S_D_Hraha_Dissertation_7-3-2012

UTILIZING THE CULTIVATING AWARENESS AND RESILIANCE IN EDUCATION
PROGRAM TO ENHANCE SOCIAL AND EMOTIONAL
COMPETENCE IN PRESCHOOL AND ELEMENTARY SCHOOL TEACHERS:
A PILOT STUDY
DISSERTATION SUBMITTED TO THE FACULTY
OF THE ADLER SCHOOL OF PROFESSIONAL PSYCHOLOGY
BY
SARAH D. HRAHA
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE
OF DOCTOR OF PSYCHOLOGY
CHICAGO, IL JULY
5, 2012
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Dissertation Committee
Committee Chair
Catherine G. McNeilly, Psy.D.
Committee Member
Robert Heller, Ph.D.
Committee Member
Patricia A. Jennings, M.Ed., Ph.D.
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Abstract
The following is a pilot study examining the impact of the Cultivating Awareness and
Resilience in Education (CARE) program on a group of pre-school and elementary school
teachers (n = 11). CARE is a professional development program that utilizes mindfulness
practices and emotional awareness skills designed to reduce stress and improve teaching
effectiveness. Teachers participated in a 14-hour, two-day training and a two-hour follow-up
training. Teachers were provided with ongoing mentoring support throughout the study.
Qualitative interviews were used to collect teachers’ experiences post-intervention. Data from
interviews was analyzed using grounded theory methodology as detailed by Rennie, Phillips, and
Quartaro (1988). From the data analysis, a core category of choice emerged with the properties
of awareness, step back, enhanced understanding of the children, changes in the classroom, and
relationships with adults. The results of this study suggest that CARE is an effective
intervention for teachers that promotes stress reduction, increased physical and emotional
awareness, enhancement of teacher-student relationships, and promotes pro-social behavior in
the classroom. Additionally, results suggest that skills learned in the CARE training supported
teachers’ ability to understand their students’ emotions as well as limitations. Teachers reported
increased ability to understand the needs of individual children along with increased patience and
skill with interpersonal communication. The results of this study hold significant implications for
children, teachers, and schools as a whole.
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Acknowledgments
It was through the support, guidance, and love of the kind people around me that I was
able to perform this study and write this dissertation. Though I would like to acknowledge each
and every one of these individuals, I will instead give particular mention to those who stood out
most.
First I would like to thank my dissertation committee chairperson, Dr. Catherine
McNeilly who so graciously and willingly took this role. Her knowledge and reassuring
guidance, ongoing support, constructive feedback, and above all, encouragement, were
invaluable to me especially toward the culmination of this project. I would like to acknowledge
Dr. Robert Heller for agreeing to be on my committee, putting forth the time and effort to
support my work on this project, and lending his expertise in the field of education.
I am indebted to Dr. Patricia Jennings, also a member of my committee, whose work and
research inspired me to choose my topic for this dissertation. Dr. Jennings graciously gave her
permission to use the CARE teacher training curriculum developed by the Garrison Institute.
She provided ongoing support and guidance along with access to all the materials I needed to
successfully lead the teacher workshops. I was fortunate to attend a weeklong CARE retreat lead
by Dr. Jennings and others which provided an opportunity for me to experience CARE for
myself. I want to express my gratitude to her for entrusting her program to me to evaluate its
effectiveness. Most of all, I am grateful for her tireless efforts to improve education and the lives
of teachers and students.
I am grateful to the teachers who devoted their time and energy to participate in this study
and for putting forth sincere efforts to apply in their classrooms the skills learned on the training.
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I greatly appreciate their willingness and valuable time during the mentoring process and for the
interviews. Their in-depth, honest, and thoughtful analyses of their experiences with the training
material were exceptional and poignant. Most of all, it is the dedication, and loving attention
these teachers devote to their students and their professions that was of great inspiration to me.
I would like to thank my mother and father who were my first teachers. They provided a
loving and nurturing environment with strong values in education and faith in God. Sue and
Gene Delves’ tireless devotion to serve others in their communities provided an outstanding
example to my brothers and me for how we would live our lives. As it is difficult to express my
full gratitude to my parents, all I can say is that I stand on their shoulders and would not have
come this far without them.
I am truly grateful to my husband and best friend, Eddie Hraha, for his patience,
emotional support, nurturance, loving encouragement, and most of all his care for me during this
time in my life. Without him, this process would have been very difficult. I want to
acknowledge our three sons, Michael, Tom, and Robert for their continuous and loving support,
their humor, and expressing pride in their mother. My family’s support has been invaluable and
precious to me.
I owe my deepest gratitude to Dr. Bob Wright. Without his motivation, encouragement,
and persistent and caring guidance I would never have pursued, much less considered, a
doctorate degree. Dr. Wright has truly made a difference in my life and has continually held a
vision for me that I never could have imagined for myself. It was some years ago when I, like
many teachers discussed in the research, was experiencing burnout in my teaching career. It was
Dr. Wright who pointed out that I was not being authentic or “real” with my students. With his
permission and guidance I adapted a personal growth curriculum designed for adults, for use
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with my students in the classroom. Dr. Wright and his wife, Dr. Judith Wright, founders of the
Wright Leadership Institute in Chicago, Illinois, developed this program. The experience of
using this social and emotional curriculum with my students was a transformational and turning
point in my career as a teacher. Through these experiences I discovered the great value and
significant implications of the teacher-student relationship and importance of teacher social and
emotional competence in this realm. For these reasons, this research study has particular
meaning and significance to me and for this, I am truly grateful.
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Sarah D. Hraha, M.A.
56 Golf Avenue
Clarendon Hills, IL 60514
sarahhraha@aol.com
H (630) 321-0851
C (630) 728-0780
EDUCATION
Adler School of Professional Psychology, January 2007-Present
Chicago, Illinois
APA Accredited Institution
Doctoral Student in Clinical Psychology
Anticipate date of graduation: October 2012
Adler School of Professional Psychology, January 2007-July 2010
Chicago, Illinois
Master’s of Arts in Counseling
National-Louis University September 1980-November 1984
(National College of Education)
Skokie, Illinois
Bachelor of Arts-Education
CERTIFICATIONS
Certified Positive Discipline Parenting Educator 2011
Montessori Teacher Training Certificate – Grades 4th
- 6th
1999
Midwest Montessori Teacher Training Center, Evanston, IL
Montessori Teacher Training Certificate – Grades 1st
– 3rd
1997
Midwest Montessori Teacher Training Center, Evanston, IL
Teaching Certification, Type 03 Illinois (Grades K-9th
) 1993
TEACHING EXPERIEINCE
Adler School of Professional Psychology January 2010-July 2010
Chicago, Illinois
Teaching Assistant
Supervisor: Cristina Cox, Ph.D.
Duties: Assisted in setting up interviews for and sending correspondence to practicum students for
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the Adler Prison Program; assisted in organizing Adler Prison Program files; conducted research
for Child/Adolescent program; performed assistant duties as needed.
Dupage Montessori School, 2005-2008
Naperville, Illinois
Lead Teacher, Upper Elementary, Grades 4-6
Duties: Lead teacher in a mixed-age classroom, grades 4th
– 6th,
using the Montessori method.
Responsibilities included writing lesson plans; creating hands-on materials to enhance curriculum;
developing curriculum; teaching all areas of the curriculum; writing student evaluations;
conducting parent/student/teacher conferences; supervising an assistant; managing day to day
operations of a classroom; developing appropriate discipline/consequences for children in order to
facilitate learning from mistakes; referring children for evaluation when necessary.
Brickton Montessori School, 2001-2005
Chicago, Illinois
Lead Teacher, Upper Elementary, Grades 4-6
Duties: Lead teacher in a mixed-age classroom, grades 4th
– 6th,
using the Montessori
method. Responsibilities included writing lesson plans; creating hands-on materials to
enhance curriculum; developing curriculum; teaching all areas of the curriculum; writing
student evaluations; conducting parent/student/teacher conferences; supervising an
assistant; managing day to day operations of a classroom; developing appropriate
discipline/consequences for children in order to facilitate learning from mistakes; referring
children for evaluation when necessary.
Pre-adolescent Group Educator/Facilitator
Duties: Led a weekly social/emotional curriculum with students, ages 9-12. Taught lessons that
focused on identifying and expressing emotions; identifying deeper needs that underlie feelings;
creating a supportive environment where students encourage one another; identifying negative
thought patterns in oneself and others; developing awareness of oneself and others; resolving
conflicts; communicating with peers and family. Although sessions were taught once per week,
the skills taught were interwoven into the curriculum and used throughout each day as children
interacted.
Parenting Group Educator/Facilitator
Duties: Led weekly, evening parenting group. Presented four-week blocks of parenting
curriculum with follow-up sessions that provided parents an opportunity to share with other
parents, learn new ideas, and examine their beliefs in an accepting and supportive environment.
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Montessori Academy of Glen Ellyn, 1997-2001
Glen Ellyn, Illinois
Lead Teacher, Lower Elementary, Grades 1-3
Duties: Lead teacher in a mixed-age classroom, grades 1st
– 3rd
using the Montessori method.
Responsibilities included writing lesson plans; creating hands-on materials to enhance curriculum;
developing curriculum; teaching all areas of the curriculum; writing student evaluations;
conducting parent/student/teacher conferences; supervising an assistant; managing day to day
operations of a classroom; developing appropriate discipline/consequences for children in order to
facilitate learning from mistakes; referring children for evaluation when necessary.
Countee Cullen Elementary School, 1991-1997
Chicago, Illinois
Teacher
Duties: Taught kindergarten, 1st
grade and 2nd
grade – all self-contained classrooms.
Responsibilities were similar to a Montessori teacher (as above) with the exception of utilizing
textbooks, creating lessons plans that included state goals, grading students on report cards, and
completing the paperwork required by the Chicago Public School System.
ADDITIONAL RELEVANT EXPERIENCE
DuPage Montessori School August 2011-Present
Consultant and Teacher Mentor
Duties: Consult with Heads of School regarding curriculum, teacher and assistant expectations,
student outcomes, and goals for the lower elementary classroom. Mentor new elementary
classroom teacher and assistants; provide guidance and support; model teaching approaches and
classroom management techniques; observe students and overall classroom environment as means
to develop goals and improve classroom management and flow.
Fox Valley Montessori School August 2011-Present
Aurora, Illinois
Consultant and Teacher Mentor
Duties: Consult with Head of School regarding development of new upper elementary program;
mentor new upper elementary teacher (as above). Conducted dissertation study with teachers and
assistants using Cultivating Awareness and Resilience in Education (CARE; please see Research
Experience for more information); provided follow-up training and support.
St. Mary School, February 2010
Riverside, Illinois
Workshop Presenter
Duties: Designed and presented a three hour workshop to 25 elementary teachers on
conflict resolution.
Adler School of Professional Psychology, April 2010
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Chicago, Illinois
Seminar Instructor
Duties: Taught a seminar in Adlerian play therapy for students enrolled in Advanced
Adlerian Interventions and Theory.
Wright Leadership Institute, 2006-2007
Chicago, Illinois
Group Facilitator
Duties: Facilitated a weekly growth group for adults. Responsibilities included partnering with a
co-facilitator; monitoring, coaching and giving support and feedback to group participants as they
reported on weekly progress, checked in on assignments, and asked for specific support.
Midwest Montessori Teacher Training Center, July 2006
Woodstock, Illinois
Montessori Teacher Instructor
Duties: Taught the language portion of the 4th
-6th
grade Montessori curriculum to prospective
teachers as part of their training.
Midwest Montessori Teacher Training Center, February 2006
Woodstock, Illinois
Workshop Presenter
Duties: Designed and presented an all day workshop to Montessori teachers on classroom
management.
INTERNSHIP EXPERIENCE
Dupage County Health Department August 2011-Present
Lombard, Illinois
Pre-doctoral Clinical Psychology Intern
Therapist – Child/Adolescent
Supervisors: Michael Philipp, Ph.D., and Jean Roe, Psy.D.
Duties: Provide mental health services for children, adolescents and their families; conduct initial
mental health evaluation, develop treatment plans, provide treatment, review clinical
response/progress, and collaborate with other mental health or allied professionals including
school personnel. Therapy services provided are both office-based and community-based
dependent on client needs; initiate and coordinate multidisciplinary treatment services; provide
case management services; learn and utilize an electronic medical record-keeping system,
maintain up-to-date treatment plans and concurrent progress notes of therapy sessions and other
clinical interventions (e.g., crisis intervention, case management services). Provide psychological
testing involving cognitive assessment, personality assessment using standardized objective and
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projective instruments, and neuropsychological screening; prepare formal written reports to share
with referral sources and clients in feedback sessions.
PRACTICUM EXPERIENCE
Claret Center, July 2010-July 2011
Chicago, Illinois
Practicum Student: Advanced Therapy Externship
Parish Counselor and Parish School Counselor
Supervisors: Allan H. Schnarr, M.Div., Ph.D., and Mary Ellen Moore, Ph.D
Duties: Work with children, adolescents, adults, and families from diverse cultural and
economic backgrounds; provide individual, couples, and family counseling, both short-
term crisis management and long-term therapy; utilize play therapy for children along
with providing parenting skills training for parents; provide counseling services to students at
parish school; observe in classrooms; consult with principal, teachers, and parents regarding
students; consult with psychologists, interns, and fellow externs; participate in two hours of weekly
supervision and three hours of weekly group supervision; participate in additional supervision with
a registered play therapist supervisor.
Cumulative Hours: 245 (hours from July 1 – Nov. 1)
Claret Center, July 2009-July 2010
Chicago, Illinois
Practicum Student: Therapy Externship
Parish Counselor
Supervisors: Allan H. Schnarr, M.Div., Ph.D., and Mary Ellen Moore, Ph.D
Duties: Worked with children, adolescents, adults, and families from diverse cultural and
economic backgrounds; provided individual, couples, and family counseling, both short
term crisis management and long-term therapy; utilized play therapy for children along
with providing parenting skills training for parents; initiated professional relationship with
parish school, provided services to students and presented teacher support and workshop
training; consulted with psychologists, interns, and fellow externs; participated in two
hours of weekly supervision and three hours of weekly group supervision.
Cumulative Hours: 1072
Palos Behavioral Health Professionals, August 2008-July 2009
Palos, Illinois
Practicum Student: Diagnostic Externship
Supervisors: Elizabeth Fazio, Psy.D and Linda Baer, Psy.D
Duties: Worked with children, adolescents, adults and geriatric populations from diverse
cultural and economic backgrounds; administered, scored, and interpreted full-battery
psycho-diagnostic assessments including objective, projective, achievement, and
intelligence tests; conducted geriatric mini diagnostic assessments; conducted regular
11

