Students’ Mental Health: The importance of the teacher’s role and training ##plugins.themes.bootstrap3.article.sidebar## PDF XML ePUB Publicado dic 29, 2020 DOI https://doi.org/10.35811/rea.v10i2.125 Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial 4.0. Citas Atkins, M., Frazier, S., Leathers, S., Graczyk, P., Talbott, E., Jakobsons, L., Adil, J., Marinez-Lora, A., Demirtas, H., Gibbons, R., and Bell, C. (2008). Teacher key opinion leaders and mental health consultation in urban low-income schools. Journal of Consulting and Clinical Psychology, 76(5), 905–908. https://doi.org/10.1037/a0013036. Atkins, M. S., Hoagwood, K. E., Kutash, K., and Seidman, E. (2010). Toward the integration of education and mental health in schools. Administration and policy in mental health, 37, 40–47. https://doi.org/10.1007/s10488-010-0299-7. Atkinson, M., & Hornby, G. (2002). Mental health handbook for schools. 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Consideration of the evidence on childhood obesity for the Commission on Ending Childhood Obesity. http://apps.who.int/iris/bitstream/10665/206549/1/9789241565332_eng.pdf. World Health Organization (2018). Global Standards for Health Promoting Schools. https://www.who.int/publications-detail/global-standards-for-health-promoting-schools. Wyn, J., Cahill, H., Holdsworth, R., Rowling, L., and Carson, S. (2000). MindMatters, a whole-school approach promoting mental health and well-being. Australian And New Zealand Journal of Psychiatry, 34(4), 594-601. https://doi.org/10.1080/j.1440-1614.2000.00748.x. ##plugins.themes.bootstrap3.article.main## Catalina Núñez Díaz School of Education, University of Nottingham https://orcid.org/0000-0002-4160-5597 ##plugins.themes.bootstrap3.article.details## Número Vol. 10 Núm. 2 (2020): Revista Educación las Américas Sección Notas Cómo citar Núñez Díaz, C. (2020). Students’ Mental Health: The importance of the teacher’s role and training. Revista Educación Las Américas, 10(2), 277-287. https://doi.org/10.35811/rea.v10i2.125 Formatos de citación ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver estadisticas Descargas La descarga de datos todavía no está disponible. Resumen The adverse outcomes of society's mental health require questioning and rethinking the school's traditional role, especially the teachers' role facing this crucial dimension of the students' development. These professionals collaborate every day on the students' progress through the teachers' practices in the classroom, and the relations established every day in the educational context. Therefore, this collaboration must go beyond the contents and skills related to traditional disciplines included in the schools' curricula. This article's objective is to propose action lines, addressing the practices and possibilities that teachers' training could offer addressing the support of the students in the mental health dimension, divided into three axes through a literature review. These establish the teacher-student relationship, including strategies that foster a positive school climate and detect possible communication issues in students with the corresponding network. For this, it is required an approach of the school as a community that supports the students' mental health's enhancing processes, but mostly the inclusion of pre and in-service teachers' training processes. The primary purpose is to offer more tools that allow the development and early intervention facing possible issues linked to this dimension. Palabras clave mental health students teacher training teacher role
