Merging pathways: The interdisciplinary study of emotional labor and therapeutic alliances in schools

Brown, Elizabeth Levine; Valenti, Michael

doi:10.1037/e558112013-011

Cited by 5 publications

(9 citation statements)

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“…Educators are exposed to a variety of daily psychological and physical stressors and must cope effectively with their own emotional reactivity to student behaviors and situational stressors in order to perform effectively (Day & Qing, 2009). Most educators are not prepared in any formal way for the daily strains of constantly managing their own emotional reactions and expressions in order to meet the demands of classroom performance (Brown & Valenti, 2013). Educators' experiences of stress and negative emotion in the classroom over time may lead to decreased performance and burnout as well as poor student outcomes (Jennings & Greenberg, 2009).…”

Section: Personal Social and Emotional Competencies For Teachersmentioning

confidence: 99%

Creating a Foundation of Well-being for Teachers and Students Starts with SEL Curriculum in Teacher Education Programs

Katz¹,

Mahfouz²,

Romas³

2020

NWJTE

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During the COVID-19 crisis, it has become clear how unprepared our educational systems are to provide social and emotional support through distance learning. Despite the demands for teachers to support the social and emotional development of their students, our universities are behind the curve in providing coursework to develop their knowledge and skills in these areas. This paper calls us to imagine teacher education with Social and Emotional Learning (SEL) as a cornerstone in teacher preparation programs. We outline the importance of SEL curriculum in preservice education and suggest a multifaceted approach to teacher preparation. ________________________________________________________________ In late March 2020, the Yale Center for Emotional Intelligence and the Collaborative for Academic, Social, and Emotional Learning (CASEL) collected survey responses from over 5,000 teachers across the U.S. These two research groups found that teachers described their current feelings as anxious, fearful, worried, overwhelmed, and sad (Cipriano & Brackett, 2020 April 7). Compounding the uncertainty during the COVID-19 crisis, teachers are navigating working from home during school closures, learning new systems for online learning, supporting struggling students and families, taking care of their own children, and protecting their health. Facing pressure from their districts, states, and the families of their students, teachers have adapted quickly to be resilient, flexible, and ready to make positive decisions despite these conditions. However, many teachers are unprepared for this relentless and compounding personal and professional stress. Prior to the pandemic, teachers reported some of

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Section: Personal Social and Emotional Competencies For Teachersmentioning

confidence: 99%

Creating a Foundation of Well-being for Teachers and Students Starts with SEL Curriculum in Teacher Education Programs

Katz¹,

Mahfouz²,

Romas³

2020

NWJTE

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“…Next, and in Table 1, we define these key constructs and how they apply to special education. Over the past decade, studies on educators' emotional labor have been conducted in early childhood (R. T. Lee & Brotheridge, 2012), K-12 (Yin & Lee, 2012;Zembylas, 2002;Zembylas & Schultz, 2009), and special education (E. L. Brown & Valenti, 2013;E. L. Brown, Valenti, & Kerr, 2015;.…”

Section: Defining the Emotional Work Of A Special Educatormentioning

confidence: 99%

“…However, research on SETs' emotional labor and their alliances with students, especially students with EBDs, remains sparse. One literature review posited that SETs' management and expression of emotions informs their working alliances, including how they bond with students and establish educational goals and tasks with them (E. L. Brown & Valenti, 2013). More empirical research is needed to also investigate the presumed connection between educators' perceptions of emotional display rules (EDRs) and their choice of emotional acting (EA) strategies.…”

Section: How Special Educators' Emotional Work Informs Relationships With Studentsmentioning

confidence: 99%

Pathways to Working Alliances: Special Educators’ Emotional Labor and Relationships with Students with Emotional and Behavioral Disorders

