Presentation is loading. Please wait.

Presentation is loading. Please wait.

No Teacher Left Behind: Battling Teacher Burnout Charleston Educator Symposium June 5-7, 2012 Daniel Ilagan, PhD Guy’s brother Guy Ilagan, PhD Danny’s.

Published byOswin Merritt Modified over 8 years ago

Similar presentations

Presentation on theme: "No Teacher Left Behind: Battling Teacher Burnout Charleston Educator Symposium June 5-7, 2012 Daniel Ilagan, PhD Guy’s brother Guy Ilagan, PhD Danny’s."— Presentation transcript:

1 No Teacher Left Behind: Battling Teacher Burnout Charleston Educator Symposium June 5-7, 2012 Daniel Ilagan, PhD Guy’s brother Guy Ilagan, PhD Danny’s brother

2 No Teacher Left Behind: Battling Teacher Burnout Burnout?

3 Burnout - First Year Teachers The Study Quantitative Online survey- demographics and burnout inventory (101/169) Qualitative Interview 6 1 st -year teachers (4xs) throughout school year

4 Burnout - First Year Teachers Gender Age Education Level Marital status Grade level School type Mentor relationship Induction program Responsibilities Report card rating Outside stressors Demographic Survey

5 Burnout - First Year Teachers Maslach Burnout Inventory Subscales EE (Emotional Exhaustion) DP (Depersonalization) PA (Personal Accomplishment) Rates EE- Lo (0-16), Mod (17-26), Hi (27+) DP- Lo (0-8), Mod (9-13), Hi (14+) PA- Lo (37+), Mod (31-36), Hi (0-30)

6 Burnout - First Year Teachers Quantitative Results Overall Burnout Measure For Emotional Exhaustion _____ EE- Lo (0-16), Mod (17-26), Hi (27+)

7 Burnout - First Year Teachers Quantitative Results Overall Burnout Measure For Emotional Exhaustion 26.24 EE- Lo (0-16), Mod (17-26), Hi (27+)

8 Burnout - First Year Teachers Quantitative Results Gender For Emotional Exhaustion Female (n=72)____ Male (n=29)____ EE- Lo (0-16), Mod (17-26), Hi (27+)

9 Burnout - First Year Teachers Quantitative Results Gender For Emotional Exhaustion Female (n=72)27.0- Hi Male (n=29)____ EE- Lo (0-16), Mod (17-26), Hi (27+)

10 Burnout - First Year Teachers Quantitative Results Gender For Emotional Exhaustion Female (n=72)27.0- Hi Male (n=29)24.3- M EE- Lo (0-16), Mod (17-26), Hi (27+)

11 Burnout - First Year Teachers Quantitative Results Age For Emotional Exhaustion < 25 (n=44)____ 26-35(n=42)____ +35 (n=15)____ EE- Lo (0-16), Mod (17-26), Hi (27+)

12 Burnout - First Year Teachers Quantitative Results Age For Emotional Exhaustion < 25 (n=44)28.1- Hi 26-35(n=42)____ +35 (n=15)____ EE- Lo (0-16), Mod (17-26), Hi (27+)

13 Burnout - First Year Teachers Quantitative Results Age For Emotional Exhaustion < 25 (n=44)28.1- Hi 26-35(n=42)23.7- M +35 (n=15)____ EE- Lo (0-16), Mod (17-26), Hi (27+)

14 Burnout - First Year Teachers Quantitative Results Age For Emotional Exhaustion < 25 (n=44)28.1- Hi 26-35(n=42)23.7- M +35 (n=15)27.8- Hi EE- Lo (0-16), Mod (17-26), Hi (27+)

15 Burnout - First Year Teachers Quantitative Results Educational Level For Emotional Exhaustion Bachelor’s (n=51)___ Bachelor’s + (n=17)___ Master’s (n=29)___ Other (n=4)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

16 Burnout - First Year Teachers Quantitative Results Educational Level For Emotional Exhaustion Bachelor’s (n=51)28.7- Hi Bachelor’s + (n=17)___ Master’s (n=29)___ Other (n=4)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

