UNDERSTANDING GENDER DIFFERENCES IN REFERRAL OF CHILDREN TO MENTAL-HEALTH-SERVICES

In this study, gender differences in the referral of children to menta l health services were investigated. A total of 135 first-, second-, a nd 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 men tal hearth services. Results oi this study identified three factors th at help explain gender differences in referral. First, teachers are mo re likely to believe that boys need referral because boys tend to have the types of problems (externalizing) that teachers regard as being m ore in need of referral. Second, teachers are generally less Likely to regard a child with problems as needing referral if that child is doi ng well academically (a pattern more common for girls). Third, teacher s 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 io have) will imp rove through maturation. The implications of these findings for teache r training are discussed.