Abstract
This article summarizes literature about paraprofessionals who assist children or families in the areas of mental health, education, or early childhood education, and focuses on three main questions: How effective are paraprofessionals?; what are the common and appropriate roles and responsibilities of paraprofessionals?; and what qualifications, training, and supervision are needed for paraprofessionals? Implications are inferred for a burgeoning new form of paraprofessional services: attendant care in community based mental health services for children. Lessons from existing literature can help mental health administrators and clinical supervisors at state and local levels to select, train, supervise, and evaluate attendant care workers.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Carroll D. (2001). Considering paraeducator training, roles, and responsibilities. Teaching Exceptional Children 34(2):60–64
Dawson P., Van Doornick W. J., Robinson J. L. (1989). Effects of home-based, informal social support on child health. Journal of Developmental and Behavioral Pediatrics 10(2):63–67
Downing J., Ryndak D. L., Clark D. (2000). Paraeducators in inclusive classrooms: Their own perceptions. Remedial and Special Education 21(3):171–181
DuBois D. L., Neville H. A. (1997). Youth mentoring: Investigation of relationship characteristics and perceived benefits. Journal of Community Psychology 25(3):227–234
Durlak J. A. (1973). Myths concerning the nonprofessional therapist. Professional Psychology 4:300–304
Elliott D. J., Koroloff N. M., Koren P. E., Friesen B. J. (1998). Improving access to childrens mental health services: The family associate approach. In: Epstein M. H., Kutash K., Duchnowski A. (eds) Outcomes for children and youth with emotional and behavioral disorders and their families. Pro-Ed, Austin, TX, pp. 581–610
Frith G. H., Armstrong S. W. (1984). The versatility of paraprofessionals in programs for children with behavioral disorders. Behavioral Disorders 9:113–116
Frith G. H., Lindsey J. D. (1980). Paraprofessional roles in mainstreaming multi-handicapped students. Education Unlimited 2:17–21
Garbarino J., Abramovitz R. H. (1992). Children and families in the social environment (2nd edn). Aldine de Gruyter, New York
Gerber S. B., Finn J. D., Achilles C. M., Boyd-Zaharias J. (2001). Teacher aides and students’ academic achievement. Educational Evaluation & Policy Analysis 23(2):123–143
Giangreco M. F., Doyle M. B. (2002). Students with disabilities and paraprofessional supports: benefits, balance, and band-aids. Focus on Exceptional Children 34(7):1–12
Giangreco M. F., Broer S. M., Edelman S. W. (2001). Teacher engagement with students with disabilities: Differences between paraprofessional service delivery models. The Journal of the Association for Persons with Severe Handicaps 26(2):75–86
Giangreco M. F., Edelman S. W., Broer S. M. (2001a). Respect, appreciation, and acknowledgment of paraprofessionals who support students with disabilities. Exceptional Children 67(4):485–498
Giangreco M. F., Edelman S. W., Broer S. M., Doyle M. B. (2001b). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children 68(1):45–63
Gould D. L. (2000). Training home visitors. In: Newton N. A., Sprengle K. (eds) Psychosocial interventions in the home. Springer, New York, NY, pp. 147–224
Jones K. H., Bender W. N. (1993). Utilization of paraprofessionals in special education: A literature review. Remedial and Special Education 14:7–14
Kalafat J., Boroto D. R. (1977). The paraprofessional movement as a paradigm community psychology endeavor. Journal of Contemporary Psychology 5:3–12
Kansas Online Training Module (2003). Wichita State University, Kids Training Team, available online at http://www.kidstraining.org
Koroloff N. M., Elliott D. J., Koren P. E., Friesen B. J. (1996). Linking low-income families to children’s mental health services: An outcome study. Journal of Emotional and Behavioral Disorders 4(1):2–11
Mahoney J. L., Schweder A. E., Stattin H. (2002). Structured after-school activities as a moderator of depressed mood for adolescents with detached relations to their parents. Journal of Community Psychology 30(1):69–86
Marks S. U., Schrader C., Levine M. (1999). Paraeducator experiences in inclusive settings: Helping, hovering or holding their own?. Exceptional Children 65(3):315–328
Miller B. G., Pylypa J. (1995). The dilemma of paraprofessionals at home. American Indian and Alaska Native Mental Health Research 6(2):13–33
Musick J. S., Stott F. M. (1990). Paraprofessionals, parenting, and child development: Understanding the problems and seeking solutions. In: Meisels S. J., Shonkoff J. P. (eds) Handbook of early childhood intervention. Cambridge University Press, Cambridge, MA, pp. 651–667
Nettles S. M. (1991). Community contributions to school outcomes of African-American students. Education and Urban Society 24:41–52
Newton N. A. (2000). Issues in in-home psycho-social care. In: Newton N. A., Sprengle K. (eds) Psychosocial interventions in the home. Springer, New York, NY, pp. 38–66
Parra G. R., DuBois D. L., Neville H. A., Pugh-Lilly A. O., Povinelli N. (2002). Mentoring relationships for youth: Investigation of a process-oriented model. Journal of Community Psychology 30(4):367–388
Pazaratz D. (2000a).Training youth workers in residential settings. Residential Treatment for Children and Youth 18(1):35–56
Pazaratz D. (2000b). Youth worker job description and self-evaluation compendium. Residential Treatment for Children and Youth 18(1):57–74
Riessman F. (1965). The “helper” therapy principle. Social Work 10:26–32
Riggs C. G. (2001). Ask the paraprofessionals what are your training needs?. Teaching Exceptional Children 33(3):78–83
Riggs C. G., Mueller P. H. (2001). Employment and utilization of paraeducators in inclusive settings. The Journal of Special Education 35(1):54–62
Rosenberg S. A., Robinson C., Fryer G. E. (2002). Evaluating paraprofessional home visiting services for children with special needs and their families. Topics in Early Childhood Special Education 22(3):158–168
Rutter M. (1985). Resilience in the face of adversity: Protective factors and resistance to psychiatric disorder. British Journal of Psychiatry 147:598–611
Steckelberg A. L., Vasa S. F. (1998). How paraeducators learn on the web. Teaching Exceptional Children 30(5):54–59
Substance Abuse and Mental Health Services Administration (SAMHSA) (1999). Annual report to congress on the evaluation of the comprehensive community mental health services for children and their families program, Chapter 5. Available online: http://www.mentalhealth.org/publications/allpub/CB-E199/arc995.asp
Sullivan, K. O. (1998). Meeting the challenge of paraprofessional training: An application of the competence model. Unpublished dissertation, Widener University
Vance, J. E. (2002). Mentoring to facilitate resiliency in high-risk youth. In: B. J. Burns & K. Hoagwood (Eds.), Community treatment for youth (pp. 139–153) New York, NY: Oxford University Press
Vogler S. D., Davidson A. J., Crane L. A., Steiner S. J., Brown J. M. (2002). Can paraprofessional home visitation enhance early intervention services delivery? Journal of Developmental and Behavioral Pediatrics 23(4):208–216
Wadsworth D., Knight D. (1996). Paraprofessionals: The bridge to successful inclusion. Intervention in School and Clinic 31:155–171
Author information
Authors and Affiliations
Corresponding author
Additional information
Uta M. Walter and Christopher G. Petr are affiliated with School of Social Welfare, University of Kansas, Lawrence, USA.
Rights and permissions
About this article
Cite this article
Walter, U., Petr, C. Lessons from the Research on Paraprofessionals for Attendant Care in Children’s Mental Health. Community Ment Health J 42, 459–475 (2006). https://doi.org/10.1007/s10597-006-9051-x
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10597-006-9051-x