17 Burnout - First Year Teachers Quantitative Results Educational Level For Emotional Exhaustion Bachelor’s (n=51)28.7- Hi Bachelor’s + (n=17)22.8- M Master’s (n=29)___ Other (n=4)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

18 Burnout - First Year Teachers Quantitative Results Educational Level For Emotional Exhaustion Bachelor’s (n=51)28.7- Hi Bachelor’s + (n=17)22.8- M Master’s (n=29)23.1- M Other (n=4)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

19 Burnout - First Year Teachers Quantitative Results Educational Level For Emotional Exhaustion Bachelor’s (n=51)28.7- Hi Bachelor’s + (n=17)22.8- M Master’s (n=29)23.1- M Other (n=4)32.0- Hi EE- Lo (0-16), Mod (17-26), Hi (27+)

20 Burnout - First Year Teachers Quantitative Results Marital Status For Emotional Exhaustion Married/Cohabitate (n=43)___ Single (n=51)___ Engaged (n=5)___ Other (n=2)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

21 Burnout - First Year Teachers Quantitative Results Marital Status For Emotional Exhaustion Married/Cohabitate (n=43)26.4-M Single (n=51)___ Engaged (n=5)___ Other (n=2)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

22 Burnout - First Year Teachers Quantitative Results Marital Status For Emotional Exhaustion Married/Cohabitate (n=43)26.4-M Single (n=51)24.7-M Engaged (n=5)___ Other (n=2)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

23 Burnout - First Year Teachers Quantitative Results Marital Status For Emotional Exhaustion Married/Cohabitate (n=43)26.4-M Single (n=51)24.7-M Engaged (n=5)36.2-Hi Other (n=2)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

24 Burnout - First Year Teachers Quantitative Results Marital Status For Emotional Exhaustion Married/Cohabitate (n=43)26.4-M Single (n=51)24.7-M Engaged (n=5)36.2-Hi Other (n=2)38.5-Hi EE- Lo (0-16), Mod (17-26), Hi (27+)

25 Burnout - First Year Teachers Quantitative Results Grade level For Emotional Exhaustion Elementary (n=27)___ Middle (n=31)___ High (n=41)___ Other (n=2)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

26 Burnout - First Year Teachers Quantitative Results Grade level For Emotional Exhaustion Elementary (n=27)26.0- M Middle (n=31)___ High (n=41)___ Other (n=2)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

27 Burnout - First Year Teachers Quantitative Results Grade level For Emotional Exhaustion Elementary (n=27)26.0- M Middle (n=31)26.7-M High (n=41)___ Other (n=2)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

28 Burnout - First Year Teachers Quantitative Results Grade level For Emotional Exhaustion Elementary (n=27)26.0- M Middle (n=31)26.7-M High (n=41)26.6- M Other (n=2)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

29 Burnout - First Year Teachers Quantitative Results Grade level For Emotional Exhaustion Elementary (n=27)26.0- M Middle (n=31)26.7- M High (n=41)26.6- M Other (n=2)15.0- L EE- Lo (0-16), Mod (17-26), Hi (27+)

30 Burnout - First Year Teachers Quantitative Results School type For Emotional Exhaustion Rural (n=__)___ Suburban (n=__)___ Urban (n=__)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

31 Burnout - First Year Teachers Quantitative Results School type For Emotional Exhaustion Rural (n=22)22.6- M Suburban (n=__)___ Urban (n=__)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

32 Burnout - First Year Teachers Quantitative Results School type For Emotional Exhaustion Rural (n=22)22.6- M Suburban (n=30)23.3- M Urban (n=__)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

33 Burnout - First Year Teachers Quantitative Results School type For Emotional Exhaustion Rural (n=22)22.6- M Suburban (n=30)23.3- M Urban (n=49)29.7- Hi EE- Lo (0-16), Mod (17-26), Hi (27+)

