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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: ma.campbell@qut.edu.au
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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

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