Tipping points: Teachers' reported reasons for referring primary school children for excessive anxiety
Hinchcliffe, Kaitlin J. & Campbell, Marilyn A. (2016) Tipping points: Teachers' reported reasons for referring primary school children for excessive anxiety. Journal of Psychologists and Counsellors in Schools, 26(1), pp. 84-99.
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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 behavior; 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.
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|Item Type:||Journal Article|
|Keywords:||teachers' perceptions, referral, anxiety, internalising problems, middle childhood|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Counselling (130305)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 The Author(s)|
|Deposited On:||20 Dec 2015 22:58|
|Last Modified:||05 May 2016 11:33|
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