Teachers face many challenges in a wide range of areas, mainly related to student behavioral problems, dealing with parents’ demands/expectations, educational/teaching practices, as well as personal/professional development opportunities. International research indicates the high rates of young teachers’ drop-out. Stress/burnout, lack of adequate training, and support are the most common reasons why young teachers quit the profession. This paper will present findings from a counseling teacher program based on the theory/model of Resilience, Communities of Practice (CoP), and psychodynamic-systemic perspective, insofar as the teaching process involves a strong emotional/ relational component. The program was implemented over a two- year period in two groups of teachers of all grades. The program aimed to enhance teachers’ understanding of the psychology of “problematic” students (professional knowledge), teachers’ psychosocial skills (personal development/ resilience), and the development of techniques and methods (professional gain) through collective processes for the management of critical situations. The evaluation of the intervention was based on pre- and post-intervention measures, using the Teacher Resilience Scale (individual motivation, ability to associate with colleagues), the Burn-out Scale, and an open-ended questionnaire. The data show a positive impact of the program on all teachers, as well as significant personal gains (resilience).
|Translated title of the contribution||Counselling Teachers to Enhance Resilience and to Manage Behavioural Problems at School : Data from an Intervention Program|
|Number of pages||23|
|Publication status||Published - 30 Jun 2019|
Kourkoutas, E., Botsari, E., Hart, A., Kassis, W., & Stavrou, P. (2019). Συμβουλευτική Υποστήριξη Εκπαιδευτικών για την Ενίσχυση της Ψυχικής νθεκτικότητας και τη Διαχείριση Προβληματικών Συμπεριφορών στο Σχολείο: Δεδομένα απόένα Πρόγραμμα Παρέμβασης. ΨΥΧΟΛΟΓΙΑ (Psychology), 24(1), 9-31. https://elpse.com/JournalPsychology/Documents/PSYCHOLOGY_VOL_24/PSYCHOLOGY_VOL_24_ISSUE1/PSY_Vol24Issue1_009-031.pdf