Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 997
Filtrar
1.
Medicine (Baltimore) ; 103(9): e37174, 2024 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-38428875

RESUMO

BACKGROUND/OBJECTIVE: Work demands in the contemporary Nigerian work environment are a critical concern to many including occupational stress researchers. This informed the current study to investigate the effect of psychological intervention in cushioning teachers' stress in public secondary schools in Nigeria. METHODS: A randomized control design was applied. The participants were 80 secondary school home economics teachers. They were randomized into 2 groups, that is, treatment and waitlisted arms. The former was designed as a 12-session cognitive behavior intervention while the latter was waitlisted and the members received theirs at the end of the study. Both group members were evaluated at the pretest, posttest, and follow-up test to understand the baseline of the problem, treatment outcome, and sustainability respectively. Perceived Stress Scale and Teacher irrational belief scale were used as test tools. Data from the 3-time tests were analyzed using multivariate statistic. RESULTS: The main effect results showed a significant reduction in teachers' stress and irrational beliefs due to cognitive behavior intervention. The follow-up test results also indicate that the impactful benefit of cognitive behavioral intervention on job stress reduction was significantly sustained over time. Regarding the influence of gender, the result shows no significant influence of gender on teachers' job stress in schools. CONCLUSION: This study suggests that cognitive behavior intervention can decrease work-induced stress among secondary school home economics teachers. Therefore, the management of schools is enjoined to deploy the services of cognitive behavior therapists to monitor the mood and mental health of teachers.


Assuntos
Estresse Ocupacional , Testes Psicológicos , Intervenção Psicossocial , Autorrelato , Humanos , Estresse Ocupacional/prevenção & controle , Políticas , Professores Escolares/psicologia , Instituições Acadêmicas , Estresse Psicológico/terapia
2.
BMC Pediatr ; 24(1): 191, 2024 Mar 16.
Artigo em Inglês | MEDLINE | ID: mdl-38493112

RESUMO

BACKGROUND: It is important to detect children with Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations (ESSENCE) in order to implement early intervention and support for the child and family. Standardized instruments for assessment in different contexts of behaviour problems, engagement and psychosocial health obtain an objective picture of the preschool child's mental health. AIM: To explore and compare parents', preschool teachers' and child health care psychologists' assessment of behaviour, everyday function, engagement, social interaction and psychosocial health in children with ESSENCE symptoms. METHOD: Parents of 152 children (114 boys and 38 girls, 4.5 ± 1 years) with ESSENCE symptoms, 155 preschool teachers and 8 child psychologists participated. Parents and preschool teachers assessed externalizing and internalizing behavioural problems using the Strengths and Difficulties Questionnaire (SDQ), including the SDQ supplement for assessing the impact of behavioral problems on daily function. Preschool teachers also assessed engagement and social interaction using the Children's Engagement Questionnaire (CEQ), and the child psychologists assessed psychosocial health with the Child Psychosocial Health Assessment (LillaLAPS) and template in conversations with parents of children with neurodevelopmental problems. RESULTS: Parents', preschool teachers' and child psychologists' assessment of the child's ESSENCE symptoms overall agreed. Both parents and preschool teachers see a strength in the child's social abilities. Differences in mean values show that parents assess more conduct, emotional symptoms and problems in daily life and more social skills, compared to the preschool teachers rating more peer problems. CONCLUSION: It is important to consider different contexts to identify the child's need for support in everyday life. Expanded use of validated screening instruments in clinical practice would promote detection of children not already identified as exhibiting neurodevelopmental problems.


Assuntos
Transtornos do Comportamento Infantil , Transtornos Mentais , Comportamento Problema , Masculino , Feminino , Humanos , Pré-Escolar , Criança , Professores Escolares/psicologia , Pais/psicologia , Inquéritos e Questionários , Transtornos do Comportamento Infantil/diagnóstico , Transtornos do Comportamento Infantil/psicologia
3.
Sci Rep ; 14(1): 6360, 2024 03 16.
Artigo em Inglês | MEDLINE | ID: mdl-38493206

