Teacher Response to School Mental Health Programs
Abstract
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.
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