Understanding Gender Differences in Referral of Children to Mental Health Services

Abstract

In this study, gender differences in the referral of children to mental health services were investigated.A total of 135 first-, second', and third-grade teachers read vignettes describing girls and boys with either externalizing or internalizing problems, and then evaluated the child described in each vignette concerning possible referral for mental health services. Results of this study identified three factors that help explain gender differences in referral. First, teachers are more likely to believe that boys need referral because boys tend to have the types of problems (externalizing) that teachers regard as being more in need of referral. Second, teachers are generally less likely to regard a child with problems as needing referral if that child is doing well academically (a pattern more common for girls). Third, teachers are less likely to believe that girls need referral because they are more optimistic that girls with problems will improve as they mature and that internalizing problems (the type girls tend to have) will improve through maturation. The implications of these findings for teacher training are discussed.

It’s Not Just the Squeaky Wheels That Need the Oil: Examining Teachers’ Views on the Disparity Between Referral Rates for Students with Internalizing Versus Externalizing Problems

“…Students experiencing externalizing problems are more likely to receive the assistance required, whereas students with internalizing problems are under-identified, under-referred, and thus much less likely to receive the mental health services they need (Chang & Stanley, 2003;Green, Clopton, & Pope, 1996;Pearcy et al, 1993;Rothi & Leavey, 2006). The results from the present study validate this disparity as 86.8% of teachers in this sample agreed that teachers refer a lot more students with externalizing problems for mental health services, compared with students with internalizing problems.…”

“…Teachers also reported having referred more children with externalizing than with internalizing problems for treatment, even though they did not rate externalizing problems as needing referral more than internalizing problems. Additional researchers have reported similar findings (Green, Clopton, & Pope, 1996;Rothi & Leavey, 2006), which suggests a second disparity: students experiencing externalizing problems are more likely to receive the assistance required, whereas students with internalizing problems are under-identified, underreferred, and thus much less likely to receive the mental health services they need (Chang & Stanley, 2003;Green, Clopton, & Pope, 1996;Pearcy et al, 1993).…”

Eligibility, Assessment, and Educational Placement Issues for Students Classified with Emotional Disturbance: Federal and State-Level Analyses

“…Males are classified with ED at a rate much higher than females, with identification ratios ranging from 3:1 to 8:1 (Coleman, 1986;McIntyre & Tong, 1998;National Education Association, 2007). Indeed, of all special education disability categories, ED has the highest percentage of males (Green, Clopton, & Pope, 1996). Further, males who come from a low socioeconomic status are more likely to be classified as ED than males who come from a high socioeconomic status (Losen & Orfield, 2002).…”

Differences Between Non-Aggressive, Rejected Children and Popular Children During Peer Collaboration

“…Children are far more likely to be referred for counseling and other special services when they have externalizing problems, such as impulsive and aggressive behavior, than when they have internalizing problems, such as loneliness and social anxiety (Green, Clopton, & Pope, 1996;Lambert, Weisz, & Knight, 1989;Tarnowski, Anderson, Drabman, & Kelly, 1990). Although the current study was not directly concerned with the mental health needs of NAR children, their high levels of social anxiety and low self-esteem, together with the less positive emotional experience reported by NAR girls, support past research that has drawn attention to the needs of these children.…”