RESUMO

Parent-child and teacher-child relationship closeness have been shown to be crucial for children's development of socioemotional competencies from preschool to school-age stages. However, less is known about the importance of developing close relationships with young infants and toddlers attending childcare group settings for their early socioemotional development. The current study aimed to address this gap and to explore how child gender may influence the associations. Participants included 378 Hong Kong Chinese children (196 girls; Mage = 22.05 months, SD = 9.81 months) enrolled in childcare centres, along with their parents and teachers. Parents reported on children's socioemotional competencies as well as their relationship closeness with children; teachers reported on their relationship closeness with children. Multiple group structural equation modelling was used to analyse the results. The findings showed that both parent-child and teacher-child closeness were positively associated with children's social competence, while teacher-child closeness was negatively associated with children's anxiety behaviour. Parents of girls reported greater parent-child closeness, higher levels of social competence, and higher levels of anxiety behaviours compared to parents of boys. Furthermore, teacher-child closeness was significantly associated with social competence exclusively among girls, while parent-child closeness was significantly associated with anxiety behaviours solely among boys. Findings are discussed in terms of the role of child gender in influencing the associations between parent-child closeness, teacher-child closeness, and children's socioemotional competencies in the earliest years.


Assuntos
Relações Interpessoais , Professores Escolares , Masculino , Pré-Escolar , Lactente , Feminino , Humanos , Professores Escolares/psicologia , Pais , Habilidades Sociais , Ansiedade
4.
J Sch Health ; 94(4): 357-365, 2024 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-38262707

RESUMO

BACKGROUND: Insufficient sleep is a growing public health concern. Thirty percent of Canadian children and youth are not meeting national sleep recommendations. Inadequate sleep can negatively influence students' academics and physical and psychosocial health. Schools have been identified as ideal health promotion settings to influence children's health including their sleep behaviors. The objective of this study was to explore teachers' perspectives on sleep behaviors and their role in school-based sleep promotion. METHODS: Nineteen elementary teachers were purposively sampled from the greater Edmonton area, Alberta, Canada. Interpretive description was used as the guiding method, and data were generated through one-on-one semi-structured interviews. Inductive descriptive thematic analysis was used to identify interview themes. RESULTS: Three themes related to teachers' perspectives on sleep behaviors and school-based sleep promotion were identified: the importance of students' sleep, prioritizing sleep as part of teaching and learning, and a culture of healthy sleep habits. CONCLUSIONS: This study found that teachers considered sleep to be essential for elementary students' academic success and wellbeing, and a whole school approach was necessary to support a healthy sleep culture in schools.


Assuntos
Instituições Acadêmicas , Estudantes , Adolescente , Humanos , Criança , Alberta , Estudantes/psicologia , Promoção da Saúde/métodos , Professores Escolares/psicologia , Sono
5.
J Sch Health ; 94(4): 308-316, 2024 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-38288657

RESUMO

BACKGROUND: Mass school shootings have created fear in the American public. The results of this fear have been the hardening of schools, lockdowns, and active shooter drills, yet the mass shootings have not ended. The goal of this study was to analyze the mental health awareness of K-12 public schools teachers in Texas with a goal to identify the connections between mental health awareness and school safety. METHODS: Data were used from an archival database of K-12 teacher responses in the 2020 Texas Educators' Needs Assessment Regarding School Safety and Victims Services to assess the current state of student mental health concerns and the connection of these concerns to school safety. This needs assessment included one mixed methods survey that was collected from Texas K-12 educators and Texas educators working in higher education in 2020. The original study included 25,161 usable responses (6.1%). For the purpose of this study, only K-12 teacher responses were used in the analysis. The K-12 teacher participants (n = 19,888) included the following institutional levels: (a) special setting, 2,919 (14.7%); (b) elementary school, 6,813 (34.3%); (c) middle/intermediate school, 4,189 (21.1%); (d) high school, 5,864 (29.5%); and (e) district level, 103 (0.5%). A total of 8,053 participant's qualitative responses and 10 of the original quantitative survey questions from the archival data were used to identify all findings in the study. RESULTS: Collected qualitative and quantitative participant responses' outlined a need to improve student mental health by strengthening the focus on supporting all stakeholders (e.g., teachers, parents, counselors, and students) in mental health awareness and education. Participant comments focused on the lack of training, counselor support, and community support regarding the mental health needs of their students. CONCLUSION: Recommendations to improve student mental health that were developed from this study identified key goals in school counselor role and responsibility to student mental health, increased involvement of community agencies, and improvement to in-school mental health counseling. Final recommendations of this study were focused on the need to improve student mental health if stakeholders want to develop a positive school environment. The failure to build an environment that is focused on student mental health will continue to affect the goal to improve overall school safety.


