Teachers’ recognition of children’s mental health problems

Loades, Maria E. and Mastroyannopoulou, Kiki (2010) Teachers’ recognition of children’s mental health problems. Child and Adolescent Mental Health, 15 (3). pp. 150-156. ISSN 1475-3588

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Abstract

Background: Teachers have a significant role to play in identifying children with mental health problems. However, teachers’ perceptions of children’s mental health problems are relatively unexplored. Method: Primary school teachers (N = 113) completed a questionnaire, composed of vignettes describing children with symptoms of a common emotional disorder and a common behavioural disorder, following which they were asked a number of questions regarding problem recognition and help-seeking. Results: Teachers were able to recognise the existence of a problem and rate its severity. They were significantly more concerned about a vignette of a child with symptoms of a behavioural disorder than an emotional disorder. The gender of the child was found to independently predict teachers’ accurately recognising when a child had a problem. Conclusion: Teachers are good at recognising whether a child presents with a problem. However, their problem recognition is affected by both the gender of the child and the type of symptomatology being displayed (emotional versus behavioural).

Item Type:	Article
Uncontrolled Keywords:	sdg 3 - good health and well-being ,/dk/atira/pure/sustainabledevelopmentgoals/good_health_and_well_being
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School
Depositing User:	Rhiannon Harvey
Date Deposited:	06 May 2011 09:47
Last Modified:	12 Jan 2024 01:21
URI:	https://ueaeprints.uea.ac.uk/id/eprint/29969
DOI:	10.1111/j.1475-3588.2009.00551.x

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