clinical interviews; integrated data into full psychological assessment reports; attended and
participated in feedback sessions to clients; participated in two hours of weekly
supervision, two hours of weekly group supervision, psych. testing supervision; attended
and participated in weekly staff meetings at a retired and assisted living residence;
attended and participated in didactic trainings.
Brother David Darst Center for Justice and Peace, January 2008-August 2008
Spirituality and Education,
Chicago, Illinois
Practicum Student: Community Service Intern
Supervisor: Mindy Rueden, M.A. Executive Director
Duties: Responsibilities included developing a production manual with information on all
sites visited by retreat participants; research; updating database; co-facilitating on
weekend retreats.
PRESENTATIONS
Hraha, S. (2008, June). The Brother David Darst Center. Poster session presented at the
Adler School of Professional Psychology Community Service Practicum Poster
Presentation, Chicago, IL.
ADDITIONAL TRAINING
Certified Positive Discipline Parenting Educator May 2011
Positive Discipline Association
Sand Tray Therapy Training November 2010
Presenter: Terry Kottman, Ph.D., RPT-S (40 hours)
Play Therapy Training April 2009
Presenter: Terry Kottman, Ph.D, RPT-S
Seminar in Adlerian Play Therapy (40 hours)
Leadership Training 1992-1996
Wright Leadership Institute,
Chicago, Illinois
RESEARCH EXPERIENCE
Doctoral Dissertation, in progress
Hraha, D. (2010). Utilizing the Cultivating Awareness and Resilience in Education
program to enhance social and emotional competence in elementary school teachers: A
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pilot study. Doctoral dissertation in preparation,
Adler School of Professional Psychology.
Chair: Catherine G. McNeilly, Psy.D.
This study includes: collaboration with Dr. Patricia Jennings of Penn State University,
the developer of the CARE teacher training program; conducting the CARE teacher
training as lead facilitator (16 hours of curriculum taught over a two-day retreat format and
two subsequent half-day trainings); conducting semi-structured interviews with participants.
PROFFESIONAL AFFILIATIONS
Illinois Psychological Association - Member
American Montessori Society – Member
HONORS/ORGANIZATIONS
Kappa Delta Pi Honor Society
National College of Education – Merit Scholarships
Wright Leadership Institute – Group Facilitator
REFERENCES
Michael Philipp, Ph.D
Director of the Pre-Doctoral Clinical Psychology Internship Program
Dupage County Health Department
1111 E Jackson Street
Lombard, IL 60148
630-221-5324
mphilipp@dupagehealth.org
Linda Baer, Psy.D.
Licensed Clinical Psychologist
Palos Behavioral Health Professionals
13011S 104th
Ave, Suite 200
Palos Park, IL 60464
708-448-3300
Cathernine McNeilly, Psy.D.
Core Faculty
Adler School of Professional Psychology
17 N. Dearborn
Chicago, IL
312-662-4000
cmcneilly@adler.edu
Terry Kottman, Ph.D., RPT-S, NCC, LMHC
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Registered Play Therapist Supervisor
Owner – Encouragement Zone
Cedar Falls, IA 50613
319-266-0887
tkottman@cfu.net
Allan Schnarr, M.Div, Ph.D.
Director, Psychotherapy Practicum Program
Claret Center
5536 S. Everett Ave.
Chicago, IL 60637
773-643-6259
allanow@comcast.net
Robert Wright, Ed.D.
Wright Leadership Institute
445 E. Ohio # 340
Chicago, IL 60611
312-645-8300
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Table of Contents
Section Page
Title page……………………………………………………………......... 1
Committee page…………………………………………………………... 2
Abstract…………………………………………………………………… 3
Acknowledgments………………………………………………………… 4
Curriculum Vitae………………………………………………………….. 7
Table of Contents…………………………………………………………. 15
Chapter I: Introduction…………………………………………………… 16
Chapter II: Review of the Literature……………………………………… 23
Chapter III: Methodology…………………………………………………. 40
Chapter IV: Results……………………………………………………….. 46
Chapter V: Discussion…………………………………………………….. 66
References………………………………………………………………….. 76
Appendix A: Informed Consent.…………………………………………… 80
Appendix B: CARE Training Manual……………………………………… 83
Appendix C: CARE Training Master Schedule……………………………. 84
Appendix D: Interview Sign-up Sheet……………………………………... 86
Appendix E: CARE Study Interview Questions…………………………… 88
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Chapter I
Introduction
Teaching is an emotional vocation (Hargreaves, 1998; Sutton & Harper, 2009). On a day
to day basis, teachers experience myriad emotions as they interact with students, colleagues,
parents, and administrators. Some of these emotions can be intense at times, yet many teachers
feel they must suppress or, when appropriate, intensify their emotional reactions to events inside
and outside the classroom. This can take an emotional toll (Sutton & Harper, 2009). The
emotional dimension, which is at the heart of teaching, is a fundamental aspect of this profession
that is often ignored or minimized especially in teacher education programs (Cohen, 2006;
Hargreaves, 1998; Zins, Bloodworth, Weissberg, & Walberg, 2006). The following scenario is
an example of the manner in which this might occur in a classroom.
The bell rings. Children clamor to their seats. After a few moments the teacher in front
of the room addresses her students, “Good morning. Take out your homework assignments and
put them on your desks.” One student tells the teacher he forgot his assignment, another
suddenly yells out, “James took my pencil!” Over the intercom a voice tells Ms. Carter that she
needs to have her students ready for the assembly in 10 minutes. Lawrence is out of his seat,
slowly approaching his teacher wanting to ask if he can go the bathroom. Before he utters a
word, Ms. Carter sternly reproaches him saying, “What are you doing out of your seat?” And
with a harsh look in her eyes and a punitive tone in her voice, she points her finger in his face
and says, “Go…sit…back…down…in your chair…and don’t get up again!” So begins her day,
and theirs.
For the most part, it is the teacher who shapes and influences the formal learning context
and the classroom climate in which the student spends most of the day (Charney, Crawford, &
Wood, 1999; Hargreaves, 1998; Jennings & Greenberg, 2008; Meyer & Turner, 2002). The
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quality and depth of the teacher-student relationship impacts the teacher’s ability to promote
student social and emotional development and establishes the social and emotional classroom
climate (Elias et al., 1997; Kusche & Greenberg, 2006; Meyer & Turner, 2006; Mugno &
Rosenblitt, 2001). Teachers’ social and emotional competence (SEC) and well-being are
essential to forming and sustaining positive, caring, and supportive relationships with their
students (Hawkey, 2006; Cohen, 1999). When teachers encounter highly stressful emotional
situations, their ability to develop and preserve these healthy relationships with their students is
jeopardized (Jennings & Greenberg, 2008). Lacking the resources to manage stressful emotional
situations that arise in their classrooms, teachers often resort to maintaining a rigid classroom
atmosphere engaging in punitive discipline practices in order to cope. As a result, student
behavior frequently becomes problematic and teachers feel emotionally exhausted, have a sense
of depersonalization, and lack a sense of personal accomplishment (Maslach; cited in Chan,
2006; Sutton & Harper, 2009).
Specific education and training to raise teachers’ social and emotional competence and
improve well-being is a needed intervention that can result in effective and long-lasting
outcomes for teachers and their students (Cohen, 1999, 2006; Elias, Zins, Graczyk, & Weissberg,
2003; Fopiano & Haynes, 2001; Jennings & Greenberg, 2008; Patti, 2006; Zins et al., 2006).
Statement of the Problem
Data from a study conducted by Ingersoll (2003) indicated that 40 to 50 percent of
teachers who enter the profession leave within five years. This alarming statistic may be due in
part to increasing demands and pressures with which teachers are confronted on a daily basis
contributing to teacher stress and burnout. Key sources of teacher stress include, but are not
limited to maintaining discipline in the classroom, students with poor motivation to work,
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increasing demands to accomplish goals with fewer resources, a lack of clear performance
standards with constructive feedback, mandates for increased test scores and higher
accountability, conflicting relationships with faculty and administration, criticism and pressure
from parents, and a variety of factors that lie outside the teacher’s control (Anderson, Levinson,
Barker, & Kiewra, 1999; Chan, 2006; Nelson & Low, 2005 ; Montgomery & Rupp, 2005;
Ransford, Greenberg, Domitrovich, Small, & Jacobson, 2009).
In today’s modern culture, children are faced with innumerable situations that have a
negative impact on their social, emotional, and academic development (Zins & Elias, 2006).
Schools and teachers compete with the influences of peer groups, the media, video games, family
relationships, the lure of drugs and risk, and the pressures and challenges of growing up (Elias et
al., 1997). Many children who walk through the doors of classrooms in the United States live in
environments with significant and chronic distress including poverty or financial stress, single
parent homes, homes where both parents work, exposure to violence, and urbanization, to name
but a few (Kusche & Greenberg, 2001; Cohen, 1999).
Multiple factors influence the degree to which stress is experienced and managed, and is
unique to each teacher (Montgomery & Rupp, 2005). However, a breakdown in coping
mechanisms used to manage stress has the potential to lead to exhaustion, feelings of anxiety,
dissatisfaction, and symptoms of depression. Chronic stress, if not tended to, can lead to burnout
(Anderson et al., 1999). Many teachers do not have the SEC or the skills to promote their well-
being when confronted with strong negative emotions. As a result, these highly stressful
emotional situations compromise teachers’ ability to form and sustain supportive relationships
with their students, manage their classrooms effectively, and promote an optimal learning
environment (Jennings & Greenberg, 2008). In terms of efficacious interventions, there have
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been very few studies to evaluate programs that reduce teacher stress although recommendations
for stress reduction techniques have been included, but without empirical support (Anderson et
al., 1999)
In order to enhance student social, emotional, and academic learning, teachers need the
SEC to teach these skills as well as competencies to effectively manage their own stress and
regulate their emotions in a healthy manner (Zins et al., 2006). Not all teachers possess the SEC
needed to create safe and caring communities in their classrooms, nor are they always capable of
effectively implementing a social and emotional learning (SEL) program without the proper
skills and training. When teachers’ social and emotional needs are not met or addressed, they
may not effectively convey social and emotional competence and well-being or competently
address the social and emotional learning needs of their students (Seigle, 2001; Weare & Gray,
2003).
Although these skills can be learned, very few courses are offered in teacher preparation
programs that provide theory-based or practical education in SEL or prepare the teacher to
manage students’ emotions and stressors (Cohen, 2006; D’Ambrosio, 2002; Zins et al., 2006).
The main thrust of teacher education programs has typically been on teaching academics and has
not embraced SEL as an important element of school life. Additionally, leaders in education
have tended to separate issues relating to mental health and academics (Cohen, 2006).
Hargreaves (1998) noted that the teachers they studied “acknowledged that their practice is an
emotional one and that building emotional understanding with students in relationships which
make this possible, is essential to successful academic learning” (p. 845). Teachers, as well as
their students, need to develop the social and emotional aptitude that will foster the relationships
they need in order to be successful in life (Patti, 2006).
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Statement of Purpose
The purpose of this study was to conduct a pilot study of the Cultivating Awareness and
Resilience in Education (CARE) teacher training and to explore teachers’ experiences post
intervention. CARE is a program that has been designed to reduce teacher stress and enhance
teaching effectiveness. This intervention utilizes three primary instructional components
introduced and developed over the course of the training. These components include: learning
emotional skills to better understand, recognize, and regulate emotions; learning and
participating in mindfulness and stress reduction practices; and learning empathy and
compassion skills (Jennings, 2011).
In this study the researcher examined the responses and experiences of teachers in the
classroom after participation in the training and receiving mentoring support. This examination
includes possible implications for students, teachers, and schools when an intervention with the
potential to promote teacher SEC is utilized in pre-service education and in-service trainings.
Experiences of teachers were examined using qualitative interviews to gather data
regarding physical and emotional awareness; changes in behavior and changes in relationships
with students resulting from emotional and physical awareness; how awareness and changes in
behavior affected their relationship with a challenging student; awareness of relationships with
adults post intervention; awareness of stress level; student behaviors in the classroom; and
classroom management after participation in the training.
More and more schools are opting to teach social and emotional (SEL) curriculums to
their students. Evidence-based SEL curriculums promote the skills necessary to foster the
development of foundations that will help children reach the goals that their parents and teachers
want for them (Cohen, 2006). But there is a great distance between what we know from the
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research and what has actually been done to help teachers successfully integrate SEL into their
classroom. Similarly, other reports indicate that in order for teachers to effectively teach their
students social and emotional skills and to more effectively work with students and colleagues,
increase their ability to work with parents, manage their own stress, and engage in problem
solving more skillfully in their own lives, teachers need to become socially and emotionally
competent (Cohen, 1999; Elias et al., 2003; Zins et al., 2006; Zins & Elias, 2006).
A further aim of this study was to shed light on and provide a glimpse into teachers’
unique experiences after participating in the CARE teacher training. Additional objectives were
to analyze the data to develop a core theme along with supporting themes, or properties, that
present a framework for further exploration in addition to identifying implications for students,
teachers, and schools. The acknowledgment of the impact of this intervention along with options
for further research will allow the educational and psychological communities to recognize the
need for pre-service education programs and in-service teacher trainings that focus on the
promotion of teacher SEC and to conduct research to explore whether these interventions result
in enhanced SEC and positive teacher and student outcomes.
This is a qualitative study and therefore no hypothesis is presented. The goal of the study
was to gather data from qualitative interviews regarding the perceptions of teachers who
participated and to evaluate the impact of the teacher training. The outcomes of this evaluation
will be used to refine and further expand the CARE teacher training program.
Assumptions and Limitations
It was expected that teachers who received the CARE training along with follow-up
mentoring and support were of average intelligence and comprehended the training. It was
further expected that teacher participants would participate in the training, would retain the
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material provided, and would implement it in their classrooms in a manner that was consistent
with the material with which they were presented. It was assumed that respondents would be
open and honest in what they reported in response to interview questions.
For this study, a convenience sample was used. It was decided to focus recruitment on a
group of teachers in a suburban area of a large metropolitan city due to the author’s familiarity
with the staff population of a specific school and with other schools in the same geographic
vicinity. This presented limitations as the participants were not an accurate representation of the
target population. Because the majority of the participants in this study were women, Caucasian,
and middle class, certain populations were under-represented. This as well as the small sample
size presented limitations to the generalizability of findings to the target population.
The author’s primary interest was to conduct a pilot study of a teacher training and to
gather data shedding light on teachers’ experiences after the intervention. Therefore, the goal of
this project was neither to establish a representative sample nor to generalize findings, but rather
to gain insight on teachers’ unique experiences with the program and to discover which program
components were most useful in achieving specific outcomes.
In addition, limitations of time and funding made a convenience sample a logical choice.
These limitations made it necessary to confine measures to qualitative interviews for obtaining
data from participants. This methodology presented limitations as the data collected was not
appropriate to generalize to a larger target population. Moreover, as this researcher was actively
engaged in leading the intervention, collecting data, and analyzing qualitative data, there was a
high probability that personal bias influenced the results.
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Chapter II
Review of Literature
In this section a review of literature will be presented initially on a broad view of
emotional intelligence narrowing the research on teacher emotions. Next, a review of social and
emotional competence (SEC) in teachers will be provided along with information regarding the
relationship between teachers and students. A review of research on teacher stress and
interventions that support teacher well-being and SEC will also be presented.
Emotional Intelligence
Emotional intelligence (EI), a term used by researchers Salovey and Mayer (1990) and
popularized by Goleman (1995) which combines the fields of emotions and intelligence, views
emotions as organized responses to events that help to navigate and make sense of social
interactions in one’s environment. Salovey and Mayer (1990) defined emotional intelligence as
a “subset of social intelligence that involves the ability to monitor one’s own and others’ feelings
and emotions, to discriminate among them, and to use this information to guide one’s thinking
and actions” (p. 189). In addition, these authors highlighted four related abilities: perceiving,
using, understanding, and managing emotions. Perceiving emotions, the most essential facet of
EI, includes the ability to “read” emotions in others’ faces and tones of voice as well as the
ability to recognize one’s own emotions. Using emotions refers to the skill of utilizing emotions
to aid in such tasks as problem solving and thinking. The ability to grasp the relationships
between emotions and the language of affect refers to understanding emotions. Finally,
managing emotions is the ability to regulate emotions in ourselves and others (Salovey & Mayer;
cited in Salovey & Grewal, 2005). Goleman (1995) described five emotional dimensions that
include awareness of one’s emotions, ability to regulate emotions including adaptability, the
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ability to motivate oneself and others, empathy and ability to understand others’ feelings and
perspectives, and a wide range of social skills.
EI is important in the lives of human beings because those who possess the abilities that
comprise EI are considered aware of emotions within themselves and others. This leads to
regulation of affect and often contributes to well being. People with these skills are generally
enjoyable to be with and utilize their emotions or regulate affect in the service of achieving
intended goals. Conversely, deficits in EI can often lead to problems in adjustment and
unfulfilled emotional lives. Those who have difficulty regulating or cannot recognize their own
emotions or who over-regulate emotions in others, for example, alienate others and are often
ostracized (Salovey & Mayer, 1990).
EI may contribute to and positively affect one’s work performance including job
satisfaction, quality of interpersonal relationships, stress tolerance, company rank, and pay raises.
When people are able to regulate affect, work in teams, have positive relationships at work, and
adjust to shifts in their organization, work performance is enhanced (Lopes, Grewal, Kadis, Gall,
& Salovey, 2006). Additionally, EI contributes to positive social interactions, as the ability to
use emotions effectively serves in communication of thoughts and intentions. The capacity to
harness and manage emotions nurtures positive affect, thus promoting coping skills and avoiding
being overwhelmed by negative emotions (Lopes et al., 2004; Salovey & Mayer, 1990).
Numerous studies including those conducted by Brackett, Lopes, Ivcevic, Mayer, and
Salovey (2004), Mayer, Salovey, Caruso, and Sitarenios (2001), and Salovey, Mayer, and Caruso
(2002) have shown evidence supporting the construct of EI as a set of abilities as proposed by
Salovey and Mayer (1990). Higher scores on emotional intelligence tests (eg. the Mayer-
Salovey-Caruso Emotional Intelligence Test, MSCEIT) indicated a greater capacity to show
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empathy, have increased positive interactions with friends, and increased prosocial behavior.
Social adaptation has also been found to be associated with emotional competencies. Lopes et
al. (2004) highlighted evidence from research with children that suggested that emotional
competencies such as understanding and regulating emotions is correlated with the ability to
adapt socially. In their study, Lopes et al. (2004) demonstrated an association between the
ability to manage emotions, one of the four emotional competencies proposed by Salovey and
Mayer, and quality of social interactions. They suggested that the “ability to manage emotions is
likely to contribute to warm, smooth, and spontaneous social interactions to the extent that it
enhances positive emotions, preempts conflict and tension, and facilitates executive functions as
well as a flexible focus of attention” (Lopes et al., 2004, p. 1031).
Teachers and Emotions
Hargreaves (1998; 2000) posited that one of the most important aspects of teaching,
which is often overlooked, is emotions. In relationships with their students, teachers not only
engage in the cognitive and technical aspects of instruction, but engage in an emotional practice
as well. Through the experience of teaching, the inner emotions of teachers are activated along
with the resulting actions. Simultaneously, during this practice of teaching, interactions and
relationships with others are influenced, affecting and activating feelings and actions
(Hargreaves, 1998). For example, a teacher might feel excited about a lesson he has planned.
Through his positive interaction with students during instruction, feelings and actions of students
are affected and activated. They feel enthusiastic and interested in the material being presented
and respond accordingly. Conversely, when a teacher feels intimidated and victimized by the
parents of her students, she is more likely to let this influence her actions toward these parents by
avoiding and in turn alienating them.
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The emotional practice of teaching involves relationships with others (most specifically
students) and the process of shaping those relationships in a specific manner. This necessitates
the need for varying degrees of emotional understanding (Hargreaves, 1998). When these skills
are strong, people are capable of experiencing another’s emotional experience from their own
points of view and their own emotional experience. When people share and are able to enter into
another’s emotional experiences, there is emotional understanding. Teachers who demonstrate
emotional understanding are more likely to assess situations and respond with appropriate
behaviors based on their perception of what a child is expressing, the child’s individual
circumstances, the child’s nature, and what is occurring in the moment (Hargreaves, 1998).
Conversely, when one attempts to understand the emotional experience of another, but
mistakes his or her feelings for the feelings of the other, there is an inaccuracy in emotional
understanding. Teaching is awash with emotional misunderstandings. For example, a student’s
distracted behavior could be misconstrued as laziness or ambivalence when in fact the student
experienced a frightening family incident that morning before coming to school. These
misunderstandings arise not so much as a result of deficiencies or a lack of caring, but due to the
structure and organization of education. Teachers have deadlines, assessments, benchmarks, and
copious amounts of curriculum to cover leaving little room for engagement in establishing
relationships with students in a manner that promotes emotional understanding (Hargreaves,
1998).
There is a paucity of research on the emotional lives of teachers; how emotional
experiences relate to the teaching process, how teachers regulate their emotions, and the
relationship between teacher emotions and motivation, for example. This may be due in part to
our Western culture’s beliefs about emotions as well as the attitudes of researchers who pride
26

