Hostname: page-component-586b7cd67f-rcrh6 Total loading time: 0 Render date: 2024-11-26T18:58:52.708Z Has data issue: false hasContentIssue false
  • English
  • Français

The role of teachers in the support of students with obsessive-compulsive disorder

Published online by Cambridge University Press:  29 October 2015

Elizabeth Woolcock  and
Marilyn Anne Campbell
Elizabeth Woolcock
Affiliation:
Queensland University of Technology
Marilyn Anne Campbell*
Affiliation:
Queensland University of Technology
*
School of Learning and Professional Studies, Faculty of Education, Queensland University of Technology, Victoria Park Rd, Kelvin Grove Queensland, Australia 4059, Phone: 61 7 3864 3806, E-mail: [email protected]
Get access

Abstract

The early identification and referral of students with obsessive-compulsive disorder (OCD) is crucial for the implementation of timely intervention and therapy. Classroom teachers could be well positioned to identify and refer students with OCD to the school counsellor or support services team due to their extensive interaction with these students. However, teachers need to become more knowledgeable about OCD to successfully identify and thus be able to refer students with OCD (Purcell, 1999). These students also need to be managed differently within the classroom. However, there is limited support to guide teacher practice in this area. This paper provides a general overview of childhood OCD and explores the role of teachers in the identification, referral and management of students with OCD.

Keywords

ChildrenAdolescentsObsessive-compulsivedisorderTeachers
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 22 , Issue 1 , 2005 , pp. 54 - 64
Copyright
Copyright © Australian Psychological Society 2005

