Teacher Response to School Mental Health Programs
EMILY MUMFORD PH.D.1
1 Research sociologist for the St. Luke's school mental health project and assistant professor of psychiatry (sociology), Mount Sinai School of Medicine, 100th Street and Fifth Avenue, New York, N. Y. 10029
Interviews and field observations in seven secondary schools revealed patterned responses to the introduction of psychiatric services in the schools. Three types of response appear to be related to teachers' conceptions of their professional role; they are described here as the teacher-guide, the teacher-authority, and the teacher-friend. Each responds in his own way to psychiatric intervention and each may support or subvert the work of a psychiatrist in predictable ways.
