Impacts of the CARE for Teachers Program on Teachers’ Social and Emotional Competence and Classroom Interactions

By Patricia A. Jennings, Joshua L. Brown, J. Frank, Sebrina L. Doyle, Yoonkyung Oh, Regin Davis, Damira S Rasheed, Anna DeWeese, Anthony A. DeMauro, Heining Cham and 1 more. 2017

550 citations recorded by the source corpus.

Subfields: Clinical Psychology

View Paper: https://www.semanticscholar.org/paper/baa7569720a199298f0f0d4582e35d1e87a7c656

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

Citations in the corpus

A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms (2021, background): “Hence, social and emotional learning (SEL) interventions aiming to directly develop in-service teachers’ SEC have increased exponentially over the last decade (Oliveira et al., under revision; Jennings et al., 2017; Schonert-Reichl, 2017).”
‘Overworked and underappreciated’: special education teachers describe stress and attrition (2020, background): “…development could act as a powerful, proactivemeasure against work-related stress and attrition for special education teachers by giving teachers tools to reflect on their practice (Watson and Gatti 2012) and improving teacher and student relationships in the classroom (Jennings et al. 2017).”
Stress, coping strategies and academic achievement in teacher education students (2019, unknown): “…and can in ﬂ uence students ’ adaptive functioning (Väisänen et al. 2018), and this is associated with the increase in risk behaviour and physical distress (Jennings et al. 2017), a higher risk of excessive alcohol consumption, eating disorders and internet addiction (Tavolacci et al. 2013).”
Interventions that promote resilience among teachers: A systematic review of the literature (2020, methodology): “Given the comparatively larger sample size and the significant effects found on both teacherreported and directly observed classroom outcomes, CARE for Teachers offers the most rigorous evidence to date for the efficacy of a MBI to increase teacher social and emotional competence and the quality of ”
Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon (2019, methodology): “Initial research to date has supported the effectiveness of both the CARE (Jennings et al., 2017; Jennings, Frank, Snowberg, Coccia, & Greenberg, 2013) and SMART-in-Education (e.g., Benn, Akiva, Arel, & Roeser, 2012; Roeser et al., 2013) programs in promoting teacher SEL competence and well-being.”
RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning (2019, background): “Greenberg, M. T. (2017). Impacts of the CARE for Teachers pro-”