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

Research output: Contribution to journalArticlepeer-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 languageAmerican English
Pages (from-to)186-191
Number of pages6
JournalChildren and Youth Services Review
Volume87
DOIs
StatePublished - Apr 2018

Bibliographical note

Publisher Copyright:
© 2018 Elsevier Ltd

Keywords

  • Education
  • Mental health
  • Resilience training
  • Teachers

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