themselves on being rational and logical in their approach (Sutton & Wheatley, 2003). The
preference of caution toward emotions has typically been the norm in educational settings and as
a result, the place of emotion has been neglected in teacher education. In teacher education
programs pre-service teachers are frequently taught to control their emotions and not lose control
of their feelings (Hawkey, 2006). Hargreaves (1998) stated that teacher emotions are generally
addressed when education reformers want to manage teachers’ resistance to change or to
capitalize on positive emotions that foster teamwork and cooperation, but rarely acknowledge
emotions that are typically more volatile or passionate. He argued that much of the writing
centered on reform and leadership in education takes the stance that teachers think and act, but
not feel. For researchers and those in education to understand teachers and teaching, it is
essential to have knowledge of teachers’ emotions (Sutton & Wheatley, 2003).
Psychologists classify emotions as either positive (e.g., joy, satisfaction) or negative (e.g.,
anger, frustration; Sutton & Wheatley, 2003). Love and caring are the positive emotions most
commonly discussed in research on teachers and are most often reported in elementary school
teachers, but have also been reported by middle and high school teachers. The joy and
satisfaction teachers experienced was associated with children’s growth and learning, especially
if a child had struggled initially (Hargreaves, 2000; Sutton & Wheatley, 2003). In addition,
teachers discussed the positive emotions they experienced in their relationships with the children
they taught and how they enjoyed the time they spent with them, particularly when there was
cooperation. Other sources of pleasure for teachers included: receiving support from colleagues,
engaging with responsible parents who respect teachers’ decisions and judgments, and
accomplishing what they set out to do. Teachers also reported feelings of excitement associated
with the unpredictability of what their students will do or say from moment to moment (Sutton &
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Wheatley, 2003).
Anger and frustration were the negative emotions most often reported by teachers. These
feelings were commonly associated with children’s misbehavior, rule breaking, and events that
occurred outside the classroom that made it difficult to teach effectively. Another source of
negative emotions was associated with parents whose behavior was construed as irresponsible
and unsupportive. Teachers felt frustrated when controllable factors such as laziness and
socializing interfered with the learning process. Anxiety was reported most often among new
teachers and was correlated to interactions with parents and learning the complexities of the
teaching process. More experienced teachers reported feelings of anxiety in relation to the
uncertainty over self-efficacy and ability to perform well in their jobs. Other feelings reported
by teachers were sadness, guilt, and helplessness (Sutton & Wheately, 2003).
Emotion regulation refers to the conscious and unconscious efforts to manage any or all
of the processes involved in emotion expression including cognitive, behavioral, experiential,
and physiological systems (Sutton & Harper, 2009).. For example, a person might react with
surprise to an event, but try to modify facial expressions in an attempt to avoid communicating
this feeling to others. Down-regulating an emotion is an attempt to decrease the intensity and
duration of feelings, where up-regulating involves increasing the experience. Teachers reported
using these types of emotion regulation to develop and maintain positive relationships with their
students. However, emotion regulation requires inner resources and energy that, when depleted,
results in emotion regulation failures (Sutton & Harper, 2009). For example, a teacher might be
able to control her anger with a difficult student in the earlier periods of the day, yet later in the
day when her inner self-regulation resources are depleted, she looses her temper at the slightest
provocation.
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Reappraisal and suppression are two other strategies used to regulate emotions.
Reappraisal occurs when people change the way they think about an event early in the
experience of an emotion (Sutton & Harper, 2009). In this manner, self-regulation and cognitive
resources are not influenced or depleted as a result. Suppression, on the other hand, occurs late
in the emotional event and involves the active process of self-monitoring actions such as
controlling facial expressions, tone of voice, physical responses, and remarks. Because this type
of regulation requires the ability to will the self not to express emotions for the duration of the
event, resources are reduced (Sutton & Harper, 2009). Hargreaves (1998; 2000) used the term
emotional labor to describe the suppression of emotions in service of influencing the state of
mind in others, similar to up- and down-regulation and suppression.
Sutton and Harper (2009) highlighted studies that have shown an increase in positive
expression of affect, positive mood, being liked by peers, and satisfaction with life when
individuals used reappraisal as an emotion regulation strategy. Whereas, those who used
suppression were less likely to feel authentic in interpersonal relationships, felt depressed, and
avoided connecting with others. As stated above, emotion regulation takes energy. Frequent
attempts at modifying emotions can take a toll especially if these attempts fail and do not
contribute to overall feelings of teaching effectiveness. Additionally, those who focused on
regulating (e.g., suppressing) their negative emotions rather than up-regulating positive emotions
were more likely to experience exhaustion and lowered feelings of self-efficacy. However,
teachers who regularly experienced positive emotions were more equipped to handle the many
demands of teaching, were more resilient, and intrinsically motivated (Jennings & Greenberg,
2008; Sutton & Harper, 2009).
Emotions can influence teachers’ thought processes such as attention, memory, and
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problem solving, in ways that are either effective or somewhat destructive (Sutton & Wheatley,
2003). For example, children’s misbehavior often causes teachers to become angry and
frustrated which distracts the teacher away from the task at hand – instruction. On the other
hand, it was posited that an increase in ideas and strategies was generated by teachers who
experienced more positive emotions, and in turn they developed better problem solving and
coping skills. Additionally, positive and negative emotions influenced teacher motivation. The
upsetting factors of teachers’ jobs that influence negative emotions such as frustration and
sadness can interfere with enjoyment and cause teachers to feel less intrinsically motivated
(Sutton & Wheatley, 2003).
Teachers’ Social and Emotional Competence
Social and emotional competence (SEC) is viewed as an outcome of social and emotional
learning (SEL). Payton et al. (2008) highlighted the five core social and emotional competencies
as developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL): self-
awareness, social awareness, self-management, responsible decision making, and relationship
skills. SEL is the process through which children and adults develop the attitudes, skills, and
knowledge necessary to acquire social and emotional competence. EI, a narrower construct
which has been defined above, does not encompass the wide range of competencies teachers
need to be effective in the classroom. Therefore, the broader construct of SEC is more
appropriate when addressing the characteristics teachers need to be most effective.
Teachers who are socially and emotionally competent are self-aware. They have the
ability to recognize and label their own feelings and can generate emotions in the service of
teaching and motivating themselves and others. They have the capacity to recognize their
strengths and values and can cultivate these positive qualities (Elias, 2006; Jennings &
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Greenberg, 2008; Payton et al, 2008).
Socially and emotionally competent teachers are socially aware. They are empathetic
and possess the skills needed to understand and identify the thoughts and feelings of others.
They care for others and build strong, morally and emotionally supportive relationships knowing
that others deserve to be treated with compassion and kindness. They take into account that
others may have a different perspective than they do, appreciate individual and group
differences, and are culturally aware (Elias, 2006; Jennings & Greenberg, 2008; Payton et al,
2008).
Teachers who possess social and emotional competence make responsible decisions.
They can accurately assess situations and make decisions taking into account ethical concerns,
social norms, the safety for and respect of others, and likely consequences of these decisions.
They set long- and short-term goals and establish plans to work toward achieving specific
outcomes, and are creative problem solvers (Elias, 2006; Jennings & Greenberg, 2008; Payton et
al, 2008).
Socially and emotionally competent teachers have the aptitude to manage relationships
with others. They are capable of regulating their emotions in a manner that promotes positive
relationships with their students and at the same time does not compromise teacher well being.
Limit-setting is done in a manner that is firm, yet fair and respectful to students. Socially and
emotionally competent teachers communicate effectively and address the needs of others when
negotiating to find mutually satisfying solutions to conflicts. In addition, they accept and are
comfortable with the ambiguous nature of allowing students to solve problems for themselves
(Elias, 2006; Jennings & Greenberg, 2008; Payton et al, 2008).
The Teacher-Student Relationship
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Kusche and Greenberg (2006) stated that “the nature and quality of the teacher-child
relationship impacts attention, learning, and brain development” (p. 32). While children are in
elementary school, the relationships they establish with adults form the basis of developmental
transitions that will occur later in their school careers. In addition, it has been shown that student
learning, achievement, and behavior are significantly correlated to the relationship with the
teacher (Fopiano & Haynes, 2001).
In a research study of 375 eighth grade students from a middle school in a mid-Atlantic
state Wentzel (1997) attempted to answer two specific questions concerning teacher caring and
the extent to which this motivates student behavior. Specifically, she addressed the extent to
which adolescents’ perceptions of caring teachers are connected to the attainment of prosocial
and positive academic outcomes along with how middle school students identify characteristics
of a caring and supportive teacher. Results suggested that students’ perceptions of caring from
their teachers was directly related to student motivation and achievement and “to their pursuit of
prosocial and social responsibility goals” (p. 415). Students in this study described a caring
teacher as one who “teaches in a special way, talks to you, pays attention, asks questions, listens,
trusts me, tells the truth, talks to me about my problems, praises me” (p. 416), as well as other
positive descriptors.
Mugno and Rosenblitt (2001) asserted that “the depth of the teacher-child relationship is
the single most important factor that will contribute to the teacher’s ability to help any child, and
particularly the at-risk child, develop emotionally and socially” (p. 65). A responsive and caring
teacher can promote a sense of connectedness and belonging to the school environment and can
provide a sense of security necessary for a child to take risks and explore new territories essential
for learning (Jennings & Greenberg, 2008).
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Although teachers have routinely been instructed in teacher education programs to
control their emotions and may attempt to do so, students are often aware of the feelings their
teachers experience. Students sense or observe a teacher’s body language, vocal tone and speech
tempo, facial expressions, and breathing rate. Students are influenced by their teachers’ verbal
and nonverbal emotional expression. Sutton and Wheately (2003) noted “these expressions of
teachers’ emotions then influence students’ attributions regarding the causes of their successes
and failures” (p. 341).
Teacher Stress and Burnout
The role of the teacher has evolved and changed over time. In the past, the role of
teachers was more clearly defined, as was the role of parents. Typically, mothers stayed home to
tend to the children, and fathers went off to work in order to provide for the financial needs of
the family. Today, with the increase in parents’ working outside the home, a rise in single-parent
families, and more children born into poverty, much of that has changed. Children are exposed
to countless situations presented by today’s society that have a negative impact on their social,
emotional, and academic development. Moreover, a fast-paced world and almost constant
exposure to media and technology result in children receiving less and less parenting at home.
Progressively, the tasks of parenting our nation’s children have fallen on teachers, creating less
time for academic instruction (Lew & Bettner 2008; Nelsen, 2006; Zins & Elias, 2006). This, in
addition to overcrowded classrooms, bullying, unsupportive parents, discipline problems, and
lack of administrative support contribute to teachers’ experience of ever mounting stress and
frustration.
Stress has been defined as a “particular interaction between the person and the
environment, appraised or evaluated by the person as being taxing or exceeding his or her
33

