Building Resilience Intervention (BRI) with teachers in Bedouin communities: From evidence informed to evidence based

Naomi L. Baum; Yaffa N. Stokar; Rivkah Ginat-Frolich; Yuval Ziv; Ibrahim Abu-Jufar; Barbara Lopes Cardozo; Ruth Pat-Horenczyk; Danny Brom

doi:https://doi.org/10.1016/j.childyouth.2018.02.036

Building Resilience Intervention (BRI) with teachers in Bedouin communities: From evidence informed to evidence based

Naomi L. Baum, Yaffa N. Stokar, Rivkah Ginat-Frolich, Yuval Ziv, Ibrahim Abu-Jufar, Barbara Lopes Cardozo, Ruth Pat-Horenczyk, Danny Brom

University of Haifa, The Hebrew University of Jerusalem

Research output: Contribution to journal › Article › peer-review

Abstract

The Building Resilience Intervention (BRI), a program developed in the wake of terrorism and war in Israel, provides teachers with resilience-building skills that enable them to support students suffering from post-traumatic distress. Teachers in the Bedouin city of Rahat were evaluated both before and after the BRI workshop intervention for post-traumatic distress levels, functional impairment, flexibility, emotional regulation, general resilience measures and workshop impact. Results showed significant increases among teachers in areas such as positive refocusing and reappraisal, and increased willingness to discuss traumatic material with their students. Incorporating resilience training in teacher education is discussed.

Original language	English
Pages (from-to)	186-191
Number of pages	6
Journal	Children and Youth Services Review
Volume	87
DOIs	https://doi.org/10.1016/j.childyouth.2018.02.036
State	Published - Apr 2018

Keywords

Education
Mental health
Resilience training
Teachers

All Science Journal Classification (ASJC) codes

Education
Developmental and Educational Psychology
Sociology and Political Science

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https://doi.org/10.1016/j.childyouth.2018.02.036

Cite this

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title = "Building Resilience Intervention (BRI) with teachers in Bedouin communities: From evidence informed to evidence based",

abstract = "The Building Resilience Intervention (BRI), a program developed in the wake of terrorism and war in Israel, provides teachers with resilience-building skills that enable them to support students suffering from post-traumatic distress. Teachers in the Bedouin city of Rahat were evaluated both before and after the BRI workshop intervention for post-traumatic distress levels, functional impairment, flexibility, emotional regulation, general resilience measures and workshop impact. Results showed significant increases among teachers in areas such as positive refocusing and reappraisal, and increased willingness to discuss traumatic material with their students. Incorporating resilience training in teacher education is discussed.",

keywords = "Education, Mental health, Resilience training, Teachers",

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doi = "https://doi.org/10.1016/j.childyouth.2018.02.036",

language = "الإنجليزيّة",

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T2 - From evidence informed to evidence based

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AU - Stokar, Yaffa N.

AU - Ginat-Frolich, Rivkah

AU - Ziv, Yuval

AU - Abu-Jufar, Ibrahim

AU - Cardozo, Barbara Lopes

AU - Pat-Horenczyk, Ruth

AU - Brom, Danny

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AB - The Building Resilience Intervention (BRI), a program developed in the wake of terrorism and war in Israel, provides teachers with resilience-building skills that enable them to support students suffering from post-traumatic distress. Teachers in the Bedouin city of Rahat were evaluated both before and after the BRI workshop intervention for post-traumatic distress levels, functional impairment, flexibility, emotional regulation, general resilience measures and workshop impact. Results showed significant increases among teachers in areas such as positive refocusing and reappraisal, and increased willingness to discuss traumatic material with their students. Incorporating resilience training in teacher education is discussed.

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DO - https://doi.org/10.1016/j.childyouth.2018.02.036

M3 - مقالة

SN - 0190-7409

VL - 87

SP - 186

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JO - Children and Youth Services Review

JF - Children and Youth Services Review

ER -

Building Resilience Intervention (BRI) with teachers in Bedouin communities: From evidence informed to evidence based

Abstract

Keywords

All Science Journal Classification (ASJC) codes

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