Academic, Social, and Emotional Learning Act of 2011, H.R. 2437, 112th Cong. (2011). Retrieved September 6, 2011, from http://www.govtrack.us/congress/billtext.xpd?bill=h112-2437.
Alliance for Excellent Education. (2005, August). Teacher attrition: A costly loss to the nation and to the states (Issue brief). Washington, DC: Author. Retrieved February 25, 2011, from http://www.all4ed.org/files/archive/publications/TeacherAttrition.pdf.
American Psychological Association. (2010). Stress in America report. Retrieved September 6, 2011, from http://www.apa.org/news/press/releases/stress/index.aspx.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Bauer, J., Stamm, A., Virnich, K., Wissing, K., Mueller, U., Wirsching, M., et al. (2006). Correlation between burnout syndrome and psychological and psychosomatic symptoms among teachers. International Archives of Occupational and Environmental Health, 79, 199–204.
Belsky, J., Vandell, D. L., Burchinal, M., Clarke-Stewart, K. A., McCartney, K., & Owen, M. T. (2007). Are there long-term effects of early child care? Child Development, 78, 681–701.
Betoret, F. D. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational Psychology, 29, 45–68.
Biglan, A. (2008, Fall). Teacher stress and collegiality: Overlooked factors in the effort to promote evidence-based practices. Association for Behavior Analysis International Newsletter, 31(3). Retrieved February 25, 2011, from http://www.abainternational.org/ABA/newsletter/vol313/Biglan.asp.
Brackett, M. A., & Caruso, D. R. (2006). The emotionally intelligent teacher. Ann Arbor, MI: Quest Education.
Brackett, M. A., & Katulak, N. A. (2006). Emotional intelligence in the classroom: Skill-based training for teachers and students. In J. Ciarrochi & J. D. Mayer (Eds.), Applying emotional intelligence: A practitioner’s guide (pp. 1–27). New York, NY: Psychology Press.
Bredekamp, V. S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC.
Brunetti, G. J. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States. Teaching and Teacher Education, 22, 812–825.
Burke, R., Greenglass, E., & Schwarzer, R. (1996). Predicting teacher burnout over time: Effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress, and Coping, 9, 261–275.
Burton, N. W., Pakenham, K. I., & Brown, W. J. (2010). Feasibility and effectiveness of psychosocial resilience training: A pilot study of the READY program. Psychology, Health & Medicine, 15, 266–277.
Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26, 622–629.
Center for the Child Care Workforce. (2004, June). Current data on the salaries and benefits of the U.S. early childhood education workforce. Retrieved February 25, 2011, from http://www.aft.org/yourwork/teachers/reports/ece.cfm.
Collaborative for Academic, Social, and Emotional Learning. (2011). SEL in your state. Retrieved September 6, from 2011, http://casel.org/research/sel-in-your-state/.
Conduct Problems Prevention Research Group. (1999). Initial impact of the FAST Track prevention trial for conduct problems: II. Classroom effects. Journal of Counseling and Clinical Psychology, 67, 648–657.
Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18, 76–82.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Shellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432.
Eisenberg, N., Fabes, R. A., Carlo, G., & Karbon, M. (1992). Emotional responsivity to others: Behavioral correlates and socialization antecedents. New Directions for Child and Adolescent Development, 55, 57–73.
Eisenberg, N., Fabes, R. A., Schaller, M., Carlo, G., & Miller, P. A. (1991). The relations of parental characteristics and practices to children’s vicarious emotional responding. Child Development, 62, 1393–1408.
Fabes, R. A., Eisenberg, N., & Miller, P. A. (1990). Maternal correlates of children’s vicarious emotional responsiveness. Developmental Psychology, 26, 639–648.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. The American Psychologist, 58, 466–474.
Guglielmi, R. S., & Tatrow, K. (1998). Occupational stress, burnout and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68, 61–69.
Hammond, O. W., & Onikama, D. L. (1997). At risk teachers. Honolulu, HI: Pacific Resources for Education and Learning.
