Abstract
Rising levels of depression among adolescents is an important issue to teachers and school administrators, as teenagers spend the majority of their time in the school environment. By analyzing individual interviews with 15 public high school teachers using a modified grounded theory approach, this qualitative study examines the role high school teachers might play in identifying and referring students who exhibit signs and symptoms of depression. Results provide guidance for high school teachers in connecting students with appropriate services and identifying common barriers and facilitating factors in this process. Specific recommendations are outlined to help aid schools in the identification and referral of students with depressive symptoms.
Recommended Citation
Brinton, Naomi; Zarabba, Jacqlyn; McWhorter, Linda; and Knauss, Linda
(2024)
"Voices from the Classroom: A Qualitative Study of Teachers' Perspectives on Student Depression,"
Journal of Human Services: Training, Research, and Practice: Vol. 10:
Iss.
2, Article 2.
Available at:
https://scholarworks.sfasu.edu/jhstrp/vol10/iss2/2
Included in
Child Psychology Commons, Clinical Psychology Commons, Community-Based Research Commons, Developmental Psychology Commons, Other Education Commons, School Psychology Commons, Secondary Education Commons
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