The Role of Workshops on Psychological Adaptability for Early Childhood Special Education

Early childhood special educators have significant levels of stress and burnout, which contributes to high attrition, poor educational efficacy, and high turnover. Acceptance and Commitment Therapy (ACT) is a promising therapy and preventative method for a wide range of issues. This pilot study used a randomized wait-list control design to see if ACT workshops for preschool teachers who work with children with developmental disabilities will reduce stress-related disorders like stress, depression, and burnout, as well as promote collegial support. Preliminary results suggested that measures of experiencing avoidance (EA) and mindful awareness (MA) had substantial associations with depression, stress, and burnout. Teachers' MA and valued living (VL) increased as a result of the intervention, and teachers' sense of efficacy improved. This implies that ACT workshops in an early childhood special education environment can assist influence characteristics affecting depression, stress, and burnout.