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: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

^*Corresponding author for this work

The Paul Baerwald School of Social Work and Social Welfare

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

6 Scopus citations

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

Bibliographical note

Publisher Copyright:
© 2018 Elsevier Ltd

Keywords

Education
Mental health
Resilience training
Teachers

Access to Document

10.1016/j.childyouth.2018.02.036

Cite this

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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.",

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

Abstract

Bibliographical note

Keywords

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