A comparison of individual and group mental health consultation with teachers

Mental health consultation with individual teachers (IC) or with groups of teachers (GC) was provided in eight elementary schools. On a follow-up questionnaire, GC teachers rated the consultation program more favorably than did IC teachers with regard to “general usefulness,” amount of communication generated between teachers, and amount of knowledge of child development acquired. Ratings of improvement in child behavior and parent-school relations were not significantly different for GC and IC. Apparent effects on ratings of such variables as amount of contact with consultant, diagnosis of children referred, group composition, and administrative commitment are discussed. Results suggest that GC is not only more economical than IC but also is a more effective means of educating and supporting teachers.