ERIC Number: EJ757283
Record Type: Journal
Publication Date: 2007-Mar
Reference Count: 20
Israeli Kindergarten Teachers Cope with Terror and War: Two Implicit Models of Resilience
Brody, David; Baum, Naomi L.
Curriculum Inquiry, v37 n1 p9-31 Mar 2007
The resilience of teachers in the face of terror was examined in a narrative study of two Israeli kindergarten teachers over the course of one school year. During this time, there occurred frequent terror attacks as well as the threat of impending war with Iraq and the concomitant threat of chemical warfare. Each teacher's unique pattern of coping based on her own personal theory of resilience was examined. One teacher actively processed with her students stressful news items that the children had encountered. This was based on her belief that children would become more resilient if they had experience dealing with stress in a mediated fashion. The second teacher chose to create what she perceived to be a comfort zone for her students by actively avoiding open discussion about stressful events. She chose to focus on enhancing self-esteem, self-efficacy, and optimism, which she believed would produce greater resilience in her students. In developing these personal resilience theories, both teachers were able to move out of a paralyzed position that is typical of crisis and the immediate posttraumatic period, and move into active coping, thereby incorporating their unique theories of resilience into their personal professional knowledge. These practices were examined in light of current resilience theory.
Descriptors: Foreign Countries, Kindergarten, Self Efficacy, Coping, Personality Traits, Elementary School Teachers, Terrorism, War, Stress Management, Self Esteem
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Location: Iraq; Israel