Advisor(s) - Committee Chair
Lisa C. Duffin, Ph.D. (Director), Samuel Y. Kim, Ph.D., and Martha M. Day, Ph.D.
Department of Psychology
Specialist in Education
The current study determined if a professional development on PTSD would improve pre-service teachers’ self-efficacy for helping students with posttraumatic stress disorder (PTSD) to learn. Participants consisted of 59 college students from one large, comprehensive, Mid-Southern university who were enrolled in an education program and an educational psychology course. Using a quasi-experimental method, participants either received the PTSD professional development (treatment) or regular instruction (control group). All participants completed a measure of demographics, a pre-test measure of selfefficacy for helping students with PTSD to learn, which was further dissected into four constructs (i.e., self-efficacy for identifying students with PTSD, adapting instruction to maximize learning, creating a safe and secure environment, and finding help), and a posttest measure of the same self-efficacy items. A one-way MANOVA indicated statistically significant differences between the two groups in self-efficacy for identifying students with PTSD. Furthermore, a paired-samples t-test revealed that the treatment groups’ selfefficacy scores on all four constructs significantly improved from pre- to post-test. Information is offered to support this finding; additionally, possible reasons for nonsignificant findings are discussed.
Educational Psychology | Personality and Social Contexts
West, Natalie J., "Using Professional Development to Build Pre-Service Teachers' Self-Efficacy for Helping Students with Posttraumatic Stress Disorder to Learn" (2017). Masters Theses & Specialist Projects. Paper 1933.