The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach. Issue 1 (January 2020)

• Record Type: Journal Article
• Authors: Opiola, Kristie K.; Alston, Daniel M.; Copeland-Kamp, Brandi L.
• Is Part Of: Professional school counseling. Volume 23:Issue 1(2020)Part 2
• Publication Date: 2020-01
• Subjects: Child–Teacher Relationship Training -- elementary schools -- teacher training -- trauma -- urban youth; Educational counseling -- United States -- Periodicals; Educational counseling; United States; Periodicals; 371.4
• DOI: 10.1177/2156759X19899181
• Languages: English
• ISSNs: 1096-2409

Abstract

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.