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A qualitative study to explore paraprofessionals’ role in school‐based prevention and early intervention mental health services
Author(s) -
Rusch Dana,
Walden Angela L.,
Gustafson Erika,
Lakind Davielle,
Atkins Marc S.
Publication year - 2019
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/jcop.22120
Subject(s) - thematic analysis , intervention (counseling) , mental health , audit , focus group , psychology , qualitative research , work (physics) , medical education , nursing , pedagogy , medicine , sociology , social science , mechanical engineering , management , anthropology , engineering , economics , psychotherapist
This study explored the role of paraprofessionals within a school‐based prevention and early intervention program to promote children's engagement in learning and positive parenting practices. Study aims were designed to understand how paraprofessionals perceive their role in high‐need communities and how they define their work within schools. Two focus groups were conducted with school family liaisons (SFLs) during the 2015–2016 school year. Transcribed audio recordings were coded using thematic analysis wherein 2 authors coded independently, followed by audited discussion and final consensus codes. SFLs acknowledged the importance of serving high‐need communities and relationship building was central to their role. They leveraged contextual knowledge (culture, language, and neighborhood) to engage parents, allowing them to serve as effective advocates for parents/families in the school setting. Findings support the importance of paraprofessionals in prevention‐focused services and highlight how leveraging shared experiences and prioritizing relationship building facilitates their work as advocates within schools.