Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

I-CARE: A Scaffolded Instructional Approach to Teach Teachers and Staff Self-Care Practices within Juvenile Justice Facilities

Sara Sanders, Ed.D., Skip Kumm, Ph.D., Brandis M. Ansley, Ph.D., Kristine Jolivette, Ph.D.
  • Sara Sanders, Ed.D. (Author) University of Alabama image/svg+xml
    Sara Sanders, Ed.D., is a clinical assistant research professor at the University of Alabama. Her research focus is on academic and social- emotional interventions for students with emotional and behavioral disorders served in residential and juvenile justice facilities and the implementation of self-care supports for staff working in alternative education settings.
  • Skip Kumm, Ph.D. (Author) University of Alabama
    Skip Kumm, Ph.D., is the Assistant Director of Special Education for Elmhurst Community Unit School District 205 and was previously a special education teacher in a Chicago Public School located within a juvenile detention center. His research interests include intensifying interventions, social-emotional and behavioral interventions, and self-care.
  • Brandis M. Ansley, Ph.D. (Author) Central Michigan University image/svg+xml
    Brandis M. Ansley, Ph.D., is an Assistant Professor of Special Education at Central Michigan University. Her research and professional development focuses on teacher and staff empowerment, wellbeing, and self-efficacy.
  • Kristine Jolivette, Ph.D. (Author) University of Alabama
    Kristine Jolivette, Ph.D., is the Paul W. Bryant and Mary Harmon Bryant Endowed Professor at the University of Alabama. Her research focus is on youth with and at risk for emotional and behavioral disorders, multi-tiered systems of support across domains, and adapted academic, social-emotional learning, and behavior tiered supports in juvenile corrections.
DOI
https://doi.org/10.64546/jaasep.489
Abstract
Staff who work in juvenile justice settings frequently face high levels of occupational stress, secondary trauma, and burnout as a result of numerous stressors. Without recourse, these stressors can negatively impact staff well-being, and decrease staff self-efficacy and ability to implement treatment programming to the youth they serve with fidelity. One way to reduce staff levels of occupational stress and improve well-being is consistent use of self-care practices. It is critical to develop an effective approach to support the increase of self-care practices among staff in juvenile justice facilities. The I-CARE instructional approach, influenced by the self-regulated strategy development (SRSD) and multi-tiered system of support (MTSS) frameworks, is one such method for teaching daily self-care practices. We describe the I-CARE instructional approach and how it can be supported within juvenile justice facilities.
Keywords
Active Learning, Daily Living Skills, Juvenile Justice, Professional Development, Relevance (Education), Scaffolding (Teaching Technique)
References

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There are 22 references in total.
How to Cite
Sanders, S., Kumm, S., Ansley, B. M., & Jolivette, K. (2022). I-CARE: A Scaffolded Instructional Approach to Teach Teachers and Staff Self-Care Practices within Juvenile Justice Facilities. Journal of the American Academy of Special Education Professionals, 17(2), 45-57. https://doi.org/10.64546/jaasep.489

Spring/Summer 2022

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  • Article Type Articles
  • Submitted May 23, 2022
  • Published June 15, 2022
  • Issue Spring/Summer 2022
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