Internalizing Disorders in Early Childhood: Professional Development Framework for Teachers

摘要: Internalizing Disorders in Early Childhood: Professional Development Framework for Teachers By Danielle A. Guttman Advisor: Helen L. Johnson, PhD Recent research indicates that internalizing disorders such as depression, anxiety, and posttraumatic stress disorder (PTSD) manifest young children. Since early childhood teachers spend a substantial portion of their day with children, it is important to examine beliefs behaviors surrounding these disorders. The role the school psychologist has come include providing support educators presenting up-to-date through professional development (PD). current investigation implemented an intervention designed compare different forms PD seminars (“Information” “Strategies”) increase teachers’ awareness childhood. Ninety-nine participants comprised three groups. Information approach focused on symptoms detailed ecological preventative approach. Strategies presented tools strategies classroom management. Participants’ perceptions were measured pretests posttests. Demographic results indicated most reported receiving no training social or emotional issues classroom. Significant time group effects found assessing participants’ self-perceptions preparedness tackle PTSD classrooms. Although both groups increased self-perceived from pretest posttest, significant differences not between two Other findings qualitative data suggested areas future research. Implications within practice psychology addressed.