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Mindfulness

Gepubliceerd in:

06-04-2023 | REVIEW

Transforming Empathy-Based Stress to Compassion: Skillful Means to Preventing Teacher Burnout

Auteurs: Patricia A. Jennings, Helen H. Min

Gepubliceerd in: Mindfulness | Uitgave 10/2023

Abstract

Objectives

Teachers play a critical role in preparing our children and adolescents for a successful future. However, despite the large number of students impacted by trauma and adversity, teachers are often not well prepared to provide trauma-sensitive support. Furthermore, while working to support students exposed to trauma and adversity, teachers may experience empathy-based stress exacerbating already high levels of stress among them. This narrative review explores the issue of empathy-based stress within the context of the prosocial classroom model which proposes that teachers’ social and emotional competence and well-being are key to their ability to create and maintain supportive learning environments critical to student academic and behavioral outcomes.

Methods

Recent findings in neuroscience and education research are applied to support teachers’ development of these competencies.

Results

We propose that shifting from empathy-based stress to compassionate responding may be one such competency to help teachers’ respond effectively to their students’ needs while protecting their own wellbeing.

Conclusion

We review research that supports this proposition and explore implications for teacher professional learning, educational policy, and further research.

vorige artikel A Meta-analysis of Loving-Kindness Meditations on Self-Compassion

volgende artikel Skill in Means and Mindfulness

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Titel: Transforming Empathy-Based Stress to Compassion: Skillful Means to Preventing Teacher Burnout
Auteurs: Patricia A. Jennings
Helen H. Min
Publicatiedatum: 06-04-2023
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 10/2023
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-023-02115-6

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