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, G., & Burke, R. (1999). Children and adolescents with obsessive-compulsive disorder: A primer for teachers. Childhood Education, 76, 2–7.Google Scholar
Adams, G., & Torchia, M. (1998). School personnel: A critical link in the identification, treatment and management of OCD in children and adolescents. Milford, CO: Obsessive-Compulsive Foundation.Google Scholar
Adams, G., Waas, G., March., J., & Smith, M. (1994). Obsessive-compulsive disorder in children and adolescents: The role of the school psychologist in identification, assessment and treatment. School Psychology Quarterly, 9, 274–294.Google Scholar
Alberta Learning (2000). Teaching students with emotional disorders and/or mental illness, (Report No. EC308453). Washington DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED454649).Google Scholar
Amir, N., Freshman, M., & Foa, E. (2000). Family distress and involvement in relatives of obsessive-compulsive disorder patients. Journal of Anxiety Disorders, 14, 209–217.Google Scholar
Barrett, RM., & Healy, L. (2003). An examination of the cognitive processes involved in obsessive-compulsive disorder. Behaviour Research and Theory, 41, 285–299.Google Scholar
Barrett, P.M., Healy-Farrell, L., Piacentini, J., & March, J. (2004). Obsessive-compulsive disorder in childhood and adolescence: Description and treatment. In Barrett, P.M. & Ollendick, T.H. (Eds.), Handbook of interventions that work with children and adolescents: Prevention and treatment (pp. 187–216). London: John Wiley & Sons.Google Scholar
Barrett, P.M., & Turner, C. (2001). Prevention of anxiety symptoms in primary school children: Preliminary results from a universal school-based trial. The British Journal of Clinical Psychology, 40, 399–410.Google Scholar
Black, S. (1999). Overcome by fear.American School Board Journal, 186, 31–34.Google Scholar
Campbell, M.A. (2005). Dig the fearful pig. Brisbane: Postpressed.Google Scholar
Campbell, M.A. (2004). Teaching tips for the prevention of anxiety in children. Brisbane: QSS.Google Scholar
Costello, E.J., & Angold, A. (1995). Epidemiology. In March, J.S. (Ed.), Anxiety disorders in children and adolescents (pp. 109–124). New York: Guilford Press.Google Scholar
Detweiler, M.E., & Albano, A.M. (2001). Covert symptoms of obsessive-compulsive disorder in children: A case study. Journal of Cognitive Psychotherapy: An International Quarterly, 15, 75–86.CrossRefGoogle Scholar
Donovan, C.L., & Spence, S.H. (2000). Prevention of childhood anxiety disorders. Clinical Psychology Review, 20, 509–531.Google Scholar
Douglas, H.M., Moffitt, T.E., Dar, R., McGee, R., & Silva, P (1995). Obsessive-compulsive disorder in a birth cohort of 18-year-olds: Prevalence and predictors. Journal of the American Academy of Child and Adolescent Psychiatry, 34, 1424–1431.Google Scholar
Evans, D.W., Leckman, J.F., Carter, A., Reznick, J.S., Henshaw, D., King, R.A., et al. (1997). Ritual, habit and perfectionism: The prevalence and development of compulsive-like behavior in normal young children. Child Development, 68, 58–68.Google Scholar
Everton, T.,Gatton, M., & Pell, T. (2002). Educational research and the teacher. Research Papers in Education, 17, 373–401.Google Scholar
Fong, M., & Silien, K. (1999). Assessment and diagnosis of DSM-IV anxiety disorders. Journal of Counselling and Development, 77, 209–217.CrossRefGoogle Scholar
Francis, G., & Gragg, R.A. (1996). Childhood obsessive compulsive disorder. Thousand Oaks, CA: Sage.Google Scholar
Geller, D.A., & Spencer, T. (2003). Obsessive-compulsive disorder. In Martin, A. Scahill, L. Charney, D.S. & Leckman, J.E (Eds.), Pediatric psychopharmacology (pp. 511–525). New York: Oxford University Press.Google Scholar
Goranson, L. (1999). Mothers of obsessive-compulsive children: Their story. Retrieved September 4, 2004 from http://www.lib.com/dissertations/preview/3008510. Google Scholar
Henin, A., & Kendall, PC. (1997). Obsessive-compulsive disorder in children and adolescents. Advances in Clinical Child Psychology, 19, 75–131 Google Scholar
Heyman, I., Fombonne, E., Simmons, H., Ford, T., Meltzer, H., & Goodman, R. (2001) Prevalence of obsessive-compulsive disorder in the British nationwide survey of mentalhealth. British Journal of Psychiatry, 379, 324–329.Google Scholar
King, N.J., & Ollendick, T.H. (1989). Children’s anxiety and phobic disorders in school settings: Classification, assessment and intervention issues. Review of Educational Research, 59, 431–470.Google Scholar
King, R., Leonard, H., & March, J. (1998). Summary of the practice parameters for the assessment and treatment of children and adolescents with obsessive-compulsive disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 1110–1116.Google Scholar
Kovacs, M., & Devlin, B. (1998). Internalising disorders in childhood. Journal of Child Psychology and Psychiatry, 39, 47–63.Google Scholar
Labellarte, M.J., Ginsburg, G.S., Walkup, J.T., & Riddle, M.A. (1999). The treatment of anxiety disorders in children and adolescents. Biological Psychiatry, 46, 1567–1578.CrossRefGoogle ScholarPubMed
March, J.S., & Leonard, H. (1996). Obsessive-compulsive disorder in children and adolescents: A review of the past ten years. Journal of the American Academy of Child and Adolescent Psychiatry, 55, 1265–1273.Google Scholar
March, J.S., & Mulle, K. (1998). Obsessive-compulsive disorder in children and adolescents: A cognitive-treatment manual. New York: Guilford Press.Google Scholar
Murphy, T.K., Voeller, K.K.,& Blier, P. (2003). Neurobiology of obsessive-compulsive disorder. In Martin, A. Scahill, L. Charney, D.S. & Leckman, J.F. (Eds.), Pediatric psychopharmacology (pp. 150–163). New York: Oxford University Press.Google Scholar
Nicholson, J., Oldenburg, M.L., & McFarland, B. (1999a). Detection of mental health problems in the school setting. The Australian Educational and Developmental Psychologist, 16, 66–77.Google Scholar
Nicholson, J., Oldenburg, M.L., McFarland, B., & Dwyer, S. (1999b). Mental healthinterventions in the primary school setting: Perceived facilitators, barriers and needs. Health Promotion Journal of Australia, 9, 96–104.Google Scholar
Ottinger, B. (1998). Modifications for students with Tourette syndrome, attention-deficit disorder and obsessive-compulsive disorder. Retrieved 15 June, 2004 from http://www.vh.org/Patients/IHB/ Psych/ Tourette/Modifications, html Google Scholar
Parker, Z., & Stewart, E. (1994). School consultation and the management of obsessive-compulsive personality in the classroom. Adolescence, 29, 563–575.Google ScholarPubMed
Purcell, J. (1999). Children, adolescents and obsessive-compulsive disorder in the classroom (Report No. EC 308043). Washington DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED445439).Google Scholar
Rapoport, J.L., & Inoff-Germain, G. (2000). Practitioner review: Treatment of obsessive-compulsive disorder in children and adolescents. Journal of Child Psychology and Psychiatry, 41, 419–431.Google Scholar
Rapoport, J.L., & Ismond, D.R. (1996). DSM-IV training guide for diagnosis of childhood disorders. New York: Brunner/Mazel.Google Scholar
Reavin, J., & Hepburn, S. (2003). Cognitive-behavioral treatment of obsessive-compulsive disorder in a child with Asperger Syndrome. Autism, 7, 145–164.Google Scholar
Sawyer, M.G., Arney, F.M., Baghurst, P.A., Clark, J.J., Graetz, B.W., Kosky, R.J., et al. (2000). Child and adolescent component of the national survey of mental health and well-being. Canberra: Commonwealth Department of Health and Aged Care.Google Scholar
Schlozman, S. (2002). The shrink in the classroom. Educational Leadership, 59, 82–83.Google Scholar
Shafran, R. (2000). Childhood obsessive-compulsive disorder. In Graham, P. (Ed.), Cognitive-behaviour therapy for children and families (pp. 45–73). Cambridge: Cambridge University Press.Google Scholar
Spence, S. (1998). A measure of anxiety symptoms among children. Behaviour Research and Therapy, 36, 554–556.CrossRefGoogle ScholarPubMed
Stroke, M. (1996). Obsessive-compulsive disorder (Report No. EC305600). Washington DC: Office of Educational Research and Improvement (ERIC Document Reproduction Service No. ED408729).Google Scholar
Tomb, M., & Hunter, L. (2004). Prevention of anxiety in children and adolescents in a school setting: The role of school-based practitioners. Children and Schools, 26, 87–102.Google Scholar
Vallini-Basille, L.A., Garrison, C.Z., Waller, J.L., Addy, C.L., McKeown, R.E., Jackson, K.L., et al. (1996). Incidence of obsessive-compulsive disorder in a community sample of young adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 898–906.Google Scholar
Waters, T., & Barrett, P.M. (2000). The role of the family in childhood obsessive-compulsive disorder. Child and Family Psychology Review, 3, 173–185.Google Scholar
Webb, J. (2000). Misdiagnosis and dual diagnosis of gifted children: Gifted and LD, ADHD, OCD and oppositional deficit disorder (Report No. CG030576). Washington DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED448382).Google Scholar