Assuntos
Saúde Mental , Professores Escolares , Humanos , Texas , Professores Escolares/psicologia , Serviços de Saúde Escolar , Instituições Acadêmicas
6.
Ind Health ; 62(1): 39-55, 2024 Feb 09.
Artigo em Inglês | MEDLINE | ID: mdl-37245982

RESUMO

This study investigated teachers' occupational stress using a comprehensive job stress questionnaire, or the New Brief Job Stress Questionnaire, while considering gender differences. A total of 1,825 elementary and junior high school teachers participated in the study. The results revealed that female teachers significantly exhibited more psychological and physical stress reactions and perceived less job resource availability than did male teachers. Moreover, multiple regression analyses demonstrated that support from family and friends was a larger factor associated with mental health outcomes among female teachers than among male teachers. The impacts of marital status also differed between male and female teachers. Job demands were strongly associated with psychological and physical stress reactions among teachers. Meanwhile, job resources were more strongly associated with positive workplace outcomes, such as workplace engagement and social capital, than were job demands. Administrators should consider the distinctive nature of teachers' occupational stress in addition to its gender specific influence. Organizational support, such as securing teachers' autonomy, encouraging their career development, and acknowledging diversity, should be considered to foster teachers' work engagement and create a cohesive environment in the school workplace.


Assuntos
Estresse Ocupacional , Humanos , Masculino , Feminino , Fatores Sexuais , Inquéritos e Questionários , Local de Trabalho/psicologia , Instituições Acadêmicas , Professores Escolares/psicologia
7.
Work ; 77(1): 37-47, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-37483048

RESUMO

BACKGROUND: In March 2020, with the scope to reduce the spread of COVID-19, most national governments around the world canceled in-person education and moved to online learning. Therefore, teachers and students had to adapt a new way of teaching. Most of Italian teachers never had such an experience before and encountered difficulties in effectively carrying out this process on their own. Difficulties that can naturally increase anxiety and stress, leading, in situations perceived as extreme, to burnout syndrome. OBJECTIVES: This paper endeavored to verify levels of job stress and burnout of Italian teachers caused by the COVID-19 pandemic using the validated Maslach Burnout Inventory-General. This study aimed to measure the association among the three main dimensions of burnout and the variables of teachers' personal and working lives that changed due to COVID-19. METHOD: The aim of this paper was to verify burnout state and to measure the association among the three dimensions of burnout and the personal and working lives of Italian teachers using structural equation model analysis. The analysis was conducted in December 2021 and considered the situation in which the Italian teachers (from primary to middle and upper school) are working since March 2020. RESULTS: The results showed that teachers were emotionally exhausted; they did not feel able to fully fulfill their task towards the students. This involved a high absenteeism, a lower quality of work performance and the impossibility of making an objective evaluation of the students with an inevitable flattening of the class level. In contrast, the study shows that teachers who experienced few problems had relatively low levels of burnout. CONCLUSION: The findings brought out some proposals to reduce the risk of burnout and increase the individual well-being of schoolwork organization with positive effects on the lives of students: to strengthen social identity, to avoid a full-time online connection, to promote a psychological support service and to promote resilience training.


Assuntos
Esgotamento Profissional , COVID-19 , Testes Psicológicos , Autorrelato , Humanos , Pandemias , Inquéritos e Questionários , COVID-19/epidemiologia , Esgotamento Profissional/epidemiologia , Esgotamento Profissional/psicologia , Professores Escolares/psicologia
8.
J Interpers Violence ; 39(7-8): 1785-1810, 2024 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-37982392

RESUMO

Teachers are at the frontlines of the fight to identify and cope with child sexual abuse (CSA) among their pupils. Their methods of coping with CSA cases, both personally and professionally, are strongly influenced by their socio-cultural contexts and religious beliefs. The purpose of the present study was to investigate the experiences of Christian Arab teachers in Israel coping with the CSA of their pupils. Twelve Christian Arab elementary school teachers in Israel were recruited for the study. Semi-structured interviews were conducted, and a qualitative thematic analysis was employed based on a descriptive phenomenological-psychological approach. Two key themes emerged from the analysis: (a) The teachers' intense emotional reactions regarding the CSA of their students and the empowerment some found in handling such difficult situations, and (b) The teachers' Christian beliefs and identity strongly affected their understanding of CSA and their approach to intervention. The findings indicated the dialectical position of the teachers' religio-cultural context, particularly the duality of the Christian value of forgiveness, a powerful resource for their coping, yet with adverse implications for children's vulnerability. This unique risk should inform training teachers regarding CSA matters. Teachers must also have systems that support them and allow them to reflectively examine their coping styles.