34 Burnout - First Year Teachers Quantitative Results School type Significant differences EE: Urban v. Suburban/Rural DP: Urban v. Suburban EE- Lo (0-16), Mod (17-26), Hi (27+)

35 Burnout - First Year Teachers Quantitative Results Mentor Relationship For Emotional Exhaustion No mentor (n=8)___ Poor guidance (n=26)___ Satisfactory guid. (n=36)___ Excellent guid. (n=31)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

36 Burnout - First Year Teachers Quantitative Results Mentor Relationship For Emotional Exhaustion No mentor (n=8)31.3- Hi Poor guidance (n=26)___ Satisfactory guid. (n=36)___ Excellent guid. (n=31)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

37 Burnout - First Year Teachers Quantitative Results Mentor Relationship For Emotional Exhaustion No mentor (n=8)31.3- Hi Poor guidance (n=26)29.9- Hi Satisfactory guid. (n=36)___ Excellent guid. (n=31)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

38 Burnout - First Year Teachers Quantitative Results Mentor Relationship For Emotional Exhaustion No mentor (n=8)31.3- Hi Poor guidance (n=26)29.9- Hi Satisfactory guid. (n=36)29.4- Hi Excellent guid. (n=31)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

39 Burnout - First Year Teachers Quantitative Results Mentor Relationship For Emotional Exhaustion No mentor (n=8)31.3- Hi Poor guidance (n=26)29.9- Hi Satisfactory guid. (n=36)29.4- Hi Excellent guid. (n=31)18.2- M EE- Lo (0-16), Mod (17-26), Hi (27+)

40 Burnout - First Year Teachers Quantitative Results Mentor Relationship Significant Differences EE: Excellent v. no, poor, sat DP: Excellent v. poor EE- Lo (0-16), Mod (17-26), Hi (27+)

41 Burnout - First Year Teachers Quantitative Results Induction Program For Emotional Exhaustion Never (n=1)___ < 1/month(n=29)___ 1/month (n=45)___ > 1/month(n=26)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

42 Burnout - First Year Teachers Quantitative Results Induction Program For Emotional Exhaustion Never (n=1)5.0- L < 1/month(n=29)___ 1/month (n=45)___ > 1/month(n=26)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

43 Burnout - First Year Teachers Quantitative Results Induction Program For Emotional Exhaustion Never (n=1)5.0- L < 1/month(n=29)32.3- Hi 1/month (n=45)___ > 1/month(n=26)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

44 Burnout - First Year Teachers Quantitative Results Induction Program For Emotional Exhaustion Never (n=1)5.0- L < 1/month(n=29)32.3- Hi 1/month (n=45)23.4- M > 1/month(n=26)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

45 Burnout - First Year Teachers Quantitative Results Induction Program For Emotional Exhaustion Never (n=1)5.0- L < 1/month(n=29)32.3- Hi 1/month (n=45)23.4- M > 1/month(n=26)25.2- M EE- Lo (0-16), Mod (17-26), Hi (27+)

46 Burnout - First Year Teachers Quantitative Results Instructional Responsibilities For Emotional Exhaustion Majority Above Ave (n=3)___ Majority Average (n=22)___ Majority Below Ave (n=56)___ Majority Exceptional (n=20)___ (Specal Needs/ GT) EE- Lo (0-16), Mod (17-26), Hi (27+)

47 Burnout - First Year Teachers Quantitative Results Instructional Responsibilities For Emotional Exhaustion Majority Above Ave (n=3)29.0- Hi Majority Average (n=22)___ Majority Below Ave (n=56)___ Majority Exceptional (n=20)___ (Specal Needs/ GT) EE- Lo (0-16), Mod (17-26), Hi (27+)

48 Burnout - First Year Teachers Quantitative Results Instructional Responsibilities For Emotional Exhaustion Majority Above Ave (n=3)29.0- Hi Majority Average (n=22)21.0- M Majority Below Ave (n=56)___ Majority Exceptional (n=20)___ (Specal Needs/ GT) EE- Lo (0-16), Mod (17-26), Hi (27+)

