应用心理学外文翻译

1、 江 汉 大 学 文 理 学 院 College of Arts & Science of Jianghan University毕业论文(设计)外语资料翻译论文题目 合作关系：学校辅导员与校外心理健康专家共同致力于改善学生的心理健康需求 （英 文） Collaborative Relationships: School Counselors and Non-School Mental Health Professionals Working Together to Improve the Mental Health Needs of Students 学 院 文理学院 专 业 应用心理学 姓 名 学 号 指导教师 2012年 4 月 3 日译文Collaborative Relationships: School Counselors and Non-School Mental Health Professionals Working Together to Improve the Mental Health Needs of StudentsAuthors:Brown, Chris

2、1 brownchrumkc.eduDahlbeck, David T.2Sparkman-Barnes, Lynette3Abstract:Fifty-three school counselors and administrators employed in middle and high school settings were surveyed regarding their thoughts about school districts working collaboratively with non-school mental health professionals to respond to the mental health needs of students. In addition, the survey sought to understand what school counselors and their hiring principals/vice principals regard as the roles and responsibilities of

3、 school counselors and the scope of school counselor training.In an effort to provide a broad array of services that will assist students in dealing with the social and emotional issues they bring to the classroom, schools and community mental health agencies have begun to implement collaborative partnerships (Walsh & Galassi, 2002). Walsh and Galassi asserted that if we are to successfully intersect the complicated in-school and out-of-school lives of children, we must focus on the development

4、of the whole child. Doing so will require collaborations that span the boundaries of professions and agencies (p. 680). Expanded school mental health programs are a growing movement in the United States, which represents partnerships between schools and community mental health agencies. In these programs, school-hired mental health professionals (MHPs) provide a myriad of services, which emphasize effective prevention, assessment, and intervention (Weist, Lowie, Flaherty, & Pruitt, 2001). This c

5、ollaborative effort is intended to lessen the burden and liabilities of the educational system while improving the fragmented and incomplete delivery of services to school-aged children and youth. Research has indicated that less than one-third of youth who are candidates for mental health services receive the care they need (U.S. Department of Health and Human Services, 1999).Given the importance and acceptance of multisystem collaboration in improving child and youth mental health, the perceiv

6、ed efficacy of these collaborative partnerships is what drives this research agenda. Precisely, we are interested in the perceptions held by school counselors, school principals, and vice principals as related to school-community agency collaboration. In addition, we sought to understand what school counselors and their hiring principals/vice principals regard as the roles and responsibilities of school counselors and the scope of school counselor training.Although many school counselors may fee

7、l adequately trained to deal with the personal, social, and psychological needs of their students and in some cases expect that is how they will spend their time, in reality school districts are working collaboratively with non-school MHPs to respond to the mental health needs of students. Some of the positions are paid, in part, by the school district. As such, we were particularly interested in the viewpoints of those professionals who are stakeholders in these collaborative relationships. In

8、other words, what thoughts do school counselors hold about their school districts contracting to hire non-school MHPs, namely licensed clinical social workers and psychologists, to provide mental health services to school-aged students? What are the experiences of school counselors as they define their roles and interact with non-school personnel to meet the mental health needs of students?METHOD Participants and Procedure Participants were 53 school counselors and administrators (33 school coun

9、selors, 20 principals/vice principals) employed in middle and high school settings located in the Midwest region. Among the 21 female and 12 male school counselors, 29 were certified and 4 were provisionally certified. School counselors ranged in age from 31 to 65 with a mean age of 47.38 (SD = 10.9). The number of years they were employed as a school counselor ranged from 1 to 40 with a mean of 9.95 (SD = 9.5). Nine principals and 11 vice principals represented the administrator group, of which 13 were male and 7 were female. Administrators ranged in age from 30 to 57 with a mean age of 46.2 (SD = 8.4). The mean number of years that administrators reported being employed as principals and vice principals was 5.26 (SD = 4.1) with a range of 1 to 18. Participan

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