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Classroom Educator Wellness: A Prere...

Atherley, Tara.

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Classroom Educator Wellness: A Prerequisite for Psychotherapeutic Agency.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Classroom Educator Wellness: A Prerequisite for Psychotherapeutic Agency./
Author:	Atherley, Tara.
Description:	58 p.
Notes:	Source: Masters Abstracts International, Volume: 54-05.
Contained By:	Masters Abstracts International54-05(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1591566
ISBN:	9781321832839

Classroom Educator Wellness: A Prerequisite for Psychotherapeutic Agency.
Atherley, Tara.

Classroom Educator Wellness: A Prerequisite for Psychotherapeutic Agency. - 58 p.

Source: Masters Abstracts International, Volume: 54-05.

Thesis (M.A.)--Pacifica Graduate Institute, 2015.

Though much attention is given to promoting wellness amongst students in K--12 settings, little attention has been given to the role that classroom educators play in ensuring students' wellbeing. Furthermore, classroom educators are now being called upon to serve as psychotherapeutic agents for students and are being asked to identify student mental illness. Nevertheless, many classroom educators lack the skills and training to ensure their own wellness and, hence, may be unprepared to serve as psychotherapeutic agents for students. The purpose of this thesis was to explore, from a depth-psychological perspective, ways of promoting wellness amongst K--12 classroom educators, in order that they may serve as psychotherapeutic agents for students. Through applying a hermeneutic approach to research methodology, this thesis found that teachers suffer from burnout, compassion fatigue, and vicarious trauma and can benefit tremendously from psychotherapy and support from school-based mental health professionals to promote their overall wellness.

ISBN: 9781321832839Subjects--Topical Terms:

3172312
Teacher education.

Classroom Educator Wellness: A Prerequisite for Psychotherapeutic Agency.
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500 $a Adviser: Jorge de la O.
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520 $a Though much attention is given to promoting wellness amongst students in K--12 settings, little attention has been given to the role that classroom educators play in ensuring students' wellbeing. Furthermore, classroom educators are now being called upon to serve as psychotherapeutic agents for students and are being asked to identify student mental illness. Nevertheless, many classroom educators lack the skills and training to ensure their own wellness and, hence, may be unprepared to serve as psychotherapeutic agents for students. The purpose of this thesis was to explore, from a depth-psychological perspective, ways of promoting wellness amongst K--12 classroom educators, in order that they may serve as psychotherapeutic agents for students. Through applying a hermeneutic approach to research methodology, this thesis found that teachers suffer from burnout, compassion fatigue, and vicarious trauma and can benefit tremendously from psychotherapy and support from school-based mental health professionals to promote their overall wellness.
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