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.
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.
- Content Type Journal Article
- DOI 10.1007/s12310-010-9044-3
- Authors
- Talida M. State, College of Education, Lehigh University, 111 Research Drive, Bethlehem, PA 18015, USA
- Lee Kern, College of Education, Lehigh University, 111 Research Drive, Bethlehem, PA 18015, USA
- Kristin M. Starosta, College of Education, Lehigh University, 111 Research Drive, Bethlehem, PA 18015, USA
- Anuja Divatia Mukherjee, College of Education, Lehigh University, 111 Research Drive, Bethlehem, PA 18015, USA
- Journal School Mental Health
- Online ISSN 1866-2633
- Print ISSN 1866-2625