Tipping Points: Teachers' Reported Reasons for Referring Primary School Children for Excessive Anxiety

Autor/inn/en	Hinchliffe, Kaitlin J.; Campbell, Marilyn A.
Titel	Tipping Points: Teachers' Reported Reasons for Referring Primary School Children for Excessive Anxiety
Quelle	In: Journal of Psychologists and Counsellors in Schools, 26 (2016) 1, S.84-99 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1037-2911
DOI	10.1017/jgc.2015.24
Schlagwörter	Anxiety; Attribution Theory; Teacher Attitudes; Referral; Elementary School Teachers; Interviews; Child Behavior; Achievement Need; Learning Disabilities; Chronic Illness; Learning Strategies; Parent Attitudes; Caregiver Attitudes; Etiology; Foreign Countries; Content Analysis; Australia + Suchen Sie Ihr Suchwort? Angst; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Learning handicap; Lernbehinderung; Chronic disease; Chronische Krankheit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Elternverhalten; Ätiologie; Ausland; Inhaltsanalyse; Australien
Abstract	The current study explored the reasons that primary school teachers reported were tipping points for them in deciding whether or not and when to refer a child to the school student support team for excessive anxiety. Twenty teachers in two Queensland primary schools were interviewed. Content analysis of interview transcripts revealed six themes reflecting teachers' perceived reasons for deciding to refer anxious children: (1) impact on learning; (2) atypical child behaviour; (3) repeated difficulties that do not improve over time; (4) poor response to strategies; (5) teachers' need for support; and (6) information from parents/carers. Teachers considered different combinations of reasons and had many different tipping points for making a referral. Both teacher- and system-level influences impacted referral decisions. Implications and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01