49 Burnout - First Year Teachers Quantitative Results Instructional Responsibilities For Emotional Exhaustion Majority Above Ave (n=3)29.0- Hi Majority Average (n=22)21.0- M Majority Below Ave (n=56)28.9- Hi Majority Exceptional (n=20)___ (Specal Needs/ GT) EE- Lo (0-16), Mod (17-26), Hi (27+)

50 Burnout - First Year Teachers Quantitative Results Instructional Responsibilities For Emotional Exhaustion Majority Above Ave (n=3)29.0- Hi Majority Average (n=22)21.0- M Majority Below Ave (n=56)28.9- Hi Majority Exceptional (n=20)24.2- M (Specal Needs/ GT) EE- Lo (0-16), Mod (17-26), Hi (27+)

51 Burnout - First Year Teachers Quantitative Results Instructional Responsibilities Significant Differences EE: Maj. Ave v. Maj. Below Ave DP: Maj. Ave v. Maj. Below Ave EE- Lo (0-16), Mod (17-26), Hi (27+)

52 Burnout - First Year Teachers Quantitative Results Report Card (Abs Rating) For Emotional Exhaustion At Risk (n=32)___ Below Ave (n=17)___ Average (n=29)___ Good (n=13)___ Excellent (n=10)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

53 Burnout - First Year Teachers Quantitative Results Report Card (Abs Rating) For Emotional Exhaustion At Risk (n=32)27.9- Hi Below Ave (n=17)___ Average (n=29)___ Good (n=13)___ Excellent (n=10)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

54 Burnout - First Year Teachers Quantitative Results Report Card (Abs Rating) For Emotional Exhaustion At Risk (n=32)27.9- Hi Below Ave (n=17)23.5- M Average (n=29)___ Good (n=13)___ Excellent (n=10)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

55 Burnout - First Year Teachers Quantitative Results Report Card (Abs Rating) For Emotional Exhaustion At Risk (n=32)27.9- Hi Below Ave (n=17)23.5- M Average (n=29)27.2- Hi Good (n=13)___ Excellent (n=10)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

56 Burnout - First Year Teachers Quantitative Results Report Card (Abs Rating) For Emotional Exhaustion At Risk (n=32)27.9- Hi Below Ave (n=17)23.5- M Average (n=29)27.2- Hi Good (n=13)25.6- M Excellent (n=10)___ EE- Lo (0-16), Mod (17-26), Hi (27+)

57 Burnout - First Year Teachers Quantitative Results Report Card (Abs Rating) For Emotional Exhaustion At Risk (n=32)27.9- Hi Below Ave (n=17)23.5- M Average (n=29)27.2- Hi Good (n=13)25.6- M Excellent (n=10)23.6- M EE- Lo (0-16), Mod (17-26), Hi (27+)

58 Burnout - First Year Teachers Quantitative Results Outside Stressors Finances35% Home25% Relationships27% Health10% Life Activities5% EE- Lo (0-16), Mod (17-26), Hi (27+)

59 Burnout - First Year Teachers Qualitative participants “Jo March”- ELA- HS – At-Risk “Steve Avery” – math – HS – Excellent “Jake Davis” – math – HS – At-Risk “Hermione W.”- math- Middle- Ave “Tom Wingo”- ELA- Middle- Ave “Jobin Smith”- sci- Middle- Ave

60 Burnout - First Year Teachers Qualitative Results Stress/Support from: Administration Colleagues Students/parents Report card status Non-school stressors

61 Burnout - First Year Teachers Qualitative Results Stress/Support from: Administration Colleagues Students/parents Report card status Non-school stressors

62 Burnout - First Year Teachers Qualitative Results Stress/Support from: Administration Colleagues Students/parents Report card status Non-school stressors

63 Burnout - First Year Teachers Qualitative Results Stress/Support from: Administration Colleagues Students/parents Report card status Non-school stressors

64 Burnout - First Year Teachers Qualitative Results Stress/Support from: Administration Colleagues Students/parents Report card status Non-school stressors

65 Burnout - First Year Teachers Qualitative Results Stress/Support from: Administration Colleagues Students/parents Report card status Non-school stressors

66 ● Burnout - First Year Teachers Suggestions/Application  School-based Administrators  Teachers With the intention that you become part of the solution by Monday morning!

