Fostering resilience in classrooms through child–teacher relationship training.

2020 ◽  
Vol 29 (1) ◽  
pp. 9-19
Author(s):  
Phyllis B. Post ◽  
Amy L. Grybush ◽  
Aziz Elmadani ◽  
Christina E. Lockhart
2020 ◽  
Vol 29 (3) ◽  
pp. 119-130
Author(s):  
Phyllis B. Post ◽  
Amy L. Grybush ◽  
Claudia Flowers ◽  
Abdelaziz Elmadani

2020 ◽  
Vol 23 (1_part_2) ◽  
pp. 2156759X1989918
Author(s):  
Kristie K. Opiola ◽  
Daniel M. Alston ◽  
Brandi L. Copeland-Kamp

This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.


2011 ◽  
Vol 20 (1) ◽  
pp. 12-25 ◽  
Author(s):  
Carol Sepulveda ◽  
Yvonne Garza ◽  
Mary O. Morrison

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