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Teachers as Therapeutic Agents: Perceptions of a School-Based Mental Health Initiative
British Journal of Guidance & Counselling (2014)
  • Natalya A. Lindo, University of North Texas
  • Dalena Dillman Taylor, University of North Texas
  • Kristin Meany-Walen, University of Northern Iowa
  • Katherine Purswell, University of North Texas
  • Dr. Kimberly M. Jayne, Portland State University
  • Terri Gonzales, University of North Texas
  • Leslie Jones, University of North Texas
Teacher–child relationship building (TCRB) is a play-based professional development programme adapted from kinder training and filial therapy. Intended for early education teachers and students, TCRB is designed to strengthen the teacher–child relationship, improve student behaviour, enhance academic involvement and develop teachers' classroom management skills. In the current study, we utilised a phenomenological approach to examine teachers' perceptions of the initial implementation of TCRB through identifying individual and collective perspectives in the summation of themes. Findings indicated that the teachers perceived the TCRB model to be informative, well organised, appropriately structured and effective in enhancing teacher–child relationships, improving classroom management skills and reducing behavioural problems among child participants. Limitations of the study, implications and suggestions for future research are discussed.
  • Counseling -- Research -- Methodology,
  • Play therapy -- Methodology
Publication Date
Publisher Statement
Copyright (2014) Taylor & Francis

*At the time publication, Kimberly Jayne was affiliated with the University of North Texas.
Citation Information
Natalya A. Lindo, Dalena Dillman Taylor, Kristin Meany-Walen, Katherine Purswell, et al.. "Teachers as Therapeutic Agents: Perceptions of a School-Based Mental Health Initiative" British Journal of Guidance & Counselling Vol. 42 Iss. 3 (2014)
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