Investigating Self-Care Practices for Educators to Prevent Burnout and Stress: The Role of a School Counsellor
| cityu.school | Albright School of Education | |
| cityu.site | Vancouver, BC | |
| cityu.site.country | Canada | |
| dc.contributor.author | Hilborn, Anna | |
| dc.date.accessioned | 2016-06-21T18:21:43Z | |
| dc.date.available | 2016-06-21T18:21:43Z | |
| dc.date.issued | 2013-07-19 | |
| dc.description.abstract | There is an emerging collective discourse of escalating stress among educators and counsellors and yet there is relatively little inquiry into the importance of self-care as a counter balance to the increasing demands and pressures of work in schools. The role that counsellors can potentially play with practices of self-care, for both themselves and other educators is significant and worthy of further inquiry. Counsellors in the school setting are ideally situated to assume a proactive role in addressing the challenges of teacher stress. Self-care is an essential component of prevention of distress and burnout and counsellors can play a key role in helping educators understand this. Most importantly, is the significance of personal and professional self-care in the work of counsellors and teachers. Few counselling or teacher educator programs directly address this notion of self-care, maintaining balance, mentally, physically and emotionally as central to success as educators. Extensive research about teaching counsellors self-care through mindfulness practices has also been useful as counsellors and teachers who participate in these practices could benefit from the training as it promotes positive self-care oriented activities. For example, making time for exercise, sleep, meditation, proper nutrition and healthy relationships. Educators who also have a positive outlook on life and practice positive thinking also confer benefits on physical well-being. With increasing anxiety and mental health issues in schools, leaving counsellors and teachers burnout, further research on self-care practices needs to be implemented into programs and daily life. By practicing self-care, educators can maintain balance, make time for the inner self and be better able to be psychologically present in their work and life. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11803/231 | |
| dc.language.iso | en | |
| dc.publisher.institution | City University of Seattle (CityU) | |
| dc.subject | teacher burnout | |
| dc.subject | self-care practices | |
| dc.title | Investigating Self-Care Practices for Educators to Prevent Burnout and Stress: The Role of a School Counsellor | |
| dc.type | Thesis | |
| thesis.degree.discipline | School Counseling | |
| thesis.degree.grantor | City University of Seattle (CityU) | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Education |
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