The Effectiveness of Training Urban Elementary School Teachers in Child Teacher Relationship Training: Trauma Approach

• In Event: Models for Improving Student-Teacher Relationships and Behavioral Support

Abstract

This case study explored three urban elementary teachers’ experiences and impact of Child Teacher Relationship Training (CTRT) on the teacher’s emotional intelligence, perception of students’ behaviors, and teacher-student stress. The three teachers were recruited from a free public charter school in the southeastern United States. The teachers received 22-weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors and teacher emotional intelligence. Teachers also engaged in debrief sessions every week. Teachers’ reported a decrease in teacher-student stress, greater understanding, and categorization of child behaviors, and reflection of their own level of ability to perceive, understand and generate emotions.

Authors

• Daniel Mason Alston, University of North Carolina - Charlotte

• Kristie Opiola, Univesity at North Carolina at Charlotte

• Brandi Leigh Kamp, Clemson University