Trust-Based Relational Intervention as a Trauma-Informed Teaching Approach

Autor/inn/en	Stipp, Brian; Kilpatrick, Lance
Titel	Trust-Based Relational Intervention as a Trauma-Informed Teaching Approach
Quelle	In: International Journal of Emotional Education, 13 (2021) 1, S.67-82 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2073-7629
Schlagwörter	Trust (Psychology); Intervention; Teacher Student Relationship; Teacher Attitudes; Professional Development; Trauma; Incidence; Mental Health; Stress Management; Experienced Teachers; Inservice Teacher Education; Program Effectiveness; Low Income Students; Classroom Techniques; Elementary Secondary Education; Children + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Vorkommen; Psychohygiene; Stressmanagement; Stressbewältigung; Lehrerfortbildung; Klassenführung; Child; Kind; Kinder
Abstract	This paper evaluates P-12 American school teachers' perceptions of a six-session training that used the trauma-informed Trust-based Relational Intervention (TBRI) system with teachers in one socioeconomically vulnerable school district during the 2018-19 school year. The research questions explored the training participants' (n=41) opinions about the TBRI training, as well as the opinions of the school district's veteran teachers (n=52) about trends related to student and teacher mental health in schools over the last five years. The training participants found the TBRI training series socially acceptable and valuable. Veteran teachers in the district where the study was conducted reported increased levels of emotional distress in students and in themselves. (As Provided).
Anmerkungen	Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01