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| Autor/inn/en | Headley, Clea J.; Campbell, Marilyn A. |
|---|---|
| Titel | Teachers' Recognition and Referral of Anxiety Disorders in Primary School Children |
| Quelle | In: Australian Journal of Educational & Developmental Psychology, 11 (2011), S.78-90 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1446-5442 |
| Schlagwörter | Anxiety Disorders; Teachers; Referral; Investigations; Primary Education; Children; Questionnaires; Teacher Attitudes; Elementary School Teachers; Identification; Foreign Countries; Feedback (Response); Developmental Psychology; Australia |
| Abstract | This study investigated the ability of primary school teachers to recognise and refer children with anxiety symptoms. Two hundred and ninety-nine primary school teachers completed a questionnaire exploring their recognition and referral responses to five hypothetical vignettes that described boys and girls with varying severity of anxiety symptoms. Results revealed that teachers were generally able to recognise and make the decision to refer children with severe levels of anxiety. However, they had difficulty distinguishing between children with moderate anxiety symptoms and a severe anxiety disorder. Female teachers were more likely to refer children than were male teachers. The implications and future research are discussed. (Contains 1 table and 2 figures.) (As Provided). |
| Anmerkungen | University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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