Secondary Teacher and Mental Health Professional Views of Students With School Adjustment Problems

The purpose of this study was to investigate and compare secondary teachers' and mental health professionals' views regarding the urgency of various types of school adjustment problems, the prognosis of students with these problems, and prescriptions for students with these problems. Parti...

Full description

Saved in:
Bibliographic Details
Published in:Professional psychology, research and practice research and practice, 1985-12, Vol.16 (6), p.881-888
Main Authors: WALL, RANDOLPH C, PRYZWANSKY, WALTER B
Format: Article
Language:English
Subjects:
Behavior Problems
Biological and medical sciences
Counselor Attitudes
High School Teachers
Human
Junior High School Teachers
Medical sciences
Mental Health Personnel
Prognosis
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
School Adjustment
School Counseling
School Psychologists
Social psychiatry. Ethnopsychiatry
Sociocultural environment
Teacher Attitudes
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose of this study was to investigate and compare secondary teachers' and mental health professionals' views regarding the urgency of various types of school adjustment problems, the prognosis of students with these problems, and prescriptions for students with these problems. Participants were presented with hypothetical cases depicting four male secondary school students, each with a particular school adjustment problem. Findings of this study indicate that secondary school teachers consider students with acting-out, disruptive behavior to be more urgently in need of special attention than are students who are shy, anxious, or withdrawn. Mental health professionals, however, did not differentiate between the cases in their urgency ratings. Overall, respondents' judgments appear to be greatly influenced by their professional orientations. Student problems related to the learning process seemed to be most salient to teachers, whereas mental health professionals adopted a more "whole student" perspective.
ISSN:0735-7028
1939-1323
DOI:10.1037/0735-7028.16.6.881