Assuntos
Abuso Sexual na Infância , Maus-Tratos Infantis , Criança , Humanos , Abuso Sexual na Infância/psicologia , Árabes/psicologia , Israel , Professores Escolares/psicologia , Adaptação Psicológica
9.
J Sch Psychol ; 102: 101260, 2024 02.
Artigo em Inglês | MEDLINE | ID: mdl-38143093

RESUMO

This study explored supportive relational processes for immigrant children's well-being between peers, teachers, and parents in the development of school-based creative interventions in European multi-ethnic societies. Within the present study, we integrated the perspectives of teachers and parents to broaden the dominant focus on the assessment of individual symptomatology within the existing body of studies of school-based interventions studies. As a part of a larger multi-method study on the implementation of a creative expression program for immigrant children ages 8-12 years in three schools in Belgium, we conducted focus group discussions to learn parents' and teachers' perspectives on the role of school-based creative interventions in children's coping with histories of migration and life in exile. Parents and teachers identified the need for the intervention to foster emotional expression impacting children's self-esteem and social connectedness with peers and to foster emotional connections between parents, teachers, and children. Parents also stressed the importance of the intervention within society as a forum to engage with social conditions, promote cultural belonging, and social integration. Results identified the importance of school-based interventions in terms of individual benefits as well as connectedness and coherence in entire communities, thereby strengthening the development of transcultural research evidence for school-based interventions in multi-ethnic societies.


Assuntos
Pessoal de Educação , Pais , Criança , Humanos , Pais/psicologia , Instituições Acadêmicas , Professores Escolares/psicologia , Bélgica
10.
Sch Psychol ; 38(6): 370-384, 2023 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-38127528

RESUMO

School psychologists have the psychological and consultative expertise necessary to support teachers who are vulnerable to stress. Transactional theory offers a lens to guide such support, as it posits that each teacher's unique appraisals of their work demands and resources determine the degree to which they are at risk for stress. This study used a multiphase sequential mixed method design with a transactional theory lens to examine the association of leadership quality and stability with teachers' ratings of workplace conditions. The four phases consisted of (a) input from an expert panel, (b) scale development and validation, (c) interviews with key informants, and (d) multilevel modeling informed by all previous phases. Through key informant interviews, district-level administrators provided ratings of the quality and stability of school leadership. The researchers examined the associations between these ratings and teacher appraisals of classroom demands, classroom resources, job satisfaction, and perceived levels of instructional support collected via a district-wide climate survey. Multilevel models with key informant ratings and school characteristics at Level 2 (Nschools = 47) and teacher characteristics and perceptions at Level 1 (Nteachers = 1,850) demonstrated that the quality and stability of school leadership were associated with teachers' appraisals of their occupational demands and resources, job satisfaction, and ratings of instructional support. Findings show that the quality and stability of school leadership play an important role in the incidence of stress vulnerability, suggesting important pathways for school psychologists seeking to promote the occupational health of teachers. (PsycInfo Database Record (c) 2023 APA, all rights reserved).


Assuntos
Pessoal de Educação , Liderança , Humanos , Instituições Acadêmicas , Inquéritos e Questionários , Professores Escolares/psicologia
11.
Sci Rep ; 13(1): 23047, 2023 12 27.
Artigo em Inglês | MEDLINE | ID: mdl-38155213

RESUMO

School teachers are in a unique position to recognize suicide-related problems in their students and to appropriately support them; teachers may need high levels of suicide literacy. However, few studies have examined current levels of suicide literacy in teachers. This study aimed to investigate suicide literacy in school teachers. Teachers (n = 857) from 48 Japanese schools (primary and junior-/senior-high) answered a self-administered questionnaire assessing (a) knowledge about suicide, (b) intention to ask about students' suicidal thoughts/plans, and (c) attitudes towards talking to students with mental health problems. The average proportion of correct answers to the knowledge questions (10 items) was 55.2%. Over half of the teachers knew that suicide is a leading cause of death in adolescents (55.0%), and that asking about suicidality is needed (56.2%). Half of the teachers intended to ask students about their suicidal thoughts (50.2%) and fewer intended to ask about experiences of planning suicide (38.8%). Most of the teachers (90.4%) agreed with the idea that talking to students with mental health problems was a teacher's responsibility. Intention to ask about students' suicidal thoughts/plans were higher in teachers in their 20s (vs. 40s-60s) and working at junior-/senior-high schools (vs. primary schools). Suicide literacy in Japanese school teachers was observed to be limited. However, teachers felt responsibility for helping students with mental health problems. The development and implementation of education programs may help improve teachers' suicide literacy, which, in turn, could encourage effective helping behaviors of teachers for students struggling with suicidality.


