Stakeholder Perspectives of Adaptations of a Burnout Intervention for Special Education Teachers

Autor/inn/en	Ruble, Lisa; Love, Abigail; McGrew, John H.; Yu, Yue; Fischer, Melanie W.; Salyers, Michelle P.
Titel	Stakeholder Perspectives of Adaptations of a Burnout Intervention for Special Education Teachers
Quelle	In: Psychology in the Schools, 60 (2023) 10, S.3673-3693 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruble, Lisa) ORCID (Love, Abigail) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22953
Schlagwörter	Special Education Teachers; Intervention; Teacher Burnout; Teacher Attitudes; Administrator Attitudes; Mental Health; Stress Management; Anxiety; Program Design; Program Effectiveness; Preschool Teachers; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrerverhalten; Psychohygiene; Stressmanagement; Stressbewältigung; Angst; Programme design; Programmaufbau; Programmplanung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Grundschule; Volksschule
Abstract	The high attrition and turnover rates of qualified special education teachers (SETs) is a significant concern exacerbated by COVID-19. Unfortunately, there are limited studies available on research-based interventions to decrease burnout. The purpose of this study was to describe our processes and results for adaptations and modifications of BREATHE, a burnout intervention originally developed for community mental health workers, into Burnout Reduction: Enhanced Awareness, Tools, Handouts, and Education: Evidence-based Activities for Stress for Educators (BREATHE-EASE) for special educators with guidance from the Framework for Reporting Adaptation and Modifications to Evidence-Based Interventions (FRAME). We applied the FRAME within a hybrid Type 1 trial for characterizing our approach. Four focus groups (N = 30; 83% female) were conducted separately according to job title (SETs; school administrators), with semi-structured questions tailored to each group. Emergent thematic analysis was used to identify core themes related to adaptations, and results were presented to a subset of focus group members. Modifications involved content, context, and implementation changes for the adapted intervention, with most changes identified for content. FRAME was helpful for providing a systematic approach to integrate stakeholder-informed adaptations of a burnout intervention, addressing significant concerns of SET stress, burnout, and attrition. [For the corresponding grantee submission, see ED629645.] (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01