Teachers' Views of Mental Illness: A Study of Attitudes and Information

Rabkin, Leslie Y.; Suchoski, Joseph F.

doi:10.1177/002248716701800108

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…The fi ndings of the present scale mirrored those of previous investigations: mental health professionals have consistently been found to be less negative than other professionals, including teachers ( Morsh & Plenderleith, 1949 ), toward children or adults with severe emotional or behavioral problems ( Cohen & Struening, 1962, 1963, 1965Creech & Prewett, 1976 ;Woolley & Muncey, 2004 ). Teachers have been found to be less negative in their attitudes toward the mentally ill than the general public ( Rabkin & Suchoski, 1967 ). Thus, compared to others in professional or non-professional capacities, mental health practitioners tend to be less biased toward children with emotional or behavioral problems on this scale, less negative toward children with conduct disorders, and less authoritarian to adult psychiatric patients on the Opinions about Mental Illness scales.…”

Section: Discussionsupporting

confidence: 84%

“…Despite a greater emphasis on "mental hygiene" in their own education, even 20 years later teachers continued to maintain an essentially moralistic and intolerant view of students' transgressions ( Morsh & Plenderleith, 1949 ). Rabkin and Suchoski (1967 ) concluded that their convenience sample of teachers were more likely to consider mental illness to be serious rather than trivial compared to "psychiatric experts." However, the teachers also had negative attitudes toward emotionally disturbed individuals and were less likely to endorse an interpersonal etiology perspective.…”

mentioning

confidence: 99%

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Development of the Biases toward Children with Psychological and Behavioral Disorders Scale

Hirsch

2013

Psychol Rep

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Although there have been studies of individual professional disciplines and their attitudes toward children with emotional, behavioral, or educational problems, there has been no systematic determination using a single, psychometrically sound measure that compared different professional groups. The goal was to assess the biases toward children with emotional and behavioral difficulties in samples of professionals who are most likely to have contact with them (86 teachers, 83 psychologists, 47 social workers), as well as other adults (75 undergraduate students). After development from an item pool, the provisional Biases toward Children with Psychological and Behavioral Disorders scale consisted of 21 items in one factor which experts also had assigned to a Biases category. The scale had good internal consistency reliability (alpha = .84). Validity was supported by a team of experts, factor structure, and known-groups comparisons. Psychologists and social workers scored lower than did teachers and students.

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Section: Discussionsupporting

confidence: 84%

mentioning

confidence: 99%

Development of the Biases toward Children with Psychological and Behavioral Disorders Scale

Hirsch

2013

Psychol Rep

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“…The counselor must be aware of the factors related to the disability upon which predictions may be made including functional level, degree of independence, stability of the disability, and remedial care necessary, which will affect both the amount and type of case services by the counselor. Some handicapping conditions have been generally acceptable to school administrators and employers in general (Nikoloff, 1962;Schlitzer, Davis, England, and Lofquist, 1961;Rabkin and Suchoski, 1967;and Spaniol, 1966). Orthopedic handicaps, including the use of an artifical limb or crutches, and respiratory problems were to some degree acceptable situations by employers.…”

mentioning

confidence: 99%

Handicapping Conditions Presenting Barriers to Employment as Elementary School Teachers

Ayer¹

1968

SPATE: Journal of Student Personnel Association for Teacher Edu

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Teachers were asked to indicate whether a handicapped individual with a described characteristic was employable as an elementary school teacher. The characteristics were social, physical, or emotional, and were descriptive of level of function. The results indicated that individuals with physically disabling conditions which affect mobility or communication and which have an unpredictable prognosis are least acceptable. Behavioral and cosmetic deviations from societal norms were also unacceptable.

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Failure of a moral enterprise: Attitude of the public toward mental illness.

Sarbin¹,

Mancuso²

1970

Journal of Consulting and Clinical Psychology

138

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A critical analysis of published reports on the public's attitudes toward mental illness and toward deviant conduct is presented. The mental health movement fits the defining criteria for a moral crusade, motivated and supported by moral entrepreneurs. The reported data indicate that the mental illness paradigm, as a formula for understanding and controlling deviant conduct, has not been widely accepted by the public. The central objective of the mental health movement has been to influence the general public to regard mental illness with the same nonrejecting valuations as somatic illness. The present analysis of social survey reports and other data points to the conclusion that the public tends to declare negative (rejecting) valuations on persons diagnosed as mentally ill, On the other hand, the public tends to be more tolerant of deviant conduct when it is not described with mental illness labels. Implications for social policy are discussed.

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Teachers' Views of Mental Illness: A Study of Attitudes and Information

Cited by 4 publications

References 1 publication

Development of the Biases toward Children with Psychological and Behavioral Disorders Scale

Development of the Biases toward Children with Psychological and Behavioral Disorders Scale

Handicapping Conditions Presenting Barriers to Employment as Elementary School Teachers

Failure of a moral enterprise: Attitude of the public toward mental illness.

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