Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE)
Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): A Cluster Randomized Controlled Efficacy Trial
Led by Tish Jennings, Associate Professor, Curry School of Education, University of Virginia, with Mark Greenberg (Penn State) and Joshua Brown (Fordham), this is is a test of a mindfulness-based professional development program Cultivating Awareness and Resilience in Education (CARE). CARE is a unique professional development program that helps teachers handle their stress and rediscover the joys of teaching. Assessment will involve teacher self-report questionnaires (e.g., the Teachers' Sense of Efficacy Scale, the Five Facet Mindfulness Questionnaire, the Maslach Burnout Inventory), observational ratings of teachers and classrooms (e.g., the Classroom Assessment Scoring System), teacher reports on students (e.g., the Behavior Assessment System for Children), and student school records (e.g., test scores, disciplinary actions).
Published in School Psychology Quarterly:
Abstract from NIH Site
Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to reduce stress and improve teachers' performance and classroom learning environments. A randomized controlled trial examined program efficacy and acceptability among a sample of 50 teachers randomly assigned to CARE or waitlist control condition. Participants completed a battery of self-report measures at pre- and postintervention to assess the impact of the CARE program on general well-being, efficacy, burnout/time pressure, and mindfulness. Participants in the CARE group completed an evaluation of the program after completing the intervention. ANCOVAs were computed between the CARE group and control group for each outcome, and the pretest scores served as a covariate. Participation in the CARE program resulted in significant improvements in teacher well-being, efficacy, burnout/time-related stress, and mindfulness compared with controls. Evaluation data showed that teachers viewed CARE as a feasible, acceptable, and effective method for reducing stress and improving performance. Results suggest that the CARE program has promise to support teachers working in challenging settings and consequently improve classroom environments. https://www.ncbi.nlm.nih.gov/pubmed/24015983
CARE was developed by Patricia Jennings, Christa Turksma and Richard C. Brown with support from the Garrison Institute. The goal of CARE is to meet the specific needs of K-12 teachers. CARE offers teachers and administrators tools and resources for reducing stress, preventing burnout, enlivening teaching and helping students thrive socially, emotionally and academically. We offer a four-day retreat at the Garrison Institute, a series of weekend sessions or a three-day model with follow-updesigned to improve teachers' well-being and their social-emotional competence, and thereby the quality of the classroom, student behavior and academic achievement. Learn more.