Although there are several studies on youth problems in school, there are few studies on how teachers report psychological discomfort of the students and on what criteria does their procedure. Considering that schools increasingly make such reports to social or neuropsychiatry services, we wanted to find out whether it is flawless (bias, etc.) and how it can affect a student's career. This research presents an investigation on how the practice of signaling "psychological discomfort" at school is set up. Objects of the survey are the procedures used by the teachers to submit the psychological problems. The research subjects were Secondary School teachers. In this research, we used qualitative research methods. We specifically chose to use a semi-structured interview. The data analysis was conducted in line with the analysis of the conventional content. From an analysis of the responses, it is possible to highlight that there is no generally agreed description of psychological discomfort, that the criteria for identifying distress are different and that the way in which they follow the reporting procedure varies very much from teacher to teacher. Finally, we discuss the implications of individualized reports both for the school course of the student and for the requirements of the teachers.
Psychological Discomfort, School, Qualitative Research, Reporting, Teachers
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Iudici, A., & Fabbri, M. (2017). The Construction of “Discomfort Psychological”: An Exploration of Italians Teachers' Reports. The Qualitative Report, 22(8), 2281-2295. https://doi.org/10.46743/2160-3715/2017.2779
Educational Psychology Commons, Health Psychology Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, School Psychology Commons, Social Psychology Commons, Special Education and Teaching Commons