Acceptance &amp; commitment therapy for school leaders’ well-being: an initial feasibility study

Gillard, Duncan; Wright, David; McNally, Aoife; Flaxman, Paul E.; McIntosh, Ross; Honey, Kyla

doi:10.1080/02667363.2020.1855120

Cited by 5 publications

(1 citation statement)

References 37 publications

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“…A study of an ACT-based intervention showed that educators in the treatment group reported increased levels of psychological flexibility and decreased levels of burnout (Paliliunas et al, 2023). Another study involving a sample of school leaders found improvements in psychological well-being and burnout among the ACT-based intervention participants (Gillard et al, 2021).…”

Section: Cognitive Behavioral Therapy (Cbt)-based Approachesmentioning

confidence: 99%

Emotional Schemas: Critical Elements of Educators’ Social and Emotional Competencies to Promote Student SEL

Jennings,

Alamos,

Baelen

et al. 2024

Preprint

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The prosocial classroom model emphasizes the importance of educators' social and emotional competencies (SEC) in relation to their capacity to cultivate and maintain socially and emotionally supportive environments and effectively promote students’ social and emotional learning (SEL). Beyond direct SEL instruction, educators must intentionally model SEL skills in their interactions with students while also promoting prosocial interactions among students. Furthermore, the social and emotional demands of the classroom may provoke high levels of occupational stress that may interfere with these learning processes. Given these demands, educators may need additional support to perform this role and limited research has explored the various facets of SEC required to do so. Leveraging insights regarding emotional schemas drawn from the metacognitive and meta-emotion literatures, this article seeks to address this gap. Identifying the construct of emotional schemas and its role in classroom interactions and applying it to educational contexts may lead to valuable new innovations to support educator SEC and student SEL. We describe emotional schemas and how they develop during socialization. We address dimensions of adaptability and variation across cultures. We discuss the potential impact of educators’ emotional schemas may have on stress and educators’ capacity to model and instruct SEL in the classroom context. We review evidence demonstrating the promise of several related intervention strategies that may support educators’ SEC and SEL instruction. We conclude by examining the potential impact the understanding of educators’ emotional schemas may have on both practice and policy, and by proposing recommendations for future research.

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Section: Cognitive Behavioral Therapy (Cbt)-based Approachesmentioning

confidence: 99%