Date of Conferral
1-28-2026
Date of Award
January 2026
Degree
Doctor of Human Services (D.H.S.)
School
Health and Human Services
Advisor
Barbara Benoliel
Abstract
The problem of misdiagnosis of mental health conditions in primary school aged children because of attributions related to misbehavior is a significant issue. The purpose of this qualitative multiple case study was to explore a selected sample of educators’ and mental health professionals’experiences and perceptions of the risks of attribution errors in mental health misdiagnosis among primary school-aged children in Richmond, VA. The research questions addressed how stakeholders perceive the role of attribution errors in professional practice contributing to misdiagnosis, as well as what practice-based and systemic changes stakeholders propose to enhance diagnostic accuracy. Narrative data was collected from educators and mental health professionals in semistructured interviewsand analyzed using comparative content analysis. Findings from the study revealed key themes: 1) attributions by professionals about the children included misunderstood behaviors, childhood trauma, and socioeconomic andcultural influences; 2) structured yet limited diagnostic procedures; 3) inadequate tools and resources for accurate diagnoses; 4) the need for holistic, trauma-informed practices, and 5) recommended strategies emphasizing staff training, collaboration, comprehensive evaluations, and culturally responsive support systems to improve diagnostic accuracy and child mental health outcomes. The study contributes to social change by promoting more accurate mental health assessments that reflect children’s actual needs and improving the overall well-being of primary school-aged children in Richmond, VA.
Recommended Citation
Ambers, E’mon, "Attribution of Behavior and Misdiagnosis in Mental Health Evaluation of Primary School Children" (2026). Walden Dissertations and Doctoral Studies. 19022.
https://scholarworks.waldenu.edu/dissertations/19022