personal resources, and, as a consequence, disrupting his or her daily routines” (Lazurus &
Folkman; cited in Montgomery & Rupp, 2005, p. 460). Teacher stress has numerous sources
including the ones listed above. However, it is important to note the degree to which teachers
perceive and are influenced by stressful situations depends upon various complex interactions
between skills, personality traits, coping resources and mechanisms, values, and the settings and
circumstances under which events take place (Montgomery & Rupp, 2005).
Teachers are often faced with overwhelming negative emotions triggered by these
stressful situations. Without the adequate resources to manage and regulate these feelings,
teachers often resort to using harsh discipline and maintaining a rigid classroom atmosphere in
order to cope. Jennings and Greenberg (2008) stated that:
The deteriorating climate [in the classroom] is marked by increases in troublesome
student behaviors, and teachers become emotionally exhausted as they try to manage
them. Under these conditions, teachers may resort to reactive and excessively punitive
responses that do not teach self-regulation and may contribute to a self-sustaining cycle
of classroom disruption…Burned-out teachers and the learning environments they create
can have harmful effects on students, especially those who are at risk of mental health
problems. (p.2)
When teachers experience high levels of stress, their ability to develop and preserve
healthy relationships with their students is compromised. This results in diminished patience,
tolerance, involvement, and caring from teacher to student. Experiences such as these may have
long-lasting effects on students and possibly contribute to feelings of fear and dislike for school.
In turn, student behavior becomes problematic, challenging the emotional resources of the
teacher and setting off a “burnout cascade” (Jennings & Greenberg, 2008).
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When stressful situations arise these teachers have difficulty managing their emotions,
their efforts at classroom management are not as effective, and the learning environment is less
than optimal. Depersonalization is characterized by a less than favorable attitude toward
students, parents, and others in the school setting, that could be described as cynical, sarcastic
and unsympathetic. Over time, the insidious nature of emotional exhaustion and ensuing
depersonalization can lead to feelings of ineffectiveness and reduced personal accomplishment
(Jennings & Greenberg, 2008).
Interventions: SEC and Mindfulness Practices
Pre-service teachers and teachers in the classroom can learn the skills that build SEC and
promote overall well being. However, very few pre-service teacher education or teacher in-
service programs provide the training and instruction needed to learn the social and emotional
skills that build SEC (Cohen, 2006; D’Ambrosio, 2002; Jennings & Greenberg, 2008; Patti,
2006; Zins, Bloodworth, Weissberg & Walberg, 2004). Patti (2006) asserted that:
Those involved in educational policy making and professional preparation need to rethink
the teacher’s role, help teachers become reflective practitioners, and provide them with
the social and emotional skill development they need to create the relationships that both
they and the young people they teach need to be successful…When teachers strive to be
the best they can be, they will model this for students and help them to grow in their
personal and social competencies too. (p. 71)
Mindfulness practices and meditation have been utilized for thousands of years and have
been found to be a useful strategy in reducing anxiety and stress while promoting well-being and
emotional awareness (Anderson et al., 1999). Mindfulness, also referred to as contemplative
practices, focuses attention in the present moment often using the breath to anchor awareness on
35

