Elementary Pre-service Teacher Preparation in the Area of Social, Emotional, and Behavioral Problems

Abstract

Youth social, emotional, and behavioral problems continue to be of great concern and are costly to individuals and society. Teachers are in an ideal position to recognize symptoms of these problems and to provide or obtain appropriate services. Thus, it is critical to examine the training that pre-service teachers receive. In the present study, we evaluated the curriculum requirements for certification in randomly selected college/university elementary teacher training programs. Course syllabi were examined to determine the amount and type of training future elementary teachers received related to social, emotional, and behavioral problems. Results indicated limited exposure to such information. The findings are discussed with respect to implications for college/university teacher preparation programs, student outcomes, and future research.

School- and Classroom-Based Supports for Children Following the 2013 Boston Marathon Attack and Manhunt

“…Studies consistently find that teachers have difficulty identifying students with mental health needs and providing supports, in part because most receive little or no training in student psychological adjustment (Reinke, Stormont, Herman, Puri, & Goel, 2011; State, Kern, Starosta, & Mukherjee, 2011). When crises occur, it can be particularly challenging for teachers to define their role and to balance conflicting demands, such as the needs of individual students versus the group, and the need to be responsive to a trauma versus establishing a sense of normalcy (Alisic, 2012).…”

A Practical Guide to Implementing School-Based Interventions for Adolescents with ADHD

“…In our experience, there is much that teachers can learn when it comes to student behavior problems. Teacher training programs rarely provide more than one class on behavior management (State et al 2011), leaving teachers to learn these skills "on the job." Common attempts to train in-service teachers, including conferences and workshops, largely fail to change classroom practices (Joyce and Showers 2002).…”

Characteristics of Students with Emotional/Behavioral Disorders: Perspectives of General Education Teachers in Saudi Arabia

“…(p. 250) In fact, some research and recent studies have examined issues related to teachers' perspective of problems of EBDs (State, Kern, Starosta, & Mukherjee, 2011). According to Solesa, Bloom, Heath and Karagiannakis (2008), there are difficulties in identifying and giving service to students with behavioral difficulties and emotional problems.…”

“…Little agreement was found between characteristics reported by teachers and children" (p. 275). State, et al (2011) investigated teachers' perspective of students with mental health needs in primary schools in urban areas. The study asked teachers to respond to survey items which covered categories such as behavioral problems most commonly encountered in schools and the main barriers met when trying to resolve behavioral problems.…”

“…The results indicated that most participants lacked knowledge regarding programs and facilities provided in their schools for students with EBDs. Finally, State, et al (2011) stated though teachers have reported disruptive behavior as the most common behavioral problem in schools, many of them lack confidence in their ability to deal with the problems and lack sufficient knowledge to understand them. Thus, there is a need for further studies and training for the dissemination of the knowledge, understanding, and skills needed by teachers to enable them to work with pupils with EBD problems.…”