Date of Award

7-9-2018

Document Type

Restricted Access Dissertation

Degree Name

Doctor of Education in Learning, Leadership, and Community

Department

Department of Educational Leadership, Learning, and Curriculum

Committee Chair

Clarissa M. Uttley

Committee Member

Stephen V. Flynn

Committee Member

Kelly Swindlehurst

Abstract

The purpose of this study was to explore the perceptions of General and Special Educators with regards to the perceived knowledge, roles, and training needs when working with students who have an internalizing mental health disorder. This replication study was based on the 2010 study by Miller & Jome who examined the perceptions of school psychologists on perceived knowledge, roles, and training needs when working with students who had internalizing disorders (Miller & Jome, 2010). For this quantitative study, General and Special Education teachers in Missouri were recruited to participate in order to compare not only their perceptions as they related to each individual sub-group (General Education teachers and Special Education teachers), but also to the results of the Miller & Jome (2010) study. Responses indicated that General and Special Education teachers perceive that the responsibility for school-based interventions for certain internalizing disorders, such as generalized anxiety disorder, as the appropriate role for the General and/or Special Education teacher. Limitations for the study are discussed along with further research needs in this area.

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Rights Statement

In Copyright