one’s inner experience. The practice of mindfulness allows for empathy, compassion, and
tolerance to grow (Napoli, 2004). Through the use of meditation, people are able to detach
themselves from their thoughts and judgments and are more aware of biological processes such
as breathing. When individuals increase their ability to notice reactive processes there is a
greater capacity to have control over their responses (Jennings & Greenberg, 2008).
Meditation can provide a sense of rest and relaxation therefore reducing the effects of
stress on the nervous system. Consequently, individuals are able to reduce stress and respond in
an adaptive manner to their work environment (Anderson et al., 1999). When people have the
ability to step back from their experience and get a broader perspective, this presents a wider
range of interpretations, and possible responses to stressful events. Mindfulness practices are a
fitting intervention to help teachers reduce stress and the characteristics of burnout.
In a study conducted by Anderson et al. (1999) 91 full-time teachers from seven different
school districts from suburban areas in three states participated in a five-week meditation
program utilizing the Standardized Meditation program designed by the author. A pretest-
posttest control group design was used to assess the effectiveness of the program. This study
addressed the effects of meditation on teachers’ perception of occupational stress and trait
anxiety. The effects of meditation on the levels of burnout in teachers and whether teachers
would continue meditation practices on a regular basis was also evaluated. Teachers were
instructed to meditate twice daily at home and at school for 20-minute segments. Support and
guidance were provided to insure that meditation procedures were performed correctly. Results
showed that after five weeks of meditation practice participants began to experience less
exhaustion, had lower levels of anxiety, and felt less depleted. This may have been due to the
nature of meditation where one experiences rest and relaxation for short periods of time, but on a
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consistent basis. In addition, the authors reported that “teachers…felt more tolerant of children’s
behaviors and better able to handle them, less worried, more organized, more able to view
situations objectively, more energized and refreshed…and a greater sense of control over their
emotions and responses…” (p. 19). Teachers from this study followed through with regular
meditation practice after the program was completed. It was shown that using meditation
practices as seldom as several times per week continued to produce benefits including a
reduction in stress (Anderson et al., 1999).
Jennings and Greenberg (2008) highlighted a training model that utilizes a combination
of emotional awareness training with mindfulness practices. This promising strategy called
Cultivating Emotional Balance (CEB), combines “Ekman’s Emotional Awareness Training
system for teaching emotional awareness [with] secularized mindfulness training” (p. 21)
designed to promote emotional understanding and regulation. This training addresses three of
the five dimensions of SEC described above: self-awareness, social awareness, and self-
management. Jennings, Foltz, Snowberg, Sim, and Kemeny (2011) conducted two studies of
teachers who participated in the CEB program. The researchers examined the association
between skills learned to improve well-being and SEC dimensions, and improvements in
teachers’ classroom instructional climate.
The first study used a sample of 21 teachers examining the differences in classroom
climate, post-intervention. Classroom observations were conducted by trained research staff
using measures to assess classroom climate including levels of prosocial behavior, teacher-child
interactions, and learning related behaviors. All observers were blind to study condition.
Training for teachers took place over the course of eight weeks and was conducted by qualified
meditation instructors. Although results were minimal, there was some evidence from
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observations that the intervention may have positively impacted classroom climate (Jennings et
al., 2011).
The second study was a randomized controlled pilot study of CEB using a sample of 35
teachers from private pre-schools and state-run early childhood programs in the San Francisco
area. Observations using similar measures to the first study along with self-report measures and
interviews regarding a challenging student were utilized. The teachers in this study were
provided with the eight-week CEB training conducted by qualified meditation instructors.
Findings from the second study “suggest that CEB training improved teachers’ ability to be
mindfully observant but this was only evident at follow-up” (Jennings et al., 2011, p. 17).
Conclusion
The practice of teaching is an emotional endeavor. Teachers have countless emotional
experiences each day as they engage with students, colleagues, parents, and administrators. A
variety of strategies to suppress and regulate these emotions are often utilized. Some are
successful and others, not. Highly stressful emotional situations present challenges to teachers’
ability to form and sustain supportive relationships with their students, manage their classrooms
effectively, and promote an optimal learning environment.
Teachers who are high in SEC and possess the skills that promote their well-being are
more likely to establish supportive, healthy relationships with their students, create a favorable
learning environment characterized by low levels of discipline problems and conflict, effective
classroom management, and overall positive student outcomes. Interventions such as trainings
that promote teachers’ SEC with increased emotional awareness and mindfulness practices are a
necessary means to improve and support the development of teacher well-being so they can
effectively nurture the academic, social and emotional growth of the children in their care.
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Chapter III
Methodology
Samples Employed
A convenience sample of teachers from a private school in the Chicago area was used for
this study. The size of the sample was 11 teachers (n=11). In order to recruit participants for the
study, permission was requested from the principal of the school. Once permission was given,
the researcher met with the school faculty and explained the study in detail and the role and
39

