ERIC Number: EJ1353752
Record Type: Journal
Publication Date: 2022
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2325-7466
I-CARE: A Scaffolded Instructional Approach to Teach Teachers and Staff Self-Care Practices within Juvenile Justice Facilities
Sanders, Sara; Kumm, Skip; Ansley, Brandis M.; Jolivette, Kristine
Journal of the American Academy of Special Education Professionals, p45-57 Spr-Sum 2022
Staff who work in juvenile justice settings frequently face high levels of occupational stress, secondary trauma, and burnout as a result of numerous stressors. Without recourse, these stressors can negatively impact staff well-being, and decrease staff self-efficacy and ability to implement treatment programming to the youth they serve with fidelity. One way to reduce staff levels of occupational stress and improve well-being is consistent use of self-care practices. It is critical to develop an effective approach to support the increase of self-care practices among staff in juvenile justice facilities. The I-CARE instructional approach, influenced by the self-regulated strategy development (SRSD) and multi-tiered system of support (MTSS) frameworks, is one such method for teaching daily self-care practices. We describe the I-CARE instructional approach and how it can be supported within juvenile justice facilities.
Descriptors: Teachers, School Personnel, Juvenile Justice, Daily Living Skills, Scaffolding (Teaching Technique), Professional Development, Relevance (Education), Active Learning
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A