Hamre, B. K., & Pianta, R. C. (2004). Self-reported depression in nonfamilial caregivers: Prevalence and associations with caregiver behavior in child-care settings. Early Childhood Research Quarterly, 19, 297–318.
Helburn, S. W. (1995). Cost, quality and child outcomes in child care centers (Technical report). Denver, CO: Department of Economics, Center for Research in Economic and Social Policy, University of Colorado at Denver.
Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7, 399–420.
Howes, C., & Hamilton, C. (1993). The changing experience of child care: Changes in teachers and in teacher-child relationships and children’s social competence with peers. Early Childhood Research Quarterly, 8, 15–32.
Jenkins, S., & Calhoun, J. F. (1991). Teacher stress: Issues and intervention. Psychology in the Schools, 28, 60–70.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to students and classroom outcomes. Review of Educational Research, 79, 491–525.
Jurado, D., Gurpegui, M., Moreno, O., & de Dios, L. J. (1998). School setting and teaching experience as risk factors for depressive symptoms in teachers. European Psychiatry, 13, 78–82.
Keigher, A. (2010). Teacher attrition and mobility: Results from the 2008–09 teacher follow-up survey (NCES 2010-353). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved February 25, 2011, from http://nces.ed.gov/pubsearch.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27–35.
Lambert, R. G., McCarthy, C., O’Donnell, M., & Wang, C. (2009). Measuring elementary teacher stress and coping in the classroom: Validity evidence for the classroom appraisal of resources and demands. Psychology in the Schools, 46, 973–988.
LeBuffe, P. A., Shapiro, V. B., & Naglieri, J. A. (2009). The Devereux Student Strengths Assessment (DESSA), technical manual, and user’s guide. Lewisville, NC: Kaplan.
Leiter, M. P., & Maslach, C. (2000). Burnout and health. In A. Baum, T. Revenson, & J. Singer (Eds.), Handbook of health psychology (pp. 415–426). Hillsdale, NJ: Erlbaum.
Leithwood, K. A., Menzies, T., Jantzi, D., & Leithwood, J. (1999). Teacher burnout: A critical challenge for leaders of restructuring schools. In R. Vandenberghe & M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 1–13). New York, NY: Cambridge University Press.
Liossis, P. L., Shochet, I. M., Millear, P. M., & Biggs, H. (2009). The Promoting Adult Resilience (PAR) Program: The effectiveness of the second, shorter pilot of a workplace prevention program. Behaviour Change, 26, 97–112.
Mackrain, M. (2007). Devereux Adult Resilience Survey. Villanova, PA: The Devereux Foundation.
Mackrain, M., & Bruce, N. (2009). Building your bounce: Simple strategies for a resilient you. Lewisville, NC: Kaplan.
Mackrain, M., LeBuffe, P. A., & Powell, G. (2007). The Devereux Early Childhood Assessment for Infants and Toddlers (DECA-I/T) assessment, technical manual, and user’s guide. Lewisville, NC: Kaplan.
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99–113.
Maslach, C., & Leiter, M. P. (2005). Stress and burnout: The critical research. In C. L. Cooper (Ed.), Handbook of stress medicine and health (2nd ed., pp. 153–170). London, UK: CRC Press.
Maslach, C., & Leiter, M. P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93, 498–512.
Maslach, C., Schaufeli, W. B., Leiter, M. P. (2011). Job burnout. Annual Review of Psychology, 52(1), 397–422.
Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2, 425–444.
Masten, A. S., & Garmezy, N. (1985). Risk, vulnerability and protective factors in developmental psychopathology. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in clinical child psychology (Vol. 8, pp. 1–512). New York, NY: Plenum.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3–34). New York, NY: Basic Books.
McCarthy, C. J., & Lambert, R. G. (2006). Helping teachers balance demands and resources in an era of accountability. In R. Lambert & C. McCarthy (Eds.), Understanding teacher stress in an age of accountability (pp. 215–226). Greenwich, CT: Information Age Publishing.
