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Oktan, Vesile – British Journal of Guidance & Counselling, 2021
This aim in this study was to examine self-injurious behaviour in terms of coping with stress and emotional regulation. The study sample included 527 students who volunteered for the study: 278 females (52.7%) and 249 males (47.2%) from six high schools. Permission was obtained from the high schools in the city centre of Trabzon, Turkey, for data…
Descriptors: Coping, Anxiety, Self Control, Emotional Response
Oplatka, Izhar; El-Kuran, Sultan – Compare: A Journal of Comparative and International Education, 2022
The aim of the current study was to explore Bedouin teachers' emotion management in schools that serve Bedouin students living in traditional communities in the south of Israel. Semi-structured interviews with 14 teachers from elementary schools (for Bedouin students) emphasised the central place of the local culture in shaping teachers' emotion…
Descriptors: Foreign Countries, Emotional Response, Coping, Culture Conflict
Neumann, Michelle M.; Tillott, Sarah – Journal of Psychologists and Counsellors in Schools, 2022
The concept of resilience and mindfulness is becoming increasingly popular in schools worldwide in response to critical issues such as escalating teacher stress and burnout. This article explores the concept of mindfulness as a supportive practice to build resilience in times of stress in relation to reducing or preventing teacher burnout. It aims…
Descriptors: Resilience (Psychology), Metacognition, Coping, Well Being
Learning to Live with Ambiguity: Rethinking Ambiguous Loss for Mothers of Children with Disabilities
Lee, Yoon Joo; Park, Hye Jun; Lee, Seung Yeon – SAGE Open, 2022
The purpose of this study was to explore the mothering experiences of children with disabilities. The theory of ambiguous loss was applied to interpret the meanings that mothers give to the process of caregiving and the ways they stay proactive in the midst of challenges. Eleven mothers of children ages 6 to 35 with various disabilities…
Descriptors: Mothers, Child Rearing, Disabilities, Parent Attitudes
Angela Shelton – Childhood Education, 2024
Today's classrooms call for a delicate balance of policy and practice. Early childhood educators are tasked with developing the social, emotional, and academic wellbeing of the children they serve, while also following school, district, and government expectations. Many teachers struggle to effectively teach academic content, given their students'…
Descriptors: Trauma Informed Approach, Early Childhood Teachers, Child Development, Trauma
Lauren Cross; Emma Carey; Simon Benham-Clarke; Alex Hartley; Franki Mathews; Anne-Marie Burn; Tamsin Newlove-Delgado; Tamsin Ford – Emotional & Behavioural Difficulties, 2024
The COVID-19 pandemic brought abrupt changes and disruption to the lives of children and young people. This qualitative study used semi-structured interviews to explore how participants navigated national lockdowns (including school closures), social restrictions, and the reintegration back into pre-pandemic routines. Twenty children, young people…
Descriptors: COVID-19, Pandemics, Public Health, School Closing
Juliet Hess; Alyssa Hadley Dunn – International Journal of Education & the Arts, 2024
In the wake of collective trauma and tragedy, artists may be called upon as "second responders" to facilitate healing and grief for a community. In this article, we explain the artists-as-second-responders discourse, including the messaging of artists feeling useful, art as diversion, and art as healing. Then, using an example of…
Descriptors: Trauma, Artists, Universities, College Students
Jaime Anne Dubei – ProQuest LLC, 2024
This case study explored the impacts of school shootings on K-12 school principals. Eleven school principals and assistant principals from rural, suburban, and urban areas in all regions of the United States were interviewed. The study answered two research questions: What impact do school shootings have on school principals? and What do…
Descriptors: School Violence, Weapons, Elementary Secondary Education, Principals
Messineo, Linda; Tosto, Crispino – European Journal of Psychology of Education, 2023
The COVID-19 pandemic has represented a source of stress for teachers by adding new challenges. The objective of this study was to assess the association between emotion regulation and coping strategies, on the one hand, and perceived stress and affective experience on the other among teachers during the COVID-19 pandemic. A sample of 1178 of…
Descriptors: Stress Variables, Foreign Countries, COVID-19, Pandemics
Daniels, Lia M.; Goegan, Lauren D.; Parker, Patti C. – Learning Disabilities: A Contemporary Journal, 2023
Post-secondary students with learning disabilities like dyslexia experience a wide range of emotions related to classroom assessment, perhaps in part because assessment may feel unfair and undermine principles related to wellbeing. To mitigate negative emotions, researchers tend to focus on teaching students how to cope with test anxiety and exam…
Descriptors: Dyslexia, Students with Disabilities, Emotional Response, Coping
Gülay Ogelman, Hülya; Fetihi, Leyla – Early Child Development and Care, 2021
The primary objective of this study is to determine the predictive effect of emotional regulation strategies of 5-year-old children on their peer relationships. The sample group of the study consisted of 95 children aged 5 years (49 (51.6%) girls; 46 (48.4%) boys) receiving education at kindergartens in Turkey. The data required for the study were…
Descriptors: Emotional Response, Self Control, Peer Relationship, Young Children
Admiraal, Wilfried – Educational Studies, 2021
Direct interaction with students operates as the main source of teachers' job satisfaction as well as a cause of feelings of distress. Teaching student-teacher appropriate coping strategies might make direct interaction with students a source of greater job satisfaction. A typology has been developed of student-teachers' responses to stressful…
Descriptors: Student Teachers, Emotional Response, Psychological Patterns, Coping
Ratcliff, K. Ashana; Vazquez, Lauren C.; Lunkenheimer, Erika S.; Cole, Pamela M. – Developmental Psychology, 2021
The development of strategies that support autonomous self-regulation of emotion is key for early childhood emotion regulation. Children are thought to transition from predominant reliance on more automatic or interpersonal strategies to reliance on more effortful, autonomous strategies as they develop cognitive skills that can be recruited for…
Descriptors: Self Control, Emotional Response, Delay of Gratification, Coping
Fernández-Ávalos, María Inmaculada; Pérez-Marfil, María Nieves; Ferrer-Cascales, Rosario; Cruz-Quintana, Francisco; Fernández-Alcántara, Manuel – Journal of Applied Research in Intellectual Disabilities, 2021
Background: The diagnosis of intellectual disability in children can produce complex grief-related feelings in their parents. Previous studies have focused on the moment of the diagnosis or the early life of the children, and little research has been conducted on their feelings of grief in adulthood. The objective was to analyse the process of…
Descriptors: Intellectual Disability, Children, Parent Attitudes, Grief
Taylor, Candice – BU Journal of Graduate Studies in Education, 2021
Workplace bullying is a known issue in society, and is most prevalent in education. Nevertheless, teacher-on-teacher bullying is a taboo topic of discussion. Bullying is repeated acts or verbal comments made to the victim as a way of controlling and demonstrating power over the individual. These acts could cause a multitude of psychological or…
Descriptors: Bullying, Work Environment, Peer Relationship, Teaching Conditions