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Cited by 30Parental Involvement in EducationSchool Health and Nursing EducationCollaborative Teaching and Inclusion

A qualitative study to explore paraprofessionals’ role in school‐based prevention and early intervention mental health services

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Rusch, Dana, Walden, Angela L., Gustafson, Erika, Lakind, Davielle, Atkins, Marc S.·2019·Journal of Community Psychology
DOI 10.1002/jcop.22120PMC PMC6431079
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Abstract

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.

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  • Relational dynamics in community-led projects act as a protective buffer for vulnerable pupils navigating complex social environments.

    “These relational dynamics act as a protective buffer for vulnerable pupils navigating complex social environments (Rusch et al., 2018).”

    From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Rusch et al., 2018

    The Discussion (‘Context matters’; page unavailable) says community-embedded paraprofessionals used relationships to strengthen family–school connections in communities affected by violence. It does not establish that those relationships acted as a protective buffer for pupils; the reported benefit is chiefly engagement with parents and families. (LLM, conf=0.83)

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Cited by

Sorted by citations

Authors
Rusch, D., Walden, A. L., Gustafson, E., Lakind, D., & Atkins, M. S.
Affiliations
University of Illinois Chicago (US)
Corresponding author
Rusch, Dana
ORCID
Venue
Journal of Community Psychology
Publisher
Wiley
Published
2018-08-30
Volume
47
Issue
2
Pages
272-290
ISSN
  • 0090-4392 (ISSN-L)
  • 1520-6629
DOI
10.1002/jcop.22120
PMC
PMC6431079
OpenAlex
W2889119400
Cited by
30
References
6
Citations by year
2026: 2 · 2025: 5 · 2024: 4 · 2023: 4 · 2022: 3 · 2021: 6 · 2020: 3 · 2019: 3
FWCI
9.05
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
  • Journal of Community Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
Center for Clinical and Translational Science, University of Illinois at Chicago (UL1TR002003)
Topics
  • Social Sciences › Education › Parental Involvement in Education
  • Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
  • Social Sciences › Education › Collaborative Teaching and Inclusion
Keywords
paraprofessionals, school-based prevention, early intervention, positive parenting practices, relationship building, parental advocacy, school-based mental health services
MeSH terms
Adult, Child, Education, Nonprofessional, Family, Humans, Mental Health Services, School Health Services, Students, Focus Groups, Early Intervention, Educational, Qualitative Research, Young Adult

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