Mind-Body Group for Teacher Stress: A Trauma-Informed Intervention Program

Autor/inn/en	Eyal, Maytal; Bauer, Travis; Playfair, Emily; McCarthy, Christopher J.
Titel	Mind-Body Group for Teacher Stress: A Trauma-Informed Intervention Program
Quelle	In: Journal for Specialists in Group Work, 44 (2019) 3, S.204-221 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3922
DOI	10.1080/01933922.2019.1634779
Schlagwörter	Stress Management; Trauma; Metacognition; Intervention; Program Development; Program Implementation; Coping; Program Effectiveness; Teacher Attitudes; Group Counseling; Student Welfare; Public Schools; Mental Health; Exercise; Wellness; Teacher Collaboration; Human Body + Suchen Sie Ihr Suchwort? Stressmanagement; Stressbewältigung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Programmplanung; Bewältigung; Lehrerverhalten; Gruppenberatung; Studentenseelsorge; Public school; Öffentliche Schule; Psychohygiene; Übung; Well being; Well-being; Wohlbefinden; Lehrerkooperation; Menschlicher Körper
Abstract	The issue of teacher stress is prominent and pervasive in today's educational climate. Teacher stress stems from multiple sources, and one more recently articulated source for teacher stress includes trauma-related stress. Teachers experience trauma-related stress when working with students who have experienced traumatic histories. Given the fact that trauma is a pervasive issue in today's school systems, a significant number of teachers are experiencing trauma-related stress. Teachers experiencing trauma-related stress are left vulnerable to developing myriad significant issues, including vicarious traumatization and compassion fatigue. The purpose of this article is to showcase the development, implementation, preliminary evaluation, and future directions of the Mind-Body Group for Teacher Stress (MBGTS), a group intervention program specifically designed to serve as a resource for teachers experiencing trauma-related stress. MBGTS incorporates both psychoeducation around trauma, as well as various mind-body skills teachers can use to cope with trauma-related stress. This practice article highlights MBGTS within its pilot implementation; overall, the program demonstrated promise, as it was well received and positively evaluated by its participating teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01