Melamed, S., Shirom, A., Toker, S., Berliner, S., & Shapira, I. (2006). Burnout and risk of cardiovascular disease: Evidence, possible causal paths, and promising research directions. Psychological Bulletin, 132, 327–353.
Mental Health America. (2011). Children’s mental health statistics. Retrieved September 6, 2011, from http://www.nmha.org/go/information/get-info/children-s-mental-health/children-s-mental-health-statistics.
Millear, P., Liossis, P., Shochet, I. M., & Biggs, H. (2008). Being on PAR: Outcomes of a pilot trial to improve mental health and wellbeing in the workplace with the Promoting Adult Resilience (PAR) Program. Behaviour Change, 25, 215–228.
Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education, 28, 458–486.
National Association of School Psychologists. (2010). Model for comprehensive and integrated school psychological services. Retrieved September 6, 2011, from http://www.nasponline.org/standards/2010standards/2_PracticeModel.pdf.
New Freedom Commission on Mental Health. (2003). Achieving the promise: Transforming mental health care in America (DHHS Pub. No. SMA-03-3832). Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration.
Norman-Murch, T. (1996). Reflective supervision as a vehicle for individual and organizational development. Zero to Three, 17(2), 16–20.
Patterson, J. H., Collins, L., & Abbott, G. (2004). A study of teacher resilience in urban schools. Journal of Instructional Psychology, 31, 3–11.
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., et al. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
Provasnik, S., & Dorfman, S. (2005). Mobility in the teacher workforce: Findings from the condition of education 2005. Washington, DC: National Center for Education Statistics.
Raver, C. C., & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children (Promoting the emotional well-being of children and families policy paper no. 3). New York, NY: National Center for Children in Poverty, Columbia University Mailman School of Public Health.
Rintoul, B., Thorne, J., Wallace, I., Mobley, M., Goldman-Fraser, J., & Luckey, H. (1998). Factors in child development. Part 1: Personal characteristics and parental behavior. Prepared for Centers for Disease Control and Prevention Public Health Service, U.S. Department of Health and Human Services by the Research Triangle Institute. Retrieved September 6, 2011, from http://www.rti.org/pubs/child-development.pdf.
Roberts, W. L., & Strayer, J. (1987). Parents’ responses to the emotional distress of their children: Relations with children’s competence. Developmental Psychology, 23, 415–422.
Santavirta, N., Solovieva, S., & Theorell, T. (2007). The association between job strain and emotional exhaustion in a cohort of 1,028 Finnish teachers. The British Journal of Educational Psychology, 77, 213–228.
Schonfeld, I. S. (1990). Psychological distress in a sample of teachers. The Journal of Psychology, 124, 321–338.
Schonfeld, I. S. (2001). Stress in first-year women teachers: The context of social support and coping. Genetic, Social, and General Psychology Monographs, 127, 133–168.
Shirilla, J., & Weatherston, D. (2002). Case studies in infant mental health: Risk, resiliency and relationships. Washington, DC: Zero to Three.
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
Simon, A., Harnett, S., Nagler, E., & Thomas, L. (2009). Research on the effect of the Inner Resilience Program on teacher and student wellness and classroom climate. Metis Associates. Retrieved September 6, 2011, from http://www.metisassoc.com/publications.html.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625.
Stanford, B. H. (2001). Reflections of resilient, persevering urban teachers. Teacher Education Quarterly, 28, 75–87.
Tennant, C. (2001). Work-related stress and depressive disorders. Journal of Psychosomatic Research, 51, 697–704.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
Waite, P., & Richardson, G. (2004). Determining the efficacy of resilience training in the worksite. Journal of Allied Health, 33, 178–183.
Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithica, NY: Cornell University Press.
Williams, J. S. (2003). Why great teachers stay [commentary]. Educational Leadership, 60, 71–75.
Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality, 30, 485–493.