THE JOURNAL OF SCHOOL HEALTH 103

MENTAL HEALTH IN-SERVICE TRAINING FOR TEACHERS

JENNELLE MOORHEAD, M.S., F.A.P.H.A., F.A.S.H.A.

Associate Professor, General Extension Division Oregon State System of Higher Education

Eugene, Oregon

In-service training, or on-the-job training for teachers is not new, but in recent years a great deal of attention has been given to the improvement of this kind of training. In the past the major portion of in-service training dealt with subject matter and teach- ing techniques. Today we are becoming more concerned with the relationships of the teachers ; teacher-pupil relationships ; teacher- parent relationships ; and teacher-community relationships. One cannot consider these relationships without becoming concerned with the mental health aspects of these relationships, hence con- siderable in-service training in mental health is undertaken by schools in the United States.

What are the purposes of this in-service training in mental health? Obviously more effective teaching is the purpose of all in-service training, but when the emphasis is on mental health there is the additional function of helping a teacher understand himself better, and, gain insight into the meaning of children’s behavior.

Pre-service training does not completely prepare the teacher for the complex school situaton however good that training may have been. Even though practice teaching may be a part of this trainingit does not present all the grim realities of full-time teach- ing. Much that the beginning teacher has learned has been exciting theory which, when put into practice, may be frustrating. Much of it has been for ideal situations rather than badly over-crowded classrooms. These things combined produce a strong impact on the mental health of the beginning teacher.

In-service training in mental health is particularly needed because the pre-service training of the teacher is lacking in oppor- tunities for working through relationships which appear as im- portant parts of his regular teaching. These have great bearing on his mental health. For example, membership in a school faculty and being a professional person, are relationships that develop after the person begins to teach. Likewise satisfactory relation- ships with parents and with the community are developed after the teaching career begins. However, the weakest area in pre-

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service training is preparation for home-school relationships and public relations in general.

In-service training in mental health is not a service for the beginning teacher only but is for the experienced teacher as well. In recent years a great deal of information has been accumulated on child growth and development and this needs to be related to classroom procedures. This is particularly true in the field of child behavior. We now know far more about what child behavior in the classroom may signify as a measure of mental health than we did a few years ago. All teachers need to keep abreast of the best research in child behavior, child growth and development. The phrase “child centered, not subject centered” needs to be much more than a glib phrase in educational jargon.

In planning and conducting in-service programs there are some points which should be stressed particularly. While these points should be considered in all in-service training they are espe- cially important when this training relates to mental health. (1) Programs should be planned democratically and cooperatively by administrators and teachers. In the past administrators have had a tendency to decide what in-service training should be under- taken and teachers had no choice but to attend. (2) In-service training should grow out of the felt needs of teachers and the planning should be largely in their hands. (3) There should be extensive planning over a period of time that should involve as many people as possible. (4) All members of a school staff should be included, the administrators, supervisors, teachers, nurses, doc- tors, dentists, custodians, lunchroom workers and bus drivers.

The enthusiasm of teachers for the in-service training will be in direct proportion to the part they have had in planning. If in- service training in mental health is to achieve its purposes it must be based on positive attitudes of the teachers involved. Probably the initial improvement in mental health in a teaching group will come about through common planning.

Many in-service training programs take cognizance of com- munity relationships by including parents ; representatives of the P.T.A. are frequently asked to participate. When the program relates to mental health it is extremely important for parents to share current research and educational practice with teachers. By having parents participate in in-service training, mental blocks and barriers may be removed between teachers and parents and the gap between home and school is bridged.

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When we think of in-service training in mental health we should not have one set pattern in mind, but should be willing to try varied approaches. The old concept of “Teachers Institute” where teachers “talked at” is a hard concept to change. Many other approaches are possible such as workshops, study-discussion groups, curriculum planning, experimental projects, school visita- tion, fireside chats, role playing, sociodramas and case-study con- ferences as well as the more formal courses and lectures. What- ever the method of approach may be, it should grow out of the interests and needs of the teachers involved in the training and the leadership available.

While there are many serious problems related to in-service training, the most critical of these are in the field of mental health. One problem is teacher opposition. Many teachers resent in-service training, because they feel it is an imposition on busy people and that it is implied criticism that they are not already excellent teach- ers. Unfortunately some feel there is nothing new that could im- prove teaching and some just don’t want to be disturbed and change their teaching patterns. Some newly trained teachers feel that pre-service training is the total answer, while other teachers re- sist in-service training because they have not worked successfully in groups and fear group experiences. All of these attitudes a re mental health problems and these teachers need assistance in im- proving their human relations if they are to help children develop outgoing personalities. Of course i t should be recognized that many teachers have bona fide reasons for lack of enthusiasm be- cause previous experiences with in-service training have been dull and boring.

Another problem appears unless the school administration takes into account the problem of time. The regular day of a teacher is taxing both mentally and physically and if in-service training is added at the end of the day, it may become irksome and cause resentment. Administrators should so plan that in-service training is an integral part of the school program and not thought of as an extra-curricular activity. School systems are meeting this problem in a number of ways. Some schools dismiss school a half day a month to allow time for in-service training. Some states by law allow teachers to be paid for a certain number of days of in-service training during the school year. A few school systems are employing teachers for twelve months and planning the sum- mer period individually with each teacher so that growth of the teacher and the needs of the community are met. Such planning

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is justifiable, because school systems are finding i t profitable to adopt the attitude that growth in teaching ability makes a valuable contribution to the emotional and intellectual development of chil- dren.

Our school systems are awakening to the need for in-service training and particularly the need for teachers to be better pre- pared in the area of mental health. They recognize that teachers need to be aware of symptoms of poor mental health in children, and need to know, that some classroom procedures develop good mental health and some retard it. Teachers need to develop skills in identifying children who need special help in mental health just as they now identify the physically handicapped child. Basic to all of this, of course, is the mental health of the teacher him- self. If this is poor, the children cannot help but be unfavorably influenced. * * * * * ACCEPTANCE REMARKS OF CYRUS H. MAXWELL, M.D.,

RECIPIENT OF THIS YEAR’S HOWE AWARD If I deserve any credit or recognition for my work in the

school health program, it should be for not interfering with those loyal workers with whom I served in the school health work in Auburn, New York, The Department of Education of New York State, and the U. S. Office of Education-hard working, stimulat- ing individuals, blazing new paths. On behalf of them, I accept this award with deep appreciation of its meaning. Editor’s Note-Truly greatness and modesty together oft make

(Concluded fmnn Page 76) chairman of the committee on mental health in classrooms for the American School Health association-as well as a member of the last-named group’s governing council.

In 1951, she received the first Delta Kappa Gamma award, as the woman who contributed most to education in Oregon that year.

She is a past president of the Oregon Federation of Women’s clubs and of the Salem Women’s club. She has served on the gov- ernor’s committee on juvenile delinquency and has been active in the YWCA and various civic and parent-teacher groups. As pro- gram chairman, she is working on plans for the convention of the Oregon Congress of Parents and Teachers in Hygiene in April.

Last year, Mrs. Moorhead took a sabbatical leave to study education in Asia. Her post with the national commission of UNESCO will not require her to move from Oregon.

- Reprinted from Oregon Journal, Thursday, Feb. 16,1956.

the man. * * * *