Honors Theses
Advisor
Mary-Kate Sableski, Ph.D.
Department
Teacher Education
Publication Date
4-2018
Document Type
Honors Thesis
Abstract
There is a high prevalence of anxiety and depressive related disorders among adolescents ages 13-18 in the United States, and these statistics do not include the undiagnosed experiences of anxiety and depression that are typical during adolescence. This case study examines the supports provided for students experiencing anxiety and depression in two Catholic high schools. The aims of the study were to collect a list of strategies and interventions being used in Catholic high schools to address the needs of high school students experiencing anxiety and depression, and to investigate the use of mentoring opportunities through which teacher-student relationships can be developed. Faculty and staff members were surveyed and interviewed to gather specific information about strategies and mentoring opportunities employed. Themes among the data include the teacher roles of seeking knowledge, collaborating with parents and staff, modeling healthy coping strategies, and creating supportive environments to foster student openness.
Permission Statement
This item is protected by copyright law (Title 17, U.S. Code) and may only be used for noncommercial, educational, and scholarly purposes
Keywords
Undergraduate research
Disciplines
Teacher Education and Professional Development
eCommons Citation
Forsthoefel, Karin E., "Mentoring Strategies for the Support of High School Students Experiencing Anxiety and Depression: A Case-Study of Two Catholic High Schools" (2018). Honors Theses. 155.
https://ecommons.udayton.edu/uhp_theses/155