expectations of participants in the study. It was emphasized that the CARE training was not a
requirement of the principal and participation was completely voluntary. It was clearly stated by
the principal and the researcher along with a written description in the informed consent that
research was being conducted to measure whether the pilot intervention is promising and useful
in a school like theirs and that this was part of a dissertation study.
All faculty were welcome to participate in the training, however participation in the
research component of the training, including the semi-structured interview, was completely
voluntary. Participants in the study signed a consent form (see appendix B) which was provided,
and had the right to remove themselves from the study at any time. Those who were interested
in participating in the study indicated interest by filling out the form that was provided at the
bottom of the written description.
Instruments Used
This study utilized qualitative methodology, obtaining interview data from participants.
This project utilized a 40 minute semi-structured interview format with individual teachers as a
means to gather more in-depth individual perceptions of participants’ experiences with students
and themselves as a result of using techniques taught through CARE trainings. These interviews
were used as a way to uncover ideas, themes, and experiences that may not have been anticipated
by the researcher. The individual interview format generated an atmosphere where participants
felt free to share their experiences in a manner that would not occur using a group interview
format or through quantitative methods.
Procedures Followed
On the morning of the first day of the training the participants were be welcomed and
given basic instructions on how the day would proceed. Prior to presenting the training content,
40

each of the volunteer participants was asked to compete the informed consent. They were given
verbal instructions regarding the completion of the informed consent. Participants were given
approximately 10 minutes to compete this form. Once this was completed, the forms were
collected and the training commenced.
Cultivating Awareness and Resilience in Education (CARE) is a program that has been
designed to reduce teacher stress and enhance teaching effectiveness. This intervention utilizes
three primary instructional components introduced and developed over the course of the training.
These components include: learning emotional skills to better understand, recognize, and
regulate emotions; learning and participating in mindfulness and stress reduction practices; and
learning empathy and compassion skills (Jennings & Greenberg, 2008). The training was
conducted over a series of days outlined as: a two-day retreat starting on a Friday afternoon from
12:30 to 5:00 pm, and all day Saturday from 7:30 am to 3:00 pm; four weeks later a 2 hour
follow-up training was conducted on an in-service day (see Appendix B for CARE training
manual; see Appendix C for Master Schedule). Between the follow-up training and the
interviews, the researcher provided mentoring support to teachers on four different occasions.
Approximately eight weeks after the follow-up training, the researcher scheduled
interview dates and times with participants and developed an interview schedule which was also
given to the principal (see Appendix D). Each teacher was provided with the day and time of
their interview. On the day of their interview, the researcher contacted the principal of the
school to remind the teachers of their interview time for that day. The researcher will provide an
opening statement of purpose as a means to provide participants with the research goals and an
idea of the information we wished to gather.
Questions were written (see Appendix E) as a guide and to facilitate discussion. The
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researcher conducted the interviews keeping track of individual’s process, redirecting discussion
when necessary. Basic counseling skills were utilized during the interviews including reflection,
attending, active listening, probing, and prompting.
Data Analysis
Once the interviews were transcribed, the data was coded utilizing grounded theory
(Glasser & Strauss, 1967) methods detailed by Rennie, Phillips, and Quartaro (1988). Coding
began with a line-by-line review of the transcripts, breaking information into sections of
meaning units of thoughts and concepts expressed by the interviewees. Notes and labels were
written in the margins summarizing and classifying these meaning units, or units of analysis,
leading to the identification of a number of descriptive categories. Similarities and differences
among transcripts were identified using constant comparison as more distinct categories of data
began to emerge. Each of these distinct categories was labeled with a descriptive phrase or word
on the basis of the meaning embedded in the items tying them to that category. Units of analysis
were then compared to each category. If a unit did not fit a category, a new category was
developed to accommodate it. Once all the data from the transcripts was analyzed and placed
into categories, each of the categories was given a representational color. Colored tabs were
affixed to each meaning unit belonging to a specific category. For example, an individual
concept expressed by an interviewee such as, “Well, I guess I can feel where my tension is when
there is a challenging situation…” would be labeled with a green tab for the category Awareness.
As the categories were evaluated and analyzed, an underlying theme began to emerge and
was identified as the core category. The sub-categories then became properties of the core
category.
Reporting Results
42