Assuntos
Alfabetização , Suicídio , Adolescente , Humanos , Professores Escolares/psicologia , Japão , Inquéritos e Questionários
12.
Front Public Health ; 11: 1287893, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-37927853

RESUMO

Objectives: School teaching is regarded as one of the most stressful professions worldwide. To maintain schoolteachers' mental health, the factors influencing occupational stress among schoolteachers must be clarified. This study aimed to investigate public school teachers' work-related stress considering the differences in school types using data from a large-scale nationwide survey conducted during the prolonged coronavirus disease 2019 (COVID-19) pandemic in Japan. Methods: Data from a nationwide survey of public school teachers performed between June 2019 and December 2022 were analyzed. The dataset consisted of repeated cross-sectional data. The total number of participants was 270,777 in 2019, 296,599 in 2020, 299,237 in 2021, and 307,866 in 2022. Information on working hours, job demands, workplace support, stress response, and perceived main stressors were assessed for each type of public school. Results: Regardless of school type, quantitative workload and long working hours were the most significant factors affecting teachers' stress responses. However, stress-related factors among teachers varied significantly between school types. The percentage of junior high school teachers who perceived "extra-curricular club activities" as their main stressor was the highest among all school types. The highest proportion of elementary school teachers perceived "dealing with difficult students" as their main stressor. Meanwhile, interpersonal conflict scores were the highest among special needs school teachers. Teachers' workload and stress levels significantly increased in the third year of the COVID-19 pandemic (2022) compared to the pre-pandemic year (2019) in all school types despite the marginally small score differences. Conclusions: This study highlighted the importance of reducing teachers' workload for their mental health regardless of school types. Meanwhile, perceived work-related stress among teachers differed significantly between school types. Given the possible prolonged impacts of the pandemic on teachers' occupational stress, teachers' stress levels must be monitored throughout and after the pandemic. The results suggest that increasing the number of schoolteachers and support staff and providing adequate organizational support are necessary to prevent teachers' sick leave due to mental disorders. In addition, taking comprehensive countermeasures against teachers' occupational stress, considering the differences in school types, is crucial for safeguarding schoolteachers' mental health.


Assuntos
COVID-19 , Estresse Ocupacional , Humanos , Pandemias , Professores Escolares/psicologia , Japão/epidemiologia , Estudos Transversais , COVID-19/epidemiologia , Estresse Ocupacional/epidemiologia
13.
BMC Psychol ; 11(1): 343, 2023 Oct 18.
Artigo em Inglês | MEDLINE | ID: mdl-37853470

RESUMO

BACKGROUND: Physical activity (PA) is known to positively affect individuals' mental and physical health, especially those who experience high levels of stress, such as teachers. Previous studies have examined the relationship between teachers' PA, mental health, and well-being. Still, there is a lack of research on the direct and indirect effects of PA and self-efficacy. PURPOSE: This study aimed to investigate the structural relationship between teachers' PA, mental health, well-being, and self-efficacy among ESL/EFL teachers. A total of 364 Chinese English language teachers were selected through convenience sampling. Mental health, physical activity, psychological well-being, and self-efficacy instruments were used. METHODOLOGY: The data was analyzed using Smart PLS software, and the hypothesized model was evaluated. The results indicated an acceptable level of divergent and convergent validity and goodness of fit. RESULTS: The findings revealed that PA directly predicts teachers' mental health and well-being, but the direct structural relationship between teachers' PA and self-efficacy was not confirmed. However, the results showed that teachers' PA contributes to their self-efficacy by enhancing their mental and psychological well-being. The total effect of teachers' PA on their self-efficacy was significant. Additionally, mental health and psychological well-being strongly influenced teachers' self-efficacy. CONCLUSION: In conclusion, regular weekly physical activity can help EFL/ESL teachers foster their mental health, psychological well-being, and self-efficacy. These findings have theoretical and practical significance for teachers, trainers, and educational psychologists.


