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Caring for the Caregiver: Promoting the Resilience of Teachers

Abstract

Social and emotional competence is a critical factor in children’s development and school readiness. According to the New Freedom Commission on Mental Health (2003), one in every five children has social and emotional or mental health concerns. An estimated two-thirds of all young people with concerns are not getting the help they need (Mental Health America, 2011). These concerns, if left unaddressed, predict school failure and more serious mental health problems such as depression, anxiety, and conduct disorders which are expensive and difficult to treat (Raver & Knitzer, 2002). Social and emotional competence has been defined as “the ability of children to successfully interact with other children and adults in a way that demonstrates an awareness of, and ability to manage, emotions in an age- and context-appropriate manner” (LeBuffe, Shapiro, & Naglieri, 2009, p. 5).

Keywords

  • Emotional Exhaustion
  • Emotional Competence
  • Teacher Stress
  • Teacher Turnover
  • Resilient Child

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Notes

  1. 1.

    For a list of evidence-based K-12 social and emotional learning programs, see the Collaborative for Academic, Social, and Emotional Learning (CASEL; http://casel.org/publications/safe-and-sound-an-educational-leaders-guide-to-evidence-based-sel-programs/). For a list of evidence-based early childhood social and emotional programs, see the Technical Assistance Center on Social Emotional Intervention (http://www.challengingbehavior.org/do/resources/documents/roadmap_2.pdf).

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Fleming, J.L., Mackrain, M., LeBuffe, P.A. (2013). Caring for the Caregiver: Promoting the Resilience of Teachers. In: Goldstein, S., Brooks, R. (eds) Handbook of Resilience in Children. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-3661-4_22

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