67 Burnout - First Year Teachers Door prize time!

68 Burnout - First Year Teachers Suggestions/Application School-based Administrators  Teachers With the intention that you become part of the solution by Monday morning!

69 Burnout - First Year Teachers School-based Administrators ● Support for relocating (incoming!) ● Equitable assignment of below-average students ● Instructional materials/support in advance ● Effective mentor program

70 Burnout - First Year Teachers School-based Administrators ● Plan ahead ● Public praise/private criticism ● Shared decision making ● Differentiated support

71 ● Burnout - First Year Teachers Suggestions/Application School-based Administrators Teachers With the intention that you become part of the solution by Monday morning!

72 Burnout - First Year Teachers Teachers ● Fitness/wellness focus ● Remembering why ● Personal time to rest/reflect/play ● Networking/Community ● Openness to change ● Remain in contact with old friends

73 Battling Burnout ● Stress-coping training – (Zhang & Zhu, 2008) ● Assertiveness training – (Hoffman, Palladino, & Barnett, 2007) ● Avoid gripe sessions – (Halbesleben, 2006) ● Peer support/relationships – (Heck, 2010)

74 Strategies to cope with burnout Feedback: Let’s complete a brief burnout inventory. You will not be asked to share your results.

75 Strategies to cope with burnout Please make a note of your responses as Guy leads us through an advanced coping process.

76 Strategies to cope with burnout ● Picture you balanced, fulfilled, and happy (in all areas of your life) – What does it look like? – Think of yourself with the type of energy, activities you want in your life – What are you doing differently, how do you feel?

77 Strategies to cope with burnout ● What brings you closer to this balanced, fulfilled, happy state? – What could you do before the sun goes down today to move you close to this state? – This summer…? ● FYI: People around you may not help you!

78 Strategies to cope with burnout ● In your life, what does burnout look like? ● How does burnout affect your life? ● How does your relationship with burnout keep you from doing the things you want?

79 Strategies to cope with burnout ● Was there a time when your weren’t as close to burnout? ● When burnout isn’t as present in your life, what are you doing differently? ● What distances you from burnout?

80 Strategies to cope with burnout ● Being too enmeshed with your work can lead to a lack of objectivity ● On the whole, we need enjoyable people and enjoyable activities ● Stress disrupts every important human function.

81 Strategies to cope with burnout ● Today’s healthy person needs to be adept at coping with stress. – New perspectives – Disengage/Play – Rational approaches – Positive cognition styles

82 Burnout - First Year Teachers Questions. Web-out collection at dannyilagan.com Under “Events”

Download ppt "No Teacher Left Behind: Battling Teacher Burnout Charleston Educator Symposium June 5-7, 2012 Daniel Ilagan, PhD Guy’s brother Guy Ilagan, PhD Danny’s."

Similar presentations

Two 11 th grade students were selected to be participants in the activity. Both students are male and are currently enrolled at Salem High School. While.

Two 11 th grade students were selected to be participants in the activity. Both students are male and are currently enrolled at Salem High School. While.
Review of the Literature on Engagement.

Review of the Literature on Engagement.
Eldercare in the Workplace Survey Summary June 2010 Prepared by: Center for Healthy Aging.

Eldercare in the Workplace Survey Summary June 2010 Prepared by: Center for Healthy Aging.
Pride Guide Mentor Program Underwood Elementary. What is a mentor? The notion of mentoring is ancient. The original Mentor was described by Homer as the.

Pride Guide Mentor Program Underwood Elementary. What is a mentor? The notion of mentoring is ancient. The original Mentor was described by Homer as the.
BOONE COUNTY Year 1 Results May 2012 NDPC SD and WVDE.

BOONE COUNTY Year 1 Results May 2012 NDPC SD and WVDE.
Avoiding and Coping with Burnout. 1 Purpose  Learn about burnout  Understand how to avoid and cope with burnout  Create a personal action plan to cope.

Avoiding and Coping with Burnout. 1 Purpose  Learn about burnout  Understand how to avoid and cope with burnout  Create a personal action plan to cope.
Meeting the Needs of Gifted Students Through the Use of Differentiated Instruction Angela Nicole Flenniken University of Saint Thomas Research Professor:

Meeting the Needs of Gifted Students Through the Use of Differentiated Instruction Angela Nicole Flenniken University of Saint Thomas Research Professor:
Single Mom INITIATIVE The Economic Self-Reliance of Utah Single Moms Richard J. McClendon, Ph.D. Research Director BYU ESR Center

Single Mom INITIATIVE The Economic Self-Reliance of Utah Single Moms Richard J. McClendon, Ph.D. Research Director BYU ESR Center
Cluster Analysis on Perceived Effects of Scholarships on STEM Majors’ Commitment to Becoming Teachers versus Teaching in High Needs Schools Pey-Yan Liou.

Cluster Analysis on Perceived Effects of Scholarships on STEM Majors’ Commitment to Becoming Teachers versus Teaching in High Needs Schools Pey-Yan Liou.
Can they have a conversation? Evaluation of a Social Skills Curriculum in a Youth Development Program.

Can they have a conversation? Evaluation of a Social Skills Curriculum in a Youth Development Program.
Lesson 3-1.  TSW explain the difference between life expectancy and quality of life.  TSW describe factors that can affect quality of life.  TSW assess.

Lesson 3-1.  TSW explain the difference between life expectancy and quality of life.  TSW describe factors that can affect quality of life.  TSW assess.
Fremantle Visitor Information Centre Report 2011.

Fremantle Visitor Information Centre Report 2011.
Using Action Research To Empower North Carolina Educators A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division.

Using Action Research To Empower North Carolina Educators A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division.
Welcome to First Grade! Please feel free to look around the classroom and then have a seat at your child’s desk. If you have any questions during my presentation.

Welcome to First Grade! Please feel free to look around the classroom and then have a seat at your child’s desk. If you have any questions during my presentation.
Preliminary Examination of Data Christopher L. Watson, Ph.D., Karen J. Storm, Ph.D. and Ann E. Bailey, M.A. Building Infrastructure Capacity for Reflective.

Preliminary Examination of Data Christopher L. Watson, Ph.D., Karen J. Storm, Ph.D. and Ann E. Bailey, M.A. Building Infrastructure Capacity for Reflective.
“Would Someone Say Something, Please?” Increasing Student Participation in College Classrooms Jane L. Kenney & Padmini Banerjee Presented by Amy Stonger.

“Would Someone Say Something, Please?” Increasing Student Participation in College Classrooms Jane L. Kenney & Padmini Banerjee Presented by Amy Stonger.
Missouri Family Development Training and Credentialing Program (FDC) Evaluation of a training program for family service workers.

Missouri Family Development Training and Credentialing Program (FDC) Evaluation of a training program for family service workers.
© McGraw-Hill Companies, Inc., 1999 1 Chapter 7 Organizational Stress: An Individual View – A Book Review John M. Ivancevich Michael T. Matteson Slides.

© McGraw-Hill Companies, Inc., Chapter 7 Organizational Stress: An Individual View – A Book Review John M. Ivancevich Michael T. Matteson Slides.
YOUR WELLNESS. HEALTH Health is defined as a state of total well-being. While heredity and the environment are factors in your overall health, your personal.

YOUR WELLNESS. HEALTH Health is defined as a state of total well-being. While heredity and the environment are factors in your overall health, your personal.
Do They Say Thank You? Evaluation of a Social Skills Curriculum in a Youth Development Program.

Do They Say Thank You? Evaluation of a Social Skills Curriculum in a Youth Development Program.

Similar presentations

Ads by Google