title: Teacher consultation: impact on teachers' effectiveness and students' cognitive competence and achievement.
abstract: Teachers from six ethnically diverse inner-city schools participated in weekly mental health consultation for more than two years. Using a quasi-experimental design, a longitudinal sample of 91 teachers and 209 students was assessed periodically through multiple standardized measures. Results indicate that a low-cost, indirect intervention had a direct impact on teachers' sense of professional competence and was linked to positive changes in students' sense of cognitive competence and their academic achievement.
authors.affiliation: Department of Psychology, San Francisco State University CA 94132, USA.
authors.forename: R K
authors.initials: RK
authors.lastname: Goldman
authors.forename: M J
authors.initials: MJ
authors.lastname: Botkin
authors.forename: H
authors.initials: H
authors.lastname: Tokunaga
authors.forename: M
authors.initials: M
authors.lastname: Kuklinski
mesh_terms: D000124:Achievement; D002648:Child; D003071:Cognition; D006801:Humans; D008605:Mental Health Services / Q000458:organization & administration*; D011203:Poverty; D011361:Professional Competence; D012017:Referral and Consultation; D012574:Schools / Q000458:organization & administration*; D012649:Self Concept; D013334:Students / Q000523:psychology*; D013663:Teaching; D014505:Urban Population