ArticleSchool mental health2022
Teacher and School Characteristics Associated with the Identification and Referral of Adolescent Depression and Oppositional Defiant Disorders by U.S. Teachers.
Article in School mental health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Validation and Extension of the School Mental Health Self-Efficacy Teacher Survey.School mental health · 2025Article
- Educator Knowledge of Childhood Conduct Problems and Callous-Unemotional Traits.Research on child and adolescent psychopathology · 2024Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
Teachers contribute to the process of identifying and referring students for mental health services, however, relatively little is known about how they make those decisions and how decision-making differs across school contexts. This study used a vignette-based method to investigate individual and school contextual factors associated with the likelihood that teachers identify and refer students for mental health services. Teachers were recruited from public middle and high schools across the U.S. using a stratified random sampling strategy. Teachers ( Supplementary Information: The online version contains supplementary material available at 10.1007/s12310-021-09491-1.
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Registered trials
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