Emerging Mental Health Diagnoses and School Disruption: An Examination among Clinically Referred Children and Youth

Autor/inn/en	Stewart, Shannon L.; Klassen, Janell; Hamza, Chloe
Titel	Emerging Mental Health Diagnoses and School Disruption: An Examination among Clinically Referred Children and Youth
Quelle	In: Exceptionality Education International, 26 (2016) 2, S.5-20 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Mental Health; Children; Youth; Clinical Diagnosis; Academic Achievement; Adolescents; Case Studies; Regression (Statistics); Health Services; Foreign Countries; Semi Structured Interviews; Data Collection; Statistical Analysis; Anxiety Disorders; Behavior Disorders; Psychological Patterns; Mental Disorders; Diagnostic Tests; Correlation; Canada + Suchen Sie Ihr Suchwort? Psychohygiene; Child; Kind; Kinder; Jugend; Jugendlicher; Jugendalter; Schulleistung; Adolescent; Adolescence; Adoleszenz; Case study; Fallstudie; Case Study; Regression; Regressionsanalyse; Health service; Gesundheitsdienst; Gesundheitswesen; Ausland; Data capture; Datensammlung; Statistische Analyse; Mental illness; Geisteskrankheit; Diagnostic test; Diagnostischer Test; Korrelation; Kanada
Abstract	Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging mental health concerns, particularly among young children. To address this gap in the literature, 912 clinically referred children and youth (ages 4-18 years old) were assessed using the interRAI Child and Youth Mental Health (ChYMH) assessment utilizing a cross-sectional study design. The ChYMH assessment evaluates school disruption independently of academic achievement, and includes a comprehensive assessment of the child's mental health functioning, needs, and preferences. A logistic regression analysis revealed that various provisional mental health diagnoses (i.e., attention-deficit/hyperactivity disorder, disruptive behaviour, mood disorders, and, to a lesser extent, anxiety) were associated with disruption in the classroom. Implications for school-based care planning are discussed. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01