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Influences on Teacher Referral of Children to Mental Health Services

Gender, Severity, and Internalizing Versus Externalizing Problems

MICHELLE T. PEARCY is a PhD candidate in the Clinical Psychology Program of the Department of Psychology, Texas Tech University. She received her bachelor's degree from the University of Notre Dame and her master's degree from Texas Tech University. Her current professional work and interests include psychological assessment and psychotherapy with children and adolescents. Address: Michelle T. Pearcy, Department of Psychology, Texas Tech University, Lubbock, TX 79409–2051.

JAMES R. CLOPTON

JAMES R. CLOPTON is an associate professor in the Department of Psychology, Texas Tech University. He received his PhD in clinical psychology from the University of Kansas and completed an internship at Colmery--O'Neil VA Medical Center in Topeka, Kansas. He does research on alcoholism and on suicide risk. His primary teaching responsibility is training graduate students to do psychotherapy.

ALICE W. POPE

ALICE W. POPE is an assistant professor in the Department of Psychology, Texas Tech University. She received her PhD in clinical psychology from the Pennsylvania State University, and did postdoctoral research fellowships in behavioral pediatrics at Albert Einstein College of Medicine, and in child psychiatry at Long Island Jewish Medical Center. Her current research involvements include longitudinal studies of elementary and junior high school adjustment problems associated with peer rejection.

Sixty-four third-, fourth-, and fifth-grade teachers read vignettes describing boys and girls with (1) externalizing and internalizing disorders and (2) externalizing and internalizing problems of less severity. Teachers rated whether the child described in each vignette needed to be referred for mental health treatment and indicated whether they had referred a similar child for treatment. Teachers' ratings of need for referral did not differ for boys and girls, and there was no gender effect on the teachers' reported referral experience. However, teachers reported having referred more children with externalizing problems than with internalizing problems for treatment, even though they did not rate externalizing problems as needing referral more than internalizing problems. Such discrepancies are discussed in terms of the different effect of internalizing and externalizing problems on the classroom environment.

Journal of Emotional and Behavioral Disorders, Vol. 1, No. 3, 165-169 (1993)
DOI: 10.1177/106342669300100304


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