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.
University of Alabama

 Brandis M. Ansley, Ph.D.
Central Michigan University

 Kristine Jolivette, Ph.D. 
University of Alabama


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: staff self-care; I-CARE; juvenile justice; multi-tiered system of support, professional development

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