Abstract
ABSTRACTThe issue of teacher stress is prominent and pervasive in today’s educational climate. Teacher stress stems from multiple sources, and one more recently articulated source for teacher stress includes trauma-related stress. Teachers experience trauma-related stress when working with students who have experienced traumatic histories. Given the fact that trauma is a pervasive issue in today’s school systems, a significant number of teachers are experiencing trauma-related stress. Teachers experiencing trauma-related stress are left vulnerable to developing myriad significant issues, including vicarious traumatization and compassion fatigue. The purpose of this article is to showcase the development, implementation, preliminary evaluation, and future directions of the Mind-Body Group for Teacher Stress (MBGTS), a group intervention program specifically designed to serve as a resource for teachers experiencing trauma-related stress. MBGTS incorporates both psychoeducation around trauma, as well as various mind-body skills teachers can use to cope with trauma-related stress. This practice article highlights MBGTS within its pilot implementation; overall, the program demonstrated promise, as it was well received and positively evaluated by its participating teachers.
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