Teacher stress interventions: A systematic review

By Nathaniel Embse, Shannon V. Ryan, Tera Gibbs, Ariel Mankin. Psychology in the schools (Print), 2019

200 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c77ae27af6888cf8beb6d453e261224cb0a2c2e5

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

1. Amaya Erro-Garcés
2. Concha Iriarte Redín
3. Robert M. Klassen

In Social Psychology

1. Nancy E. Perry
2. Amaya Erro-Garcés
3. Lisa Bardach
4. Concha Iriarte Redín
5. Robert M. Klassen
6. Rebecca J. Collie
7. Einar M. Skaalvik
8. H. Koomen

Citations in the corpus

• Stress in teaching professionals across Europe (2020, background): “…a synthesis of research that shows the effectiveness of psycho-educational intervention in the development of selfefficacy (Putwain & von der Embse, 2019), coping (Ramón, 2015) or socio-emotional training, and more specifically how emotional regulation (Mérida-López, Extremera, & Rey, 2017;…”
• Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review (2021, background): “In accordance with the conclusions of von der Embse et al. (2019) based on a different set of intervention approaches, mindfulness interventions were not identified to be more effective than other intervention types in the work of Iancu et al. (2018).”