Faculty Publications

Teachers As Therapeutic Agents: Perceptions Of A School-Based Mental Health Initiative

Document Type

Article

Keywords

filial therapy, kinder training, play therapy, teacher-child relationships

Journal/Book/Conference Title

British Journal of Guidance and Counselling

Volume

42

Issue

3

First Page

284

Last Page

296

Abstract

Teacher-child relationship building (TCRB) is a play-based professional development programme adapted from kinder training and filial therapy. Intended for early education teachers and students, TCRB is designed to strengthen the teacher-child relationship, improve student behaviour, enhance academic involvement and develop teachers' classroom management skills. In the current study, we utilised a phenomenological approach to examine teachers' perceptions of the initial implementation of TCRB through identifying individual and collective perspectives in the summation of themes. Findings indicated that the teachers perceived the TCRB model to be informative, well organised, appropriately structured and effective in enhancing teacher-child relationships, improving classroom management skills and reducing behavioural problems among child participants. Limitations of the study, implications and suggestions for future research are discussed. © 2014 © 2014 Taylor & Francis.

Department

School of Applied Human Sciences

Original Publication Date

1-1-2014

DOI of published version

10.1080/03069885.2014.896452

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