Literaturnachweis - Detailanzeige
| Autor/inn/en | Sanders, Sara; Kumm, Skip; Ansley, Brandis M.; Jolivette, Kristine |
|---|---|
| Titel | I-CARE: A Scaffolded Instructional Approach to Teach Teachers and Staff Self-Care Practices within Juvenile Justice Facilities |
| Quelle | In: Journal of the American Academy of Special Education Professionals, (2022), S.45-57 (13 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Teachers; School Personnel; Juvenile Justice; Daily Living Skills; Scaffolding (Teaching Technique); Professional Development; Relevance (Education); Active Learning |
| Abstract | Staff who work in juvenile justice settings frequently face high levels of occupational stress, secondary trauma, and burnout as a result of numerous stressors. Without recourse, these stressors can negatively impact staff well-being, and decrease staff self-efficacy and ability to implement treatment programming to the youth they serve with fidelity. One way to reduce staff levels of occupational stress and improve well-being is consistent use of self-care practices. It is critical to develop an effective approach to support the increase of self-care practices among staff in juvenile justice facilities. The I-CARE instructional approach, influenced by the self-regulated strategy development (SRSD) and multi-tiered system of support (MTSS) frameworks, is one such method for teaching daily self-care practices. We describe the I-CARE instructional approach and how it can be supported within juvenile justice facilities. (As Provided). |
| Anmerkungen | American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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