Exploring Teacher Factors that Influence Teacher-Child Relationships in Head Start: : A Grounded Theory

Chen, Shiyi; Phillips, Beth M.

doi:10.46743/2160-3715/2018.2962

Cited by 9 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many teachers choose to work in high-needs schools. However, many lack training about responding to children who have experienced trauma that can be stressful (Chen & Phillips, 2018) and lead to emotional exhaustion, burnout, and secondary stress. Teachers who feel stress can respond in ways that inadvertently perpetuate, rather than alleviate, students’ problems (Yost & Mosca, 2002), which can result in negative student–teacher relationships (Caprara, Dodge, Pastorelli, & Zelli, 2007).…”

mentioning

confidence: 99%

Fostering resilience in classrooms through child–teacher relationship training.

Post

Grybush

Elmadani

et al. 2020

International Journal of Play Therapy

View full text Add to dashboard Cite

Working in schools characterized by poverty and low student achievement can be stressful for the teachers and can lead to teacher emotional exhaustion and burnout. These teachers often report a lack of training on effective ways to support the emotional needs of children. This study reports the findings of the first year of a 3-year program evaluation that examined the impact of child–teacher relationship training (CTRT) on teachers’ stress, perception of children, social justice attitudes, and ability to demonstrate the CTRT skills in the classroom at a school identified as 1 of 3 schools in the state to institute a trauma-informed program. This phenomenological pilot study explored the experiences of 4 kindergarten teachers who participated in child–teacher relationship training. The teachers worked in a school identified to participate in a statewide resilience project because of the high percentage of children in the school who lived in poverty. The qualitative analysis identified 5 themes regarding their experience: training, skills, developing relationships, obstacles/challenges, and commitment. Limitations, directions for future research, and implications for school-based play therapists and school counselors are discussed.

show abstract

mentioning

confidence: 99%

Fostering resilience in classrooms through child–teacher relationship training.

Post

Grybush

Elmadani

et al. 2020

International Journal of Play Therapy

View full text Add to dashboard Cite

show abstract

“…Many teachers who work in high-poverty schools lack training on how to manage the emotional and behavioral issues of students and respond to them in ways that foster the child–teacher relationship (Alisic, Bus, Dulack, Pennings, & Splinter, 2012). The lack of training can be stressful for teachers and lead to emotional exhaustion, burnout, and secondary stress (Chen & Phillips, 2018; Post et al, 2020). Teachers experiencing stress may respond to students in ways that unintentionally reinforce disruptive behaviors and escalate, rather than de-escalate, difficult situations that can result in negative student–teacher relationships (Caprara, Dodge, Pastorelli, & Zelli, 2007).…”

mentioning

confidence: 99%

Impact of child–teacher relationship training on teacher attitudes and classroom behaviors.

Post¹,

Grybush²,

Flowers³

et al. 2020

International Journal of Play Therapy

View full text Add to dashboard Cite

Teachers often report a lack of training on effective ways to support the emotional needs of children. Working in schools where students experience poverty and/or low student achievement can be stressful for teachers. This study examined the impact of child–teacher relationship training (CTRT) on teachers’ professional quality of life, social justice attitudes, attitudes aligned with the values of CTRT, attitudes about trauma-informed care, and the ability to demonstrate the CTRT skills in the classroom. The results indicate that the intervention had an impact on teachers’ attitudes about trauma-informed care, attitudes aligned with the values of CTRT, and ability to demonstrate the CTRT skills in their classrooms. Limitations, directions for future research, and implications for school-based play therapists and school counselors are discussed.

show abstract

“…Differences in environmental and social factors lead teachers to experience new and unexpected situations which then have implications for how they build relationships within communities. Yet "culture shock" can be mediated when existing relationships, especially those established by school leaders, are strong and reliable (Chen and Phillips, 2018;DeFeo and Tran, 2019).…”

Section: Journeying To Remote Teachingmentioning

confidence: 99%

Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma

Brown

Howard²,

Walsh³

2022

Front. Educ.

View full text Add to dashboard Cite

The experiences of remote teachers who work with children living with the effects of complex childhood trauma is under explored. Children from remote areas of Australia are vulnerable to complex childhood trauma as their communities can face the effects of colonization, higher rates of disadvantage and exposure to potentially traumatic circumstances, such as natural disasters and family and community violence. This is compounded by the tyranny of distance in accessing effective supports. In such contexts, the roles of schools and teachers in addressing the debilitating impacts of trauma are both vital and amplified. This article summarizes a qualitative study, incorporating constructivist grounded theory, that generated a new theory to explain social processes that teachers in remote schools undergo when working with the effects of complex childhood trauma. Data were collected from teachers in individual interviews (n = 23) and a focus group. Data were analyzed using constant comparative method, emergent themes were categorized, leading to the development of the grounded theory, Building Trauma Informed Teachers. This overarching theory consists of seven categories. This study contributes insights into the scope and nature of the work of teachers in remote schools and recommends ways in which cognate systems can prepare and support teachers for their professional work supporting and educating trauma-impacted children.

show abstract

Exploring Teacher Factors that Influence Teacher-Child Relationships in Head Start: : A Grounded Theory

Cited by 9 publications

References 0 publications

Fostering resilience in classrooms through child–teacher relationship training.

Fostering resilience in classrooms through child–teacher relationship training.

Impact of child–teacher relationship training on teacher attitudes and classroom behaviors.

Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma

Contact Info

Product

Resources

About