In 2013, Texas State legislature passed Senate Bill 460 which implemented a law that requires the inclusion of knowledge relating to students’ mental health status in teacher preparation curriculum. This requirement is explained in Texas Education Code (TEC) §21.044(b). The purpose of this study is to examine the degree of awareness of the new requirement and the attitudes toward mental health among Education Preparation Program (EPP) instructors. In addition, faculty were asked about their implementation plans for the new requirement.
A survey was developed to address these research questions. Thirty-five public and private universities in Texas were targeted, which resulted in the identification of seventy-five (N=75) faculty participants. The survey included items that addressed faculty attitudes and current level of knowledge about 13 different mental health disorders perception regarding the locus of responsibility for awareness of mental health issues in the school setting. Finally, there were questions about how instructors and affiliated Education Preparation Programs were going to address the change in legislation. Knowledge, awareness, rank, years of experience, and attitudes were found to predict the degree to which faculty members’ included mental health issues in instruction- F (5,63) = 10.129, p< .001.
","abstract_html":"<p>In 2013, Texas State legislature passed Senate Bill 460 which implemented a law that requires the inclusion of knowledge relating to students’ mental health status in teacher preparation curriculum. This requirement is explained in Texas Education Code (TEC) §21.044(b). The purpose of this study is to examine the degree of awareness of the new requirement and the attitudes toward mental health among Education Preparation Program (EPP) instructors. In addition, faculty were asked about their implementation plans for the new requirement.</p> <p>A survey was developed to address these research questions. Thirty-five public and private universities in Texas were targeted, which resulted in the identification of seventy-five (N=75) faculty participants. The survey included items that addressed faculty attitudes and current level of knowledge about 13 different mental health disorders perception regarding the locus of responsibility for awareness of mental health issues in the school setting. Finally, there were questions about how instructors and affiliated Education Preparation Programs were going to address the change in legislation. Knowledge, awareness, rank, years of experience, and attitudes were found to predict the degree to which faculty members’ included mental health issues in instruction- <em>F</em> (5,63) = 10.129, <em>p</em>< .001.</p>","abstract_has_math":false,"creators":["Bradford, Alison"],"institution":null,"degree_name":"Master of Arts - School Psychology","degree_level":"Thesis","degree_discipline":"Human Services","degree_department":null,"school":null,"contributors":["Dr. Robbie Steward","Dr. Nina Ellis-Hervey","Dr. Ginger Kelso"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-01T07:00:00Z","date_published":"2017-05-01T07:00:00Z","updated_at":"2026-07-24T04:30:15Z","subjects":["Mental Health","Legislation","Compliance","Texas","Education Prepartion Programs","Preservice teachers","Educational Psychology","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/106","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Robbie Steward","Dr. Nina Ellis-Hervey","Dr. Ginger Kelso"]},{"key":"dc:creator","label":"Author","values":["Bradford, Alison"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-05-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts - School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mental Health","Legislation","Compliance","Texas","Education Prepartion Programs","Preservice teachers","Educational Psychology","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/106"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In 2013, Texas State legislature passed Senate Bill 460 which implemented a law that requires the inclusion of knowledge relating to students’ mental health status in teacher preparation curriculum. This requirement is explained in Texas Education Code (TEC) §21.044(b). The purpose of this study is to examine the degree of awareness of the new requirement and the attitudes toward mental health among Education Preparation Program (EPP) instructors. In addition, faculty were asked about their implementation plans for the new requirement.
A survey was developed to address these research questions. Thirty-five public and private universities in Texas were targeted, which resulted in the identification of seventy-five (N=75) faculty participants. The survey included items that addressed faculty attitudes and current level of knowledge about 13 different mental health disorders perception regarding the locus of responsibility for awareness of mental health issues in the school setting. Finally, there were questions about how instructors and affiliated Education Preparation Programs were going to address the change in legislation. Knowledge, awareness, rank, years of experience, and attitudes were found to predict the degree to which faculty members’ included mental health issues in instruction- F (5,63) = 10.129, p< .001.
"]},{"key":"dc:title","label":"Title","values":["Responses of Education Preparation Program Instructors toward Mental Health Legislation"]}]}],"canonical_facts":{"dc:contributor":["Dr. Robbie Steward","Dr. Nina Ellis-Hervey","Dr. Ginger Kelso"],"dc:creator":["Bradford, Alison"],"dc:date.available":["2017-05-30T07:00:00Z"],"dc:description.abstract":["In 2013, Texas State legislature passed Senate Bill 460 which implemented a law that requires the inclusion of knowledge relating to students’ mental health status in teacher preparation curriculum. This requirement is explained in Texas Education Code (TEC) §21.044(b). The purpose of this study is to examine the degree of awareness of the new requirement and the attitudes toward mental health among Education Preparation Program (EPP) instructors. In addition, faculty were asked about their implementation plans for the new requirement.
A survey was developed to address these research questions. Thirty-five public and private universities in Texas were targeted, which resulted in the identification of seventy-five (N=75) faculty participants. The survey included items that addressed faculty attitudes and current level of knowledge about 13 different mental health disorders perception regarding the locus of responsibility for awareness of mental health issues in the school setting. Finally, there were questions about how instructors and affiliated Education Preparation Programs were going to address the change in legislation. Knowledge, awareness, rank, years of experience, and attitudes were found to predict the degree to which faculty members’ included mental health issues in instruction- F (5,63) = 10.129, p< .001.
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