The results expected from this study are improved teacher-student relationships,
increased emotional awareness, increased mindfulness, and reduced stress as evidenced by
impact of treatment on changes in the teachers’ outcomes from pre-intervention baseline to post-
intervention follow-up and as evidenced by subjective reports from the focus groups. Because
the CARE training utilizes the three instructional components of emotion skill instruction,
mindfulness/stress reduction practices, and empathy and compassion practices, it is expected that
the results of the training will be enhancement of skills in these areas.
It is expected that teachers will learn to recognize, understand, and regulate their
emotional responses in themselves and others. Participation in the exercises during the training
should result in the development of skills to reappraise emotionally challenging situations in a
manner where teachers demonstrate improvement in self-regulation and responsiveness rather
than automatic reactions to their students. This, in turn, may increase sensitivity to the emotional
needs of students.
Mindfulness/stress reduction activities introduced at the training should result in teachers’
ability to reduce automatic responses and reactive appraisals of student behaviors as well as the
ability to reflect on their internal and external experience from a broader perspective. In turn,
this may show results in emotion regulation and reduced stress along with an ability to be more
present, aware, and engaged in their teaching and with their students. Through the application
of empathy and compassion practices presented over the course of the training, results expected
are an increase in the ability to listen effectively to students, and be more reflective, sensitive,
and responsive to their needs, especially during times of conflict.
Data Analysis
Once the interviews were transcribed, the data was coded utilizing grounded theory
43

(Glasser & Strauss, 1967) methods detailed by Rennie, Phillips, and Quartaro (1988). Coding
began with a line-by-line review of the transcripts, breaking information into sections of
meaning units of thoughts and concepts expressed by the interviewees. Notes and labels were
written in the margins summarizing and classifying these meaning units, or units of analysis,
leading to the identification of a number of descriptive categories. Similarities and differences
among transcripts were identified using constant comparison as more distinct categories of data
began to emerge. Each of these distinct categories was labeled with a descriptive phrase or word
on the basis of the meaning embedded in the items tying them to that category. Units of analysis
were then compared to each category. If a unit did not fit a category, a new category was
developed to accommodate it. Once all the data from the transcripts was analyzed and placed
into categories, each of the categories was given a representational color. Colored tabs were
affixed to each meaning unit belonging to a specific category. For example, an individual
concept expressed by an interviewee such as, “Well, I guess I can feel where my tension is when
there is a challenging situation…” would be labeled with a green tab for the category Awareness.
As the categories were evaluated and analyzed, an underlying theme began to emerge and
was identified as the core category. The sub-categories then became properties of the core
category.
44

Chapter IV
Results
The impact of the CARE teacher training on teachers who participated in the study is best
represented by the core category of choice with the properties of awareness, step back, enhanced
understanding of the children, changes in the classroom, and relationships with adults. Simply
stated, after participation in the CARE training, teachers were more aware of their physical
sensations and emotions. This awareness resulted in changes in their behavior and in their
responses to their students. A phrase used by most participants often started with these words, “I
step back…” From this moment, teachers were able to make a conscious choice rather than react
45

reflexively. These choices led to a deeper understanding of the children they teach, which
brought about changes in the classroom. Teachers also noted their experiences with adults in the
school environment after their participation in the training. The following is the grounded theory
of the impact of the CARE teacher training program in more detail.
Awareness
Throughout the teacher training, participants were presented with and engaged in
mindfulness and stress reducing practices with the aim of facilitating awareness of their internal
and external experience, along with increased self-regulation, self-reflection, and calmness.
Practices such as taking deep breaths, centering and breathing exercises, body scans where focus
is placed on the body and its sensations, and mindfulness-based “caring practice,” were utilized
throughout the training. In addition, participants learned how their emotions function and the
role emotions play in the classroom, specific to teaching and learning. Teachers participated in
emotion skills exercises to facilitate understanding, awareness, recognition, and regulation of
emotions in themselves and others. Throughout the interviews, participant examples of
awareness were evident especially in regard to physical sensations, emotions, and stress.
Interview data: physical awareness.
Participant:
I was way more aware of myself than I use to be because before that, I was not aware.
Participant:
I think I became a lot more aware of those moments just before I start to feel stressed. I
do notice that I make fists, which I never realized I did….I make that fist and I do get a
stiff upper body and my jaw also, so I guess that could change the way that I look to
somebody from the outside.
46

Participant:
I notice when I’m tense or sometimes it will happen in my stomach kind of where all of a
sudden I have like a knot in my stomach and I think, “Okay. What’s going on?” And I
think that’s really the main thing because everything else kind of comes after that first
initial, like, “What’s going on with me?” My shoulders are up to my ears.
Participant:
I think [the CARE training] helped me be more aware. I guess the thing was more on my
brain than it was before so I was more aware of my physical body and then the sense of
how that is perceived by others and how I perceive theirs, and so I was maybe more
mindful of that and put it more in the forefront and made me realize that that was a very
important piece.
Participant:
It’s physical. It’s tension perhaps. I can feel myself stiffen, perhaps I’m stiffening and
not always reacting to it, but I am becoming more aware of the physical reaction as
opposed to a thought….I’m definitely more aware of my state and my reactions to things.
Participant:
I feel where my tension is when there is a challenging situation and…I think part of my
new awareness…came from practicing being rooted into the ground and really having
those moments to feel our bodies within ourselves, and that’s helped because I’m able to,
as I’m feeling that tension, inside myself purposely ease it a little bit or kind of move my
shoulders a little bit because that’s where my tension usually is and just kind of make it
so that I’m less obviously tense, and the breathing too. So I think I’ve really become
aware of how I’m feeling physically and tension-wise in a challenging time. So my
47

awareness has heightened for sure.
Participant:
Breathing and being more aware of myself and being aware of where I was, you know,
and doing this body scan and seeing what’s tight; my toes, okay, let’s let them loose, and
my shoulders, okay, let’s loosen them, and my legs and, you know, that helps a lot.
Analysis
Ten out of eleven interviewees reported physical awareness after participating in
the training, e.g., awareness of facial expressions as well as tension, tightness, and tightening in
areas including the jaw and shoulders. Of the nine reports, three reported awareness of the tone
and volume of their voice and two questioned the message they send to students through their
facial expressions and tone of voice.
Interview data: awareness of emotions and emotional state.
Participant:
I am much more aware of my emotions, surprisingly. I thought I was pretty aware before
even, but I do find myself checking in and being kind of surprised. I found that I’m sad
sometimes, but I’m much happier than I thought I was…Yes, I mean I am positive a lot
of the time so I was pretty surprised that just that fact, the incidence of me noticing it so
much, that I’m like, wow….I mean, I think I could have lived my whole life without
really realizing that emotions are something that I can choose how to deal with.
Participant:
I pay attention to my emotions more so that I did before. Before, I would set them aside
and now I have to read my own emotions so that way I know how to communicate with
the children in a fair manner.
48

Participant:
I think I wear my emotions on my sleeve, it’s an expression of whatever, and it just made
me aware and see children who see that and so it makes me aware of how emotions guide
us and how our emotions affect the way we perceive what’s going on. And so being able
to be aware of my own emotions at that time and how I respond to those has helped a lot
too in that aspect. So if I had a bad morning getting up or whatever and I know that’s
how I’m starting off I’ve recognized that that’s how that could be translated to the
children when they’re in the classroom, how I need to step back and separate and make
that separation and know about my feelings to affect what’s going on in the classroom or
if I do acknowledge them to the children and say, “I had a bad morning. You need to
give me 5 or 10 minutes to calm down before we move forward,” or whatever.
Participant:
I am more aware of my needs, my reactions, my emotional responses, my body language,
[and] how quickly I respond to something.
Participant:
I was able to really sense how I was feeling in the immediate situation in my classroom
and I was able to express it. And because of that, because I was more aware of it and I
could really put it into words, the things that needed to change have. So, I’m not really
feeling that same kind of a stress and I feel less tense in the morning now. I’m coming in
in the morning and I am just feeling like I can have a voice in that arena and then it’s
okay to express my emotions. And of course, I’ve always told everybody else, “Oh, if
you’re not feeling happy about something, tell me and blah, blah, blah.” And now it’s
good that I am, like, well, I have to express how I’m feeling too and then it’s okay.
49

Analysis
Of the eleven teachers interviewed, ten reported awareness of their emotions post
training. Emotions teachers reported most were anger, frustration, and sadness. With more
awareness of emotions, all ten interviewees reported that there was an increased ability to
express or name the emotion. With greater awareness of their emotions, these teachers reported
that they could now use the skills learned in the training to choose to control the emotion or
redirect it.
Interview data: awareness of stress.
Participant:
I think I was at a higher stress level all the time, so I didn’t really notice that I was
stressed out. Now that I’m not most of the time, when it happens, it feels
uncomfortable….I totally notice it in my body, yes, and in my energy level. I used to
say, “Oh, I work really well under stress,” because I was constantly getting things done.
But, no, not anymore. I start to feel stressed out and no, it doesn’t work for me anymore.
Participant:
So, in actual fact, immediately and perhaps actually going through the training, but
certainly immediately afterwards it was, I’d say the stress level was high because it was
like, “Oh no, oh no, oh no, oh no,” way, way up there….It’s just an awareness of
yourself, stuff you push away, “I don’t need this, I don’t need that.” You don’t deal with
it and it’s all there, you’re just carrying it around with you….So, it went up immediately
during [and after] the training for some time and then it was just a peaceful feeling, like a
warm blanket. Everything wasn’t fixed, but I can feel it now, sort of tingly, physically
tingly, an excitement that maybe you can be in charge of your life.
50

