Abstract
This quasi-experimental, nonequivalent control group study developed an eight-session post-traumatic growth program for teachers who had experienced violence from students and/or parents and examined its effects on rumination, burnout, and post-traumatic growth. A convenience sample was recruited from 11 elementary schools in Jeonbuk province, South Korea. The experimental group (n = 27) participated in bi-weekly sessions over four weeks, whereas the control group (n = 27) read educational materials on post-traumatic growth during the same period. The experimental group exhibited significantly greater decreases in intrusive rumination and higher post-traumatic growth than the control group. The program could be an effective intervention to assist traumatized teachers.
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