Ideal for use in teacher workshops, this book provides vital coping and problem-solving skills for managing the everyday stresses of the classroom.
Specific strategies help teachers at any grade level gain awareness of the ways they respond in stressful situations and improve their overall well-being and effectiveness.
Each chapter offers efficient tools for individuals, as well as group exercises.
Teachers’ stories are woven throughout. In a large-size format with lay-flat binding for easy photocopying, the book includes 45 self-monitoring forms, worksheets, and other handouts.
Purchasers also get access to a Web page where they can download and print the reproducible materials.
*Stress negatively affects PreK–12 teacher and student performance; the proven methods that this book provides are an important resource.
*The realistic strategies presented here will work even for busy, overwhelmed teachers who are short on time; each chapter includes ‘‘If You Only Do One Thing’.
*Teachers are continually expected to do more with less, and the pressure on them just keeps increasing.
*Ideal for use with study groups, workshops, or in professional development settings.
People who would benefit from this book
PreK–12 teachers in general and special education, as well as administrators, school psychologists, school counselors, behavior specialists, and school professionals who support teachers (such as teacher mentors).
May serve as a text in teacher training programs and educational leadership programs.
I. Overview of Stress and Coping
1. Background and Rationale
2. Stress: The Good, the Bad, and the Lion
3. The Teacher Coping Model
II. Coping Strategies
5. Adaptive Thinking I: The Positive/Negative Thoughts Method
6. Adaptive Thinking II: The ABC Method
7. Adaptive Behaviors
8. Competence and Self-Efficacy
9. Beyond Survival: Getting to Good
III. Applications and Extensions
10. Specific Applications
11. Coping with Serious Symptoms
12. For School Administrators and Other School Professionals
13. Setting Up a TCM Group
14. Your Personal Development Plan and Broader Systems Change
‘‘Teachers are besieged by criticism from the press and politicians, and by pressure from parents and principals. In addition, they have to make scores of instantaneous decisions hour-by-hour, and day-after-day. That is where this book comes in. It illustrates how teachers can take care of themselves and thrive under stressful, and often unsupportive conditions. Written by two brilliant, knowledgeable, and calm educators, this book is a must for every teacher who wants to be at the top of their game. A teacher’s career depends upon confidence and an ability to manage pressure, and they owe no less to their students and themselves.’‘--Randy Sprick, PhD, Director, Safe and Civil Schools
‘‘This well-written, organized, and compelling book offers practical strategies to address the troubling phenomenon of teacher stress. Combining clinical insight, current research, and their extensive work with teachers, Herman and Reinke’s unique approach focuses on building teacher resilience. The book is an exceptionally valuable resource for school psychologists, consultants, counselors, and administrators who support teachers. It would also make an excellent text for education students as part of their field experience and teaching internship program.’‘--Lori Newcomer, PhD, Department of Educational, School, and Counseling Psychology, University of Missouri
‘‘Stress Management for Teachers taught me how to turn those sometimes-negative thoughts into positive ones. Learning to be aware of my thoughts and feelings throughout the day, and changing what goes into my body, have both had a vital impact on my mood and perceptions of myself. This book helped me create a positive cycle in my life that has not only improved my attitude toward teaching, but also has made me feel more successful in my personal life.’‘--K. Gilchrist, MEd, NBCT, third-grade teacher, McCurdy Elementary School, Florissant, Missouri
Keith C. Herman, PhD, is Professor in Counseling Psychology at the University of Missouri and Co-Director of the Missouri Prevention Center. Much of his work focuses on working with teachers and families to promote effective environments for children. He presents nationally and has published over 80 peer-reviewed articles and chapters and four books on effective practices in schools.
Wendy M. Reinke, PhD, is Associate Professor in School Psychology at the University of Missouri and Co-Director of the Missouri Prevention Center. She received the Lightner Witmer Early Career Scholar Award from Division 16 of the American Psychological Association. She developed the Classroom Check-up, an assessment-based classwide teacher consultation model. Her research focuses on the prevention of disruptive behavior problems in children and increasing school-based implementation of evidence-based practices. Dr. Reinke presents nationally, has published over 50 peer-reviewed articles, and has coauthored four books on teacher consultation and effective practices
Authors: Herman and Reinke Pub USA Nov 2014 Pbk 256 pages