Citation

Bell PB, Larrazolo HL, Nastasi BK. Int. J. Sch. Educ. Psychol. 2017; 5(3): 178-191.

Copyright

(Copyright © 2017, Informa - Taylor and Francis Group)

DOI

10.1080/21683603.2016.1276815

PMID

unavailable

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.

Language: en

Keywords

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