based Mental Health Counseling Practicum Program

Coralis SolomonDepartment of Child, Family, and Community Sciences, College of Education and Human Performance, University of Central Florida, Orlando, Florida, USACorrespondence[email protected]
,
Samuel L. BierbrauerDepartment of Child, Family, and Community Sciences, College of Education and Human Performance, University of Central Florida, Orlando, Florida, USA
,
Shaywanna HarrisDepartment of Child, Family, and Community Sciences, College of Education and Human Performance, University of Central Florida, Orlando, Florida, USA
,
Christopher T. BelserDepartment of Child, Family, and Community Sciences, College of Education and Human Performance, University of Central Florida, Orlando, Florida, USA
,
Naomi J. WheelerDepartment of Child, Family, and Community Sciences, College of Education and Human Performance, University of Central Florida, Orlando, Florida, USA
,
A. Elizabeth CrunkDepartment of Child, Family, and Community Sciences, College of Education and Human Performance, University of Central Florida, Orlando, Florida, USA
&
Glenn W. LambieDepartment of Child, Family, and Community Sciences, College of Education and Human Performance, University of Central Florida, Orlando, Florida, USA
 show all
Pages 125-142 | Published online: 26 Sep 2016
 
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Abstract

School-based mental health counseling practicum programs are a potential solution to address the increasing social-emotional needs of underserved children and families. At present, little is known about how these school-based counseling practicum programs are experienced by elementary school students and their caregivers. Adopting a psychological phenomenological approach, the researchers examined the experiences of students (n = 6) and their caregivers (n = 6) receiving mental health counseling services in a Title I elementary school. The authors discuss the generated themes and implications.

Acknowledgments

The authors gratefully acknowledge the invaluable help of Seminole County Public Schools with their assistance in this research.

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