Valenti

Brown

Horner

et al. 2019

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Research has also shown that educators who are more socially and emotionally competent are more likely to create nurturing relationships and high-quality classroom environments that result in more academic success for students. Despite the importance of teacher-student relationships on student outcomes, limited research has investigated factors that contribute to development of these relationships, particularly for special education teachers (SETs) working with students with emotional/behavioral disorders (EBDs). Focus of Study This study explores educators’ emotions in the classroom through emotional labor theory, a framework for understanding how employees engage in the deliberate suppression or expression of emotions to achieve an organization's goals. We empirically investigate the potential connections between SETs’ perceptions of their administrators’ expectations about emotional displays, SETs’ emotional acting strategies, and teacher-student relationships. Setting This study was conducted within three schools in Western Pennsylvania serving students with EBDs in self-contained classrooms. Participants Participants included SETs (N = 61) serving K–12 students who have been identified as having EBDs. SET demographics were as follows: 75% female, average age 32 (range 23–51), and 97% Caucasian. Participants averaged 4.62 years of teaching experience with the study site. Research Design All SETs reported on their perceptions of emotional labor and their working alliances with each of their students in the fall semester. Students were nested within teachers, so we used multilevel path analyses to estimate mediational effects of emotional display rules and emotional acting on the teacher-student working alliance. Results The results of this study suggest important connections between SETs’ perceptions of emotional display rules, their use of emotional acting strategies, and their working alliances with students with EBDs. Specifically, SETs’ reported perceptions of negative display rules affected how they engaged in surface acting when interacting with students. SETs’ ratings of surface acting were associated with their working alliance tasks scores. Conclusions/Recommendations These findings confirm recent research showing that educators engage in emotional acting and that some dimensions of this acting contribute to their relationships with students. Our findings may also suggest that surface acting is an acceptable emotional acting strategy that supports SETs’ relationships with students. Because the emotional labor research in special education has yet to extrapolate on what display rules lead to the emotional acting strategies that the organization desires, how we make these rules more explicit could help teachers establish more sensibility regarding this area of their job.

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“…Empirical evidence suggests that CBT is efficacious in handling poor psychological health conditions, including stress, anxiety, and depression ( Ogba et al, 2019 ). CBT is also found efficacious in supporting individuals’ quality of life, especially where there are psychiatric disorders ( Jasmine, 2010 ; Brown and Valenti, 2013 ). CBT is a planned time-and-cost-effective therapeutic approach that capitalizes on current problems to validate clients’ coping mechanisms ( Dobson and Dozois, 2010 ; Ruotsalainen et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of cognitive behavioral therapy with yoga in reducing job stress among university lecturers

Igu¹,

Ogba²,

Eze

et al. 2023

Front. Psychol.

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IntroductionJob stress is highly prevalent in the workforce worldwide, and tends to threaten employees’ physical and mental wellbeing, reducing organizational outcomes. The negative impacts of workplace stress on academics have been found to disproportionately interfere with both institutional research productivity and students’ learning outcomes. This study analyzed data from a randomized control trial, to validate the effectiveness of cognitive behavioral therapy combined with yoga in treating job-related stress among lecturers from two Universities in South-East, Nigeria.MethodsParticipants included 93 academic staff members from two Federal Universities in Enugu and Ebonyi States in Nigeria. We assigned participants to Y-CBT (N = 46) and waitlist control (N = 47) groups using random sampling techniques. A 2-h Y-CBT program was delivered weekly for a period of 12 weeks. Two instruments were used to collect data for the study. Single Item Stress Questionnaire (SISQ) was employed to identify the potential participants, while the teachers’ Stress Inventory (TSI) was served for data collection at baseline, post-intervention, and follow-up tests. Mean, standard deviations, t-test, statistics, and repeated measures Analysis of Variance, were used to analyze data for the study.ResultsResults revealed that the perception of stressors and stress symptoms reduced significantly at post-test and follow-up assessments following Y-CBT intervention.Discussion and conclusionThe outcomes of this study support the prior that Y-CBT is valuable for harmonizing mind and body for a stable psychological state. The conclusion was that Y-CBT can minimize the perception of stressors and stress manifestation among university lecturers.

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Merging pathways: The interdisciplinary study of emotional labor and therapeutic alliances in schools

Cited by 5 publications

References 0 publications

Creating a Foundation of Well-being for Teachers and Students Starts with SEL Curriculum in Teacher Education Programs

Creating a Foundation of Well-being for Teachers and Students Starts with SEL Curriculum in Teacher Education Programs

Pathways to Working Alliances: Special Educators’ Emotional Labor and Relationships with Students with Emotional and Behavioral Disorders

Effectiveness of cognitive behavioral therapy with yoga in reducing job stress among university lecturers

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