Teacher perceived mental and learning problems of children referred to a school mental health service.
OBJECTIVE: Delivering mental health services to children and their families through schools has many potential advantages. However, little is known about the characteristics of children referred to such services. This study aimed to determine the pattern of mental health and learning difficulties of...
| Publicado en: | Journal of the Canadian Academy of Child & Adolescent Psychiatry Vol. 19; no. 2; pp. 94 - 100 |
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| Autores principales: | , |
| Formato: | abstract research Journal Article |
| Publicado: |
Canadian Academy of Child & Adolescent Psychiatry
2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104910311&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104910311 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17198429 785M jtl: Journal of the Canadian Academy of Child & Adolescent Psychiatry issn: 17198429 maglogo: N pubinfo: dt: 2010 vid: 19 iid: 2 pid: 42044 pub: Canadian Academy of Child & Adolescent Psychiatry place: Ottawa, Ontario artinfo: ui: 104910311 104910311 2010654686 NLM20467545 PMC2868555 104910311 ppf: 94 ppct: 6 formats: tig: atl: Teacher perceived mental and learning problems of children referred to a school mental health service. aug: au: Little M McLennan JD affil: University of Calgary, Calgary, Alberta. sug: subj: Learning Disorders Mental Health Services Referral and Consultation In Infancy and Childhood School Health Services Alberta Teachers Administrative Research Age Factors Alberta Attention Deficit Hyperactivity Disorder Child Comorbidity Early Childhood Intervention Female Human Male Questionnaires Sex Factors Social Behavior Disorders Spelling Child: 6-12 years Female Male ab: OBJECTIVE: Delivering mental health services to children and their families through schools has many potential advantages. However, little is known about the characteristics of children referred to such services. This study aimed to determine the pattern of mental health and learning difficulties of children referred to one school mental health service. METHODS: An identity stripped administrative database of all new referrals (n=353) to a school mental health program in southern Alberta between September 2006 and June 2009 was used. Teacher Strengths and Difficulties Questionnaire responses and questions about learning and other developmental problems were included. RESULTS: Hyperactivity-inattention was the most prevalent mental health concern, and spelling was the most common learning concern. Higher rates of hyperactivity-inattention concerns and pro-social deficits were observed for boys and more emotional problems were observed for girls. Hyperactivity-inattention was higher at lower grades. Hyperactivity-inattention and conduct problems were often comorbid as were several learning problems. CONCLUSION: Understanding the typical patterns of concerns among referrals to school mental health services may guide the prioritization of assessment and intervention approaches within these programs. Findings suggest assessments and interventions for ADHD and other disruptive behaviours should be prioritized, as well as the provision of cognitive and academic testing. pubtype: Academic Journal doctype: abstract research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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