Stressed Teachers Don’t Make Good Implementers: Examining the Interplay Between Stress Reduction and Intervention Fidelity

Larson, Madeline; Cook, Clayton R.; Fiat, Aria E.; Lyon, Aaron R.

doi:10.1007/s12310-018-9250-y

Cited by 52 publications

(40 citation statements)

References 68 publications

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“…First, it is evident from our analysis that various studies appeared to treat teacher wellbeing and teacher resilience as similar constructs. For example, teacher wellbeing and teacher resilience were used interchangeably when they were mentioned as important issues for teachers (e.g., Gibbs and Miller 2014) or when they were attributed to the same outcomes (Larson et al 2018). In some studies, factors such as positive emotions were described as equally impacting teacher wellbeing and teacher resilience without differentiation (Critchley and Gibbs 2012;Roffey 2012).…”

Section: Understanding the Relationship Between Teacher Wellbeing And Teacher Resiliencementioning

confidence: 99%

Teacher wellbeing and resilience: towards an integrative model

Hascher

Beltman

Mansfield

2021

Educational Research

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Background: Teacher wellbeing and teacher resilience are frequently used constructs when discussing and researching teachers' work and lives. However, these terms are often used interchangeably and without clarification, highlighting a need to strengthen both conceptual clarity and understanding of the relationship between wellbeing and resilience in teacher research. Purpose: To address this need, our discussion paper examines how teacher wellbeing and teacher resilience have been conceptualised and introduces an integrative model that aims to elucidate the relationship between the two. Sources of evidence and main argument: First, we reviewed papers that addressed teacher wellbeing as well as teacher resilience during the last 10 years. In terms of their relationship, we identified four different positions. The most prominent position was that teacher resilience supports the maintenance and development of teacher wellbeing. Second, based on these findings, we developed the Aligning Wellbeing and Resilience in Education (AWaRE) model to specify the relationship between the two constructs and the key aspects of a resilience process. We explain the framework, the individual components of the model and outline the crucial role of appraisals and emotions within the resilience process. We also discuss how this model contributes to the field and may be used as a framework for future research. Conclusion:The AWaRE model describes a resilience process that is embedded in contextual as well as individual challenges and resources. Within the process, the individual teacher aims at maintaining, restoring and developing their wellbeing. Further research is needed, including empirical validation of the model across the teaching profession. However, the AWaRE model is proposed as a useful tool that can help to clarify the constructs of resilience and wellbeing in educational contexts, and can assist educational practitioners to better understand the resilience process.

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Section: Understanding the Relationship Between Teacher Wellbeing And Teacher Resiliencementioning

confidence: 99%

Teacher wellbeing and resilience: towards an integrative model

Hascher

Beltman

Mansfield

2021

Educational Research

View full text Add to dashboard Cite

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“…Most studies in the field of Education have focused on teachers' levels of stress, factors relating to burnout and the consequential impact this has on health and wellbeing (Gold et al 2009;Fernet et al 2012). However, there appears to be a lack of emphasis on implementing interventions that could prevent burnout (Larson et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Teachers and Mindful Colouring to Tackle Burnout and Increase Mindfulness, Resiliency and Wellbeing

Czerwinski

Egan

Cook

et al. 2020

Contemp School Psychol

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The number of teachers leaving the profession continues to increase at a worrying rate. Factors contributing to this include burnout, heightened levels of stress, anxiety and depression. The current study tested whether the use of mindful colouring would translate to improvements in wellbeing. Teachers from the UK (n = 35) were randomly assigned to a colouring mindfulness-based intervention or waitlist group. Participants completed four scales (burnout, wellbeing, resilience and mindfulness) and participated in a 5-day intervention of daily mindfulness colouring or continued their working week as usual. Results of repeated-measures ANOVA showed statistically significant lower levels of burnout, stress, depressive symptoms and anxiety in the mindfulness colouring condition, as well as increased levels of resilience and mindfulness. Findings from the current study support the use of mindfulness colouring to significantly enhance levels of wellbeing in teachers. The study also presents an inexpensive, highly accessible and effective self-help tool for this targeted non-clinical population.

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“…Critical to successful implementation is treatment integrity, which involves those who are expected implementers of an EBPP delivering it as planned and shown to be effective (McLeod et al, 2013). Individual-level characteristics of expected implementers influence treatment integrity (e.g., intentions to implement, stress; Larson et al, 2018). School organizational factors create the environmental conditions that implementers experience, which can enable or impede the delivery of EBPPs with high treatment integrity (Lyon et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

A Simple Matter of Time? School-Level Analysis of the Relationship between Time Allocation, Treatment Integrity, and Student Outcome

Zhang

Cook

Lyon

2021

School Mental Health

Self Cite

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Treatment integrity is critical to realizing the effects of evidence-based programs and practices (EBPPs) that aim to promote student mental and behavioral health. Across disciplines, time is consistently referenced as one of the most significant barriers to successful implementation outcomes (e.g., treatment integrity) of EBPPs. However, there is limited to no research that has examined the relationship between time allocation, treatment integrity, and student outcomes, especially at the school organizational level. This study used data from 106 elementary schools implementing Tier 1school-wide positive behavior interventions and supports to examine the associations among two types of time allocation (collaboration/planning and professional development), school-level treatment integrity, and suspension. Results supported significant associations between two types of time allocation and both implementation and student behavioral outcomes. Moreover, the mediation analysis suggested that treatment integrity mediated the relationship between both types of time allocation (collaboration/planning and professional development) and student behavioral outcomes at the school level. Limitations and implications for research and practice are discussed.

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Stressed Teachers Don’t Make Good Implementers: Examining the Interplay Between Stress Reduction and Intervention Fidelity

Cited by 52 publications

References 68 publications

Teacher wellbeing and resilience: towards an integrative model

Teacher wellbeing and resilience: towards an integrative model

Teachers and Mindful Colouring to Tackle Burnout and Increase Mindfulness, Resiliency and Wellbeing

A Simple Matter of Time? School-Level Analysis of the Relationship between Time Allocation, Treatment Integrity, and Student Outcome

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