Date of Award

2026

Document Type

Dissertation

Degree Name

Psychology (Ph.D.)

Department

Psychology

First Advisor

Imad Zaheer

Second Advisor

Mark Terjesen

Third Advisor

Lauren Moskowitz

Abstract

The prevalence of mental health disorders among school-aged children continues to rise, underscoring the importance of effective collaboration between families and schools. This qualitative study explored how parents (N=11) and teachers (N=11) perceive the causes, severity, and most appropriate interventions for internalizing (e.g., anxiety, depression) and externalizing (e.g., ADHD, conduct) disorders. Using vignette-based interviews and thematic analysis, six central themes emerged: (1) causal attributions (biological vs. environmental), (2) links between causes, symptom permanence, and intentionality, (3) intervention preferences, (4) importance of collaboration, (5) perceptions of severity, and (6) gendered interpretations of symptoms. 12 of the 22 participants (5 parents, 7 teachers) returned to complete a member checking interview to verify the accuracy of their identified themes. Parents emphasized family and medical perspectives, while teachers focused on classroom management and school-based supports. Both groups recognized the importance of consistency across settings but overlooked the role of the child in collaborative planning. Unexpectedly, both groups rated internalizing symptoms as more severe than externalizing, highlighting gaps between recognition and referral practices. Findings underscore the need for psychoeducation, equitable teacher training, and structured parent–teacher partnerships to reduce misidentification and ensure coordinated care.

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