Analysis
Seven of the eleven teachers interviewed reported greater awareness of stress. Of
these seven, six stated that after the training along with the use of new skills learned, they
experienced decreased stress while in the classroom, were calmer, and could let go of stress more
easily. One reported increased stress due to greater self expectations post training.
Step Back
Along with the experience of both physical and emotional awareness, teachers described
a series of conscious choices initiated in response to their awareness. As they noticed tension,
tone of voice, facial expressions, thoughts and words, and their emotional state, in a particular
moment in the classroom, they were able to make a choice rather than reacting reflexively.
Many participants described these instances with similar phrases such as, “taking a step back,”
“taking a moment,” or stopping what they were doing to take a breath.
Interview data: taking a moment.
Participant:
I try to be aware first. I don’t always catch my jaw or my upper body, but the fists, the
fists are like a really big sign for me. When I start to notice that, I could feel it. I can feel
my fingertips inside my palms and I’m like, “Uh-oh.” That’s a signal for me that I need
to kind of stretch my hands out, take a deep breath, take a moment, soften everything up,
and then really try to address what’s going on.
Participant:
I can sense when I’m starting to get a little bit more anger, I guess it is, anger and sadness
when it has a potential to really affect what I’m doing or how I’m handling a situation.
Especially involving children, I’m able to kind of recall it a little bit and really say, “Is
51

this really a necessary emotion right now or am I just kind of transposing this situation
differently that it actually is?” So, I can sense that and either physically step away for a
moment and think about it or I kind of veer what I am saying down a different path.
Participant:
I think just being aware of it is such a huge step because you can say, “Oh, I’m on edge
so I need to take a step back,” and whether it’s the situation or myself, just take it down a
notch.
Participant:
I am allowing myself to feel the sensation. I am putting a name to it and adjusting from
there. And then once I actually feel that feeling, I’m deciding, okay, I’m feeling
overwhelmed, so what I need to do is step back and look at what I’m overwhelmed about
and then from there decide what really matters and what doesn’t and eliminate as I can.
Participant:
I can feel myself when I take a pause, that I feel that I kind of relax a little bit more. I
mean, before I could feel my muscles tense up and I would have to kind of stop myself
and just, kind of just proceed as though I wasn’t feeling what I was feeling. And now I
allow myself to feel even if it’s for a brief moment in time, and I’m talking like
milliseconds. And then I can let go of it and say this person needs me for this at this
moment. These emotions have nothing to do with the situation, so I can take a deep
breath…it’s a momentary pause, then I can just give myself that little time and then I can
go ahead and talk to the person in front of me.
Participant:
I just take a step back. Just take a step back and breathe and relax. That’s it. And it’s
52

really simple, it’s so easy, and it works. After I do that I feel relaxed and I feel clear, you
know, I see what’s going on. I really see what’s going on. It’s not about me. It’s that the
child has really something troubling him and I can really help him. I find the right word
to say at the right moment and the right thing to do, I just did. Just a single thing.
Participant:
I feel as though I was given permission perhaps or that it was okay to stop and take a
moment as opposed to reacting. And interestingly I never would have thought that I
needed permission to do that and perhaps that’s not the best term, but it did give me that
level of comfort, that it’s okay to stop, not always taking a breath, but just stopping
instead of reacting. So being aware of that, and I do have to be conscious of it, I have to
not exactly say it out loud, but say the words to myself to stop, just take a moment, a
breath, whatever it is. So perhaps I’m giving myself permission to do it, but that is huge
and I wish I could do it more often, but I am moving forward on it and it feels really good
because when I do it it’s like you just feed that and it just gets easier and easier.
Participant:
Sometimes I just sit and I’m quiet. That helps a lot. Sometimes I just sit and I
just say, “I’m sitting and I’m being quiet now and this is my quiet time.” And a lot of
times, I don’t know, a few minutes of that really makes a big difference.
Participant:
I think it’s just slowing down, I guess that’s the biggest one and taking more time to
think, I think is another one that I’ve done a lot more of, I’m very quick sometimes to not
judge, but really quick to respond to things sometimes and now it’s just making me take a
step back. And before I say something I don’t want to say or to look at the situation
53

differently, and it’s helped me do that a lot.
Analysis
Of the eleven interviewees, the same nine teachers who reported greater physical
and emotional awareness stated that once they noticed tension or tightening in their bodies along
with awareness of their emotions, they would stop and pause or take a moment. Teachers
reported a variety of choices taken in these brief moments in the classroom. Three teachers
reported that they sat down in a chair. Five reported that they stopped to think and evaluate what
was going on. Four stated that they stopped and made a choice. Two interviewees noted that
they took a moment to quiet themselves. One teacher stated that she pauses and gives herself
time while another participant reported that she changes her voice in these moments.
Interview data: taking a breath.
Several teachers noted the effects of taking a breath or using deep breaths as a means to calm
themselves.
Participant:
I feel more peaceful and calm when I take a deep breath.
Participant:
I learned that if I focused too much on one particular child I go crazy instead of looking
at the whole overall classroom, like I fee claustrophobic. And after we went through [the
training], I don’t know, just after the [training] and I went back to the classroom for some
reason the breathing helped a lot and just being able to concentrate on that particular
child or on the whole classroom overall, just reminding myself that I can get through this.
54

Participant:
And so I step back a lot, I take a breath, it’s just a space, to just relax for a few minutes
and to think about it before I make a step, which is huge for me in a lot of ways.
Analysis
One-hundred percent of participants interviewed reported the use of breathing or
taking a breath as an element subsequent to physical sensations of tension in the body and/or
awareness of an emotion such as frustration. The purposeful and conscious choice to take a
breath was coupled with ten of the teachers’ decisions to stop or pause. In sum, these ten
teachers reported stressful situations in the classroom that led to feelings of frustration and
tension in the body. Post training, they reported awareness of these physical sensations and
emotions while engaged in stressful events in the classroom. Utilizing the skills learned in the
training, participants chose to stop and take a breath.
Interview data: self-talk.
Incorporated in teachers’ experiences with awareness and the consequent behaviors was
positive self-talk.
Participant:
It’s ok, it’s not the end of the world if a kid spills water or milk.
Participant:
It’s okay, you can do this, just calm down.
Participant:
Okay, this is your life, this should be fun, you do enjoy this.
Participant:
Heck, what’s going on here? What do I need to do to get this back on track?
55

Participant:
Okay, hold on, this is frustrating, this is not okay. I have to take a deep breath and calm
down and then go back to normal.
Participant:
I take a deep breath and I say to myself, “We can do this and we can work this all out
whatever it is.”
Analysis
Six of the eleven interviewees reported instances when they engaged in positive
self-talk. All six teachers engaged in this behavior during the period after they became aware of
physical sensations and emotions and during the moment when they chose to stop or pause and
take a breath.
Enhanced Understanding of the Children
As teachers achieved awareness and the consequent capacity to make a choice rather than
react, they simultaneously became increasingly aware of their students. Participants noted that
with the use of the skills from the training, they enhanced their ability to more deeply understand
their students and their students’ emotions.
Participant:
I don’t think their behavior, per se, has changed because they were always good kids, and
you know, what I think has changed is how I see them. And because I see them in a
different way now, I can see them in a different way. I can see them for who they are and
maybe some of my expectations were a bit unrealistic and now I can at least modify those
expectations for each child and their, you know, their skill level or their maturity level.
56

So, that’s given me that option as well as opposed to dealing with them as, why don’t you
know this. I can say, well, you don’t know this because this is who you are, so I deal
with who you are in the moment.
Participant:
I think I am able to see them as more of a full person so they are not just the problem
child in the classroom, but they are this child that has however many brothers and sisters
and this going on in their life and that going on in their life and they may or may not be
acting in a certain way on a certain day because of various influences; and it just makes
every kid very individual.
Participant:
[I am] being more patient and understanding of him [and having] even more care for him
knowing that it’s not easy for him either.
Participant:
I’ve been able to, I guess, get to know the child better so instead of remembering what
they’re doing to upset me, I’m able to really concentrate on what they’re doing or what
their personalities are. So, just getting to actually know what or why they do certain
things differently than other kids or really concentrating on who they are is kind of
neat….I am more aware of who they are or who they’re becoming as a person which I
think is because I’m more calm and relaxed….I’m able to be myself with them because I
know how they are going to respond based on their personalities instead of my emotions
getting in the way and expecting something that they cannot do.
Participant:
I understand kids have different days and emotions…so we have to treat them and respect
57

their emotions so we cannot expect like perfect, so I try to realize. I try to understand
[the child’s] limitations, so I give him more time too according to his situation.
Participant:
I think it’s just made me more aware of how they feel for that day and more aware
of that their feelings mean more or less work for them that day too….so, it’s given
me the abilities just to not be on top of them so much and have more responsibility for
their own behavior…and their own feelings, that it’s okay to own how you feel and to
move forward from that. So I think it’s just given me more patience in how I respond to
them.
Participant:
They will always do, like, their things, you know, and I’ve just found out that sometimes
when you listen to them and you’re calm and you really, you see that there is a good
reason that they do something, you know?
Participant:
I also try to read the emotions the children are experiencing at the same time and some of
them, obviously, experience emotion that has nothing to do with the classroom
experience that given moment of the given day. And so what I try to do is I try to step
back and try to understand where this little person is coming from. Did they have a rough
morning? Were the parents not nice to them in the morning? So, I try to take that into
consideration as well. So, I’m actually taking consideration of my emotion that this
person is now walking into and the emotion that I’m walking into with that child. So, it’s
kind of like this dual complexity going on as well.
Participant:
58

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