Volume 5, Issue 4, August 2017, Page: 185-191
Greek Teachers' Perceptions on the Effective Strategies and Interventions for Addressing Children with Depression in School Context
Eleni Nikolaou, Department of Preschool Education Sciences and Educational Design, University of the Aegean, Rhodes, Greece
Loukas Moustakas, Department of Preschool Education Sciences and Educational Design, University of the Aegean, Rhodes, Greece
Georgios Markogiannakis, Independent Researcher, Rhodes, Greece
Received: May 21, 2017;       Accepted: Jun. 23, 2017;       Published: Jul. 26, 2017
DOI: 10.11648/j.sjedu.20170504.20      View  1993      Downloads  107
The aim of the present research is to explore teachers' perceptions about the effective strategies for addressing children's depression in school context, as well as the appropriate preventive counseling interventions within school context. The sample of this research study was 116 teachers of primary education. Data were collected by a questionnaire that was based on previous research. The findings show that teachers regard that supporting children, a positive interpersonal relationship with these children, a positive climate in the classroom, cooperation with parents and mental health professionals are among the effective strategies. In relation to the appropriate preventive counseling interventions, they argue that the implementation of socio-emotional programs by teachers in cooperation with mental health professionals, as well as the delivery of mental health prevention programs to all children by mental health specialists are effective strategies. Research findings may be utilized for designing teacher training and professional development programs aiming at supporting children with depression and mental health promotion.
Teacher Perceptions, Depression, School, Strategies, Intervention
To cite this article
Eleni Nikolaou, Loukas Moustakas, Georgios Markogiannakis, Greek Teachers' Perceptions on the Effective Strategies and Interventions for Addressing Children with Depression in School Context, Science Journal of Education. Vol. 5, No. 4, 2017, pp. 185-191. doi: 10.11648/j.sjedu.20170504.20
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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