Teacher perspectives on indicators of adolescent social and emotional problems.
Teacher perspectives on indicators of adolescent social and emotional problems.
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DOI：
10.1080/23794925.2017.1313099
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发表时间：
2017-01-01
期刊：
影响因子：
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通讯作者：
Comer, Jonathan S
中科院分区：
文献类型：
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作者：
Green, Jennifer Greif;Keenan, Jennifer Kras;Comer, Jonathan S
教师是儿童和青少年心理健康服务的主要转介来源。然而，研究发现，教师识别的学生与标准筛查量表识别的学生不同。这表明对学生情绪和行为挑战的概念化可能存在差异。这篇文章描述了一项研究的结果，该研究探索了教师如何对青少年的情感和行为挑战进行概念化。美国各地的初中和高中教师是通过分层随机抽样过程确定的，并被招募参与其中。29名教师(26%的受聘者)接受了采访，并被要求描述向他们表明学生正在经历情绪和行为挑战的标志。教师回答中的主题被识别和编码。教师确定了多个不同的标记，他们认为这些标记是学生情绪和行为挑战的指标。教师描述的分数与标准筛查量表通常测量的分数进行了比较。强调指出教师确定的标记与筛查量表之间的差异是专业发展和加强以学校为基础的干预努力的潜在领域。这些发现强调了整合教师观点在理解学生推荐过程中的重要性。
Teachers are a primary source of referral to mental health services for children and adolescents. However, studies find that students identified by teachers differ from those identified by standardized screening scales. This suggests possible discrepancies in conceptualizations of student emotional and behavioral challenges. The current article describes results of a study that explores how teachers conceptualize the emotional and behavioral challenges of adolescents. Middle and high school teachers across the U.S. were identified using a stratified random sampling process and recruited for participation. Twenty-nine teachers (26% of those recruited) were interviewed and asked to describe markers that indicated to them that a student was experiencing emotional and behavioral challenges. Themes in teacher responses were identified and coded. Teachers identified multiple, diverse markers that they perceived were indicators of emotional and behavioral challenges among their students. Markers described by teachers were compared to those typically measured by standardized screening scales. Discrepancies between markers identified by teachers and screening scales are highlighted as potential areas for professional development and enhanced school-based intervention efforts. These findings underscore the importance of integrating teacher perspectives in understanding the referral process for students.