ABSTRACT The issue of teacher stress is prominent and pervasive in today’s educational climate. Teacher stress stems from multiple sources, and one more recently articulated source for teacher stress includes trauma-related stress. Teachers experience trauma-related stress when working with students who have experienced traumatic histories. Given the fact that trauma is a pervasive issue in today’s school systems, a significant number of teachers are experiencing trauma-related stress. Teachers experiencing trauma-related stress are left vulnerable to developing myriad significant issues, including vicarious traumatization and compassion fatigue. The purpose of this article is to showcase the development, implementation, preliminary evaluation, and future directions of the Mind-Body Group for Teacher Stress (MBGTS), a group intervention program specifically designed to serve as a resource for teachers experiencing trauma-related stress. MBGTS incorporates both psychoeducation around trauma, as well as various mind-body skills teachers can use to cope with trauma-related stress. This practice article highlights MBGTS within its pilot implementation; overall, the program demonstrated promise, as it was well received and positively evaluated by its participating teachers.

中文翻译：

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教师压力的身心小组：创伤知情干预计划

摘要 在当今的教育环境中，教师压力问题是突出和普遍存在的。教师压力有多种来源，最近阐明的教师压力来源包括与创伤相关的压力。教师在与经历过创伤史的学生一起工作时会经历与创伤相关的压力。鉴于创伤是当今学校系统中普遍存在的问题，大量教师正在经历与创伤相关的压力。经历与创伤相关的压力的教师很容易出现无数重大问题，包括替代性创伤和同情疲劳。本文的目的是展示教师压力身心组（MBGTS）的发展、实施、初步评估和未来方向，一个专门设计的团体干预计划，为经历创伤相关压力的教师提供资源。MBGTS 结合了围绕创伤的心理教育，以及教师可以用来应对与创伤相关的压力的各种身心技能。本实践文章重点介绍了 MBGTS 试点实施中的内容；总体而言，该计划显示出前景，因为它受到了参与教师的好评和积极评价。