Assuntos
Exercício Físico , Saúde Mental , Bem-Estar Psicológico , Professores Escolares , Autoeficácia , Humanos , Povo Asiático/psicologia , Exercício Físico/psicologia , Bem-Estar Psicológico/psicologia , Professores Escolares/psicologia , Multilinguismo
14.
BMC Public Health ; 23(1): 2088, 2023 10 25.
Artigo em Inglês | MEDLINE | ID: mdl-37880677

RESUMO

BACKGROUND: While benefiting from strong cultural ties to family, land and culture Native Americans residing on reservations experience psychological distress at rates 2.5 times that of the general population. Treatment utilization for psychological health in reservation-based communities is low with access to culturally appropriate care lacking. Evidence suggests that for mental health treatment, Native Americans prefer culturally informed care that respects Native perspectives on health and well-being. METHODS: To decrease stress and promote well-being in tribal Head Start teachers we adapted and implemented a culturally focused intervention within a community-based participatory research framework using mixed methods. Feasibility and acceptability of the adapted 5-session curriculum was tested in a single arm intervention study with a sample of 18 teachers on the Fort Peck Reservation. Participants completed surveys at baseline and upon completion of the intervention. Within session observations and two post-intervention focus groups (n = 8, n = 10) were conducted to elaborate and explain the quantitative results eliciting participant experience of intervention effectiveness and feasibility, acceptably and appropriateness. Implementation outcomes were assessed quantitatively using the Acceptability of Intervention, Intervention Appropriateness, and Feasibility of Intervention measures. RESULTS: Quantitively, attendance rate overall was 93% with no dropouts. Pretest/posttest surveys were analyzed using t-tests and Hedges g to measure effect size. Contrary to our hypothesis, self-perceived stress showed a small positive effect size, indicating that participants were more stressed post intervention. However, depression decreased, with tribal identity and resilience showing positive effect sizes. Content analysis for the qualitative data collected within session observations and post intervention focus groups revealed how lifetime traumas were affecting participants, providing some explanation for the increase in stress. Teachers reported that the sessions helped their psychological health and well-being, supporting feasibility of future interventions. Acceptability scored highest with a mean (SD) of 4.25 (.84) out of 5, appropriateness 4.18 (.86) and feasibility 4.06 (.96) supporting intervention to be acceptable, appropriate, and feasible. CONCLUSION: Utilizing a culturally based intervention to buffer stress and support the well-being of reservation-based teachers showed promise in helping them recognize their cultural strengths, stress, and need for ongoing support. Implementation outcomes show that intervention scale-out is feasible.


Assuntos
Indígena Americano ou Nativo do Alasca , Assistência à Saúde Culturalmente Competente , Características de Residência , Professores Escolares , Determinantes Sociais da Saúde , Estresse Psicológico , Humanos , Estudos de Viabilidade , Grupos Focais , Saúde Mental , Inquéritos e Questionários , Professores Escolares/psicologia , Estresse Psicológico/prevenção & controle , Bem-Estar Psicológico , Determinantes Sociais da Saúde/etnologia
15.
J Trauma Stress ; 36(6): 1066-1076, 2023 12.
Artigo em Inglês | MEDLINE | ID: mdl-37782477

RESUMO

The purpose of the study was to assess the prevalence rates of anxiety, depression, and posttraumatic stress disorder (PTSD) outcomes among teachers (N = 8,167) exposed to Hurricane Maria in Puerto Rico. The findings indicate that the rates of likely significant symptoms of anxiety, depression, and PTSD were 13.1%, 8.7%, and 5.4%, respectively. There were no significant disparities in psychopathological symptoms based on sex, except that female participants were more likely to exhibit anxiety symptoms than their male counterparts, odds ratio (OR) = 1.53. Key disaster-related factors, such as perceived threat, actual threat, and disruption of life were found to significantly influence all psychopathology outcomes, ORs = 1.20-3.57, whereas increased social support significantly buffered the manifestation of clinically significant psychopathology symptoms across all domains, ORs = 0.30-0.46. These outcomes, strongly linked to peritraumatic consequences, were not constrained by geographical or socioeconomic boundaries, highlighting the wide-ranging impact of the hurricane. Nevertheless, social support emerged as a significant counteracting force, reducing the likelihood of detrimental mental health symptoms. Consistent with prior studies, this study emphasizes the crucial role of social support in nurturing posttraumatic resilience and curbing the severity of posttraumatic stress outcomes, thus underscoring the need for incorporating robust social support systems within disaster response strategies.


