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Qualitative Health Research
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Modes of Entry Into Services for Young Children With Disruptive Behaviors

Emily Arcia

Miami-Dade County Public Schools, earcia{at}sbab.dade.k12.fl.us

María C. Fernández

Mailman Center for Child Development, University of Miami, Florida

Marisela Jáquez

University of Miami, Florida

Héctor Castillo

Case Management Services, Children and Families, Miami Behavioral Health Center, Florida

María Ruiz

Jackson Memorial Hospital

The authors undertook this study to describe Latina mothers’ professional help seeking for their young children’s disruptive behaviors. They interviewed 62 Cuban, Puerto Rican, and Dominican first-time help seekers and found four modes of entry: (a) coercion, (b) acceptance of offered referral, (c) responsive and resourceful help seeking subsequent to school reports of behavior problems, and (d) a laborious and convoluted path that was characteristic of 52% of the sample. Schools, maternal and child characteristics, and social network forces played significant roles for all mothers, but the final determinants of service entry varied by the mode of entry followed. Findings suggest that problem labeling is not a necessary precursor to service entry and that direct referrals might effectively shortcut the help-seeking process. Finally, the process that underlies service entry would be described more aptly as a Theory of Affective Action than a Theory of Reasoned Action.

Key Words: service pathways • children • disruptive behaviors • Latino

Qualitative Health Research, Vol. 14, No. 9, 1211-1226 (2004)
DOI: 10.1177/1049732304268784
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