Recent research indicates that internalizing disorders such as depression, anxiety, and posttraumatic stress disorder (PTSD) manifest in young children. Since early childhood teachers spend a substantial portion of their day with young children, it is important to examine their beliefs and behaviors surrounding these disorders. The role of the school psychologist has come to include providing support for educators such as presenting up-to-date research through professional development (PD). The current investigation implemented an intervention designed to compare different forms of PD seminars (\"Information\" and \"Strategies\") designed to increase teachers' awareness of internalizing disorders in early childhood. Ninety-nine participants comprised the three groups. The Information approach focused on presenting symptoms and detailed an ecological and preventative approach. The Strategies approach presented tools and strategies for classroom management. Participants' perceptions were measured through pretests and posttests. Demographic results indicated that most participants reported receiving no training on social or emotional issues in the classroom. Significant time and group effects were found for assessing participants' self-perceptions of preparedness to tackle depression, anxiety, and PTSD in their classrooms. Although both intervention groups increased in self-perceived preparedness from pretest to posttest, significant differences were not found between the two intervention groups. Other findings and qualitative data suggested areas for future research. Implications within the practice of school psychology were addressed.
","abstract_html":"<p>Recent research indicates that internalizing disorders such as depression, anxiety, and posttraumatic stress disorder (PTSD) manifest in young children. Since early childhood teachers spend a substantial portion of their day with young children, it is important to examine their beliefs and behaviors surrounding these disorders. The role of the school psychologist has come to include providing support for educators such as presenting up-to-date research through professional development (PD). The current investigation implemented an intervention designed to compare different forms of PD seminars ("Information" and "Strategies") designed to increase teachers' awareness of internalizing disorders in early childhood. Ninety-nine participants comprised the three groups. The Information approach focused on presenting symptoms and detailed an ecological and preventative approach. The Strategies approach presented tools and strategies for classroom management. Participants' perceptions were measured through pretests and posttests. Demographic results indicated that most participants reported receiving no training on social or emotional issues in the classroom. Significant time and group effects were found for assessing participants' self-perceptions of preparedness to tackle depression, anxiety, and PTSD in their classrooms. Although both intervention groups increased in self-perceived preparedness from pretest to posttest, significant differences were not found between the two intervention groups. Other findings and qualitative data suggested areas for future research. Implications within the practice of school psychology were addressed. </p>","abstract_has_math":false,"creators":["Guttman, Danielle"],"institution":"The Graduate School and University Center of The City University of New York","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["Helen L. Johnson"],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-06-03T07:00:00Z","date_published":"2014-06-03T07:00:00Z","updated_at":"2026-07-24T01:58:31Z","subjects":["Educational Psychology","Psychology","Teacher Education and Professional Development","anxiety","depression","early childhood teachers","posttraumatic stress disorder","professional development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://academicworks.cuny.edu/gc_etds/219","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Helen L. Johnson"]},{"key":"dc:creator","label":"Author","values":["Guttman, Danielle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2001-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The Graduate School and University Center of The City University of New York"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Psychology","Psychology","Teacher Education and Professional Development","anxiety","depression","early childhood teachers","posttraumatic stress disorder","professional development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://academicworks.cuny.edu/gc_etds/219"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Recent research indicates that internalizing disorders such as depression, anxiety, and posttraumatic stress disorder (PTSD) manifest in young children. Since early childhood teachers spend a substantial portion of their day with young children, it is important to examine their beliefs and behaviors surrounding these disorders. The role of the school psychologist has come to include providing support for educators such as presenting up-to-date research through professional development (PD). The current investigation implemented an intervention designed to compare different forms of PD seminars (\"Information\" and \"Strategies\") designed to increase teachers' awareness of internalizing disorders in early childhood. Ninety-nine participants comprised the three groups. The Information approach focused on presenting symptoms and detailed an ecological and preventative approach. The Strategies approach presented tools and strategies for classroom management. Participants' perceptions were measured through pretests and posttests. Demographic results indicated that most participants reported receiving no training on social or emotional issues in the classroom. Significant time and group effects were found for assessing participants' self-perceptions of preparedness to tackle depression, anxiety, and PTSD in their classrooms. Although both intervention groups increased in self-perceived preparedness from pretest to posttest, significant differences were not found between the two intervention groups. Other findings and qualitative data suggested areas for future research. Implications within the practice of school psychology were addressed.
"]},{"key":"dc:title","label":"Title","values":["Internalizing Disorders in Early Childhood: Professional Development Framework for Teachers"]}]}],"canonical_facts":{"dc:contributor.advisor":["Helen L. Johnson"],"dc:creator":["Guttman, Danielle"],"dc:date.available":["2001-01-01T08:00:00Z"],"dc:description.abstract":["Recent research indicates that internalizing disorders such as depression, anxiety, and posttraumatic stress disorder (PTSD) manifest in young children. Since early childhood teachers spend a substantial portion of their day with young children, it is important to examine their beliefs and behaviors surrounding these disorders. The role of the school psychologist has come to include providing support for educators such as presenting up-to-date research through professional development (PD). The current investigation implemented an intervention designed to compare different forms of PD seminars (\"Information\" and \"Strategies\") designed to increase teachers' awareness of internalizing disorders in early childhood. Ninety-nine participants comprised the three groups. The Information approach focused on presenting symptoms and detailed an ecological and preventative approach. The Strategies approach presented tools and strategies for classroom management. Participants' perceptions were measured through pretests and posttests. Demographic results indicated that most participants reported receiving no training on social or emotional issues in the classroom. Significant time and group effects were found for assessing participants' self-perceptions of preparedness to tackle depression, anxiety, and PTSD in their classrooms. Although both intervention groups increased in self-perceived preparedness from pretest to posttest, significant differences were not found between the two intervention groups. Other findings and qualitative data suggested areas for future research. Implications within the practice of school psychology were addressed.
"],"dc:identifier":["https://academicworks.cuny.edu/gc_etds/219"],"dc:subject":["Educational Psychology","Psychology","Teacher Education and Professional Development","anxiety","depression","early childhood teachers","posttraumatic stress disorder","professional development"],"dc:title":["Internalizing Disorders in Early Childhood: Professional Development Framework for Teachers"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["The Graduate School and University Center of The City University of New York"]},"updated_at":"2026-07-24T01:58:31Z"}