Assuntos
Tempestades Ciclônicas , Desastres , Professores Escolares , Transtornos de Estresse Pós-Traumáticos , Feminino , Humanos , Masculino , Hispânico ou Latino/psicologia , Saúde Mental , Transtornos de Estresse Pós-Traumáticos/psicologia , Professores Escolares/psicologia
16.
BMC Psychol ; 11(1): 330, 2023 Oct 11.
Artigo em Inglês | MEDLINE | ID: mdl-37822003

RESUMO

An individual's capacity to successfully control their emotional experiences and react to them requires them to engage in a number of processes, including those that are physiological, behavioral, and cognitive. When educators engage in self-evaluation, they investigate and assess the quality of their professional work. These two teacher-related conceptions have the potential to open up valuable perspectives in the course of the professional pursuits of teachers. Even though earlier research has shown their significance, the potential implications of these factors on the resiliency and teaching style preferences of language instructors have not been emphasized. As a result, the purpose of this study was to determine the extent to which a language teacher's ability to regulate their emotions while carrying out self-evaluation procedures may accurately predict their level of resilience as well as their preferred method of instruction. To accomplish this, 399 English as a foreign language (EFL) teachers were asked to reflect on their experiences by responding to the following related questionnaires: The Language Teacher Emotion Regulation Inventory (LTERI), The Core of Self-evaluation Questionnaire (CSEQ), the L2-teacher Grit Scale (L2TGS), Grasha Teaching Style Inventory (TSI) and the Engaged Teacher Scale (ETS). The results demonstrated that those EFL teachers who maintained healthy emotional control were grittier and more engaged. They also tended to teach in a manner focused on the students. The pedagogical implications of this research are discussed further in depth.


Assuntos
Regulação Emocional , Idioma , Professores Escolares , Autoavaliação (Psicologia) , Engajamento no Trabalho , Humanos , População do Leste Asiático , Professores Escolares/psicologia
17.
Psico USF ; 28(4): 825-836, Oct.-Dec. 2023. ilus, tab
Artigo em Inglês | LILACS, Index Psicologia - Periódicos | ID: biblio-1529180

RESUMO

This study explored how the following aspects may influence basic education teachers' life satisfaction: self-esteem, general self-efficacy, self-compassion, positive and negative feelings, moral competence, social support, positive relationships with a colleague, work engagement, age, professional experience (in years), time teaching in the same school, number of schools currently teaching, and approximate number of students per week. One hundred primary and high-school teachers (74 women) participated in the study (mean age 40.9; SD = 10.01). Network analysis provided a model which encompasses the six most relevant aspects that interfere in the life and work of basic education teachers: life satisfaction, self-efficacy, self-esteem, positive affects, work engagement, and giving instrumental social support. In addition, the yielded model showed that self-efficacy presented the closest relationship with life satisfaction. We discuss the results in line with previous studies on self-efficacy. Interventions directed at basic education teachers may be more effective if self-efficacy is part of the program.(AU)


Este estudo explorou como os seguintes aspectos influenciam a satisfação de vida de professores da educação básica: autoestima, autoeficácia, autocompaixão, sentimentos positivos e negativos, competência moral, suporte social, relacionamento positivo com colega, engajamento no trabalho, idade, experiência profissional, tempo de ensino na mesma escola, número de escolas e de estudantes. Cem docentes do ensino básico (74 mulheres) participaram do estudo (média de 40,9 anos de idade; DP = 10.01). A análise de rede proporcionou um modelo com os seis aspectos mais relevantes para a vida e o trabalho de professores: satisfação de vida, autoeficácia, autoestima, afetos positivos, engajamento no trabalho e dar suporte social instrumental. Além disso, o modelo mostrou que a autoeficácia apresentou a relação mais próxima com satisfação de vida. Os resultados são discutidos com base em estudos prévios sobre autoeficácia. Intervenções dedicadas a docentes da educação básica podem se beneficiar da inclusão da autoeficácia como parte da programação.(AU)


Este estudio exploró