Cultivating Awareness and Resilience in Education (CARE)
Start Date: 2009
Funder: U.S. Department of Education Institute of Educational Sciences
Project Summary
Cultivating Awareness and Resilience in Education (CARE) is a unique Professional Development program for teachers developed by the Garrison Institute being tested at PSU under a grant from the U.S. Department of Education Institute of Educational Sciences (IES).
CARE is different as it focuses on the well-being of the teacher. Program sessions are fun, relaxing and enjoyable. Participants learn about emotional awareness, techniques for emotion regulation, and ways to apply these skills to teaching. For more information on the CARE program, read the CARE brochure.
The current project involves presenting CARE within the context of urban, suburban, and rural districts in central Pennsylvania as part of a two-year study being conducted at the Pennsylvania State University Prevention Research Center to complete the pilot testing and collect preliminary evidence of changes in teacher well-being and classroom outcomes as a result of the CARE program.
CARE Study Staff
Principal Investigator: Patricia Jennings, M.Ed., Ph.D.
Co-Principal Investigator: Mark Greenberg, Ph.D.
Project Coordinator: Karin Snowberg, M.A.
CARE Program Developer and Facilitator: Christa Turksma, Drs.
How to Participate
We are currently recruiting elementary school teachers working in New York City schools. Please see the CARE website for more information.
Recent Publications
Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher social and emotional competence in relation to child and classroom outcomes. Review of Educational Research, 79, 491–525. [PDF]
Jennings, P. A., Snowberg, K. E., Coccia. M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of two pilot studies. Journal of Classroom Interaction, 46(1), 37–48. [PDF]
Jennings, P. A. (2011). Promoting teachers' social and emotional competencies to support performance and reduce burnout. Chapter 13 in A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of preservice and inservice teacher education: Innovative and successful practices for the twenty-first century (pp. 133–143). New York: Rowman & Littlefield. [PDF]