Date of Submission

2013

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

Department Chair

Robert A DiTomasso, PhD, ABPP, Chair, Department of Psychology

First Advisor

Diane Smallwood, PsyD, Chairperson

Second Advisor

Jessica Glass Kendorski, PhD

Third Advisor

Carol Mack, PsyD

Abstract

This study explored teachers' awareness toward students who may have mental-health needs, specifically with anxiety issues. This study also examined whether the teachers' training backgrounds, acquired degrees, stress levels, and years of teaching influenced their awareness and use of strategies in addressing students with attitudinal and behavioral issues and anxiety issues. In addition, this study examined teachers' perceptions on the importance of building relationships with students who have behavioral and attitudinal issues and anxiety issues. Results from the study found that teachers' awareness levels were inconsistent when teaching students who may have anxiety issues, and they were more consistent in identifying students with external behavioral issues rather than students with internal mental-health issues. Teachers' training backgrounds, acquired degrees, and years of teaching experience do not positively correlate to identifying students with anxiety issues. In addition, teachers used similar strategies in addressing students with behavioral and attitudinal issues and students with anxiety issues. Teachers reported feeling more stressed while teaching students with behavioral and attitudinal issues than while teaching students with anxiety issues. Finally, teachers reported that they needed more training in teaching students with anxiety issues.

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