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.
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This research was supported in part by the Office of Special Education Programs Grant H324Q020004.
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State, T.M., Kern, L., Starosta, K.M. et al. Elementary Pre-service Teacher Preparation in the Area of Social, Emotional, and Behavioral Problems. School Mental Health 3, 13–23 (2011). https://doi.org/10.1007/s12310-010-9044-3
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DOI: https://doi.org/10.1007/s12310-010-9044-3