Summary
There is mental health crisis affecting America’s children and youth and a significant gap exists between professional knowledge and the practical application of prevention and intervention strategies for this population. Since children spend a significant portion of their waking hours in school settings, applying mental health programming within educational contexts is a logical concept. However, with such a significant need for mental health services, neither the US healthcare system nor school systems are able to keep up in providing adequate support for struggling children(Blackman et al., 2016; Franz et al., 2016; Merikangas et al., 2010; Merikangas et al.,2011; Torio et al., 2015). As holistic healthcare practitioners with a rich history in mental health, school-based occupational therapy practitioners are in a particularly advantageous position to address psychosocial issues in children and youth and are considered qualified professionals when it comes to providing both universal and targeted mental health supports for students in California Public Schools (AOTA, 2014; California Department of Education, 2012). However, several barriers pose challenges to this model of practice, and school occupational therapy practitioners rarely focus on social emotional factors(Barnes et al., 2003).
Read More ↓Edition Statements
- Publication Date:2021
Thesis Information
- Degree:O.T.D.
- University:Boston University
- Advisor/Supervisor:Warnken, Elizabeth A.;Jacobs, Karen
- Pages:130
Publication Statements
- Language:eng
- Publication Date:2021
Edition Identifiers
- proquest:2485574990
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