Coping with the Cost of Caring, Part 2: Individualized Strategies to Help PE and Health Teachers Persist

Autor/inn/en	Cordova, Sierra; Altieri, Val, Jr.; McCarthy, John; Diehl, Robert
Titel	Coping with the Cost of Caring, Part 2: Individualized Strategies to Help PE and Health Teachers Persist
Quelle	In: Journal of Physical Education, Recreation & Dance, 94 (2023) 6, S.55-66 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2023.2221869
Schlagwörter	Physical Education Teachers; Health Education; Teacher Persistence; Coping; Caring; Barriers; Teacher Burnout; Emotional Response; Stress Variables; Consciousness Raising; Self Concept; Resilience (Psychology); Work Environment; Collegiality; Social Support Groups; Self Efficacy; Self Management; Stress Management; Planning; Well Being; Preservice Teachers; Beginning Teachers + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Bewältigung; Care; Pflege; Sorge; Betreuung; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrer; Lehrerin; Emotionales Verhalten; Bewusstseinsbildung; Selbstkonzept; Arbeitsmilieu; Kollegialität; Social support; Soziale Unterstützung; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Stressmanagement; Stressbewältigung; Ablaufplanung; Planungsprozess; Well-being; Wellness; Wohlbefinden; Junior teacher; Junglehrer
Abstract	A collective priority of teachers is to facilitate students in thriving academically, personally, and socially. However, the challenges associated with compassion fatigue (i.e., the mental, physical, and emotional exhaustion that comes with working with and caring for individuals who are impacted by distress and trauma) combined with personal and occupational stressors are quickly pushing teachers outside of the profession (U.S. Bureau of Labor Statistics, 2022). Until present educational systems are reformed in a way that provides relief to teachers, the second part of this series offers teachers guided opportunities to explore, personalize, and practice practical self-care strategies related to managing compassion fatigue and promoting overall well-being within the educational setting. Considering the personal, sociopolitical, and cultural limitations of practicing capitalistic self-care, the following guided activities include (a) self-awareness exercises that examine possible patterns of personal and contextual emotional distress; (b) the identification and promotion of protective factors that mitigate occupational stress including collegial social support and strengthening self-efficacy through defining and celebrating personal measures of success; (c) self-regulation strategies that relieve the stress response and enhance emotional resilience including deep breathing, and mindful self-compassion; and (d) planning for implementation inside the school setting. Teachers will reflect on techniques and strategies that best support their occupational well-being. Finally, implications in support of protecting teachers against compassion fatigue are discussed, including proactive recommendations for pre-service and early-career teachers. Additional resources that may assist teachers in seeking support for emotional well-being are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01