Biblio/Poetry Therapy

Mitigating Stress and Enhancing Creativity among Teachers in Croatia

Abstract

Worldwide, stress and burnout persist as significant challenges for teachers, contributing to feelings of anxiety and depression. Burnout can have detrimental effects on teachers’ health and is a known risk factor for diminished physical and mental well-being. Understanding the prevalence and factors associated with stress, burnout, anxiety, and depression among educators is crucial for addressing this pressing public health issue. Kyriacou (2001) identifies seven common sources of stress encountered by teachers: students with negative attitudes towards school and lacking motivation, disruptive behaviour and general classroom management issues, rapid changes in curriculum and organizational structures, unfavourable working conditions, including issues related to promotions, time constraints, conflicts with colleagues and parents and a sense of undervaluation within society. Taking into consideration these prevalent stressors, I have developed as a part of my CAPF (certified applied poetry facilitator) training a series of bibliotherapy and poetry therapy interactive workshops specifically for Croatian language teachers in primary and secondary schools. These workshops focus on mindfulness, navigating transitions, fostering creativity, promoting a sense of belonging, and enhancing empathy, following the Hynes & Hynes-Berry (2012) four steps bibliotherapy process: recognition (something in material engages the participant, catharsis) examination (intensification of first step, questioning: who, what, when, why, how, how much, wherefore) juxtaposition (putting side by side two impressions or objects to compare and contrast and come up with possible new insight) self-application (genuinely experienced previous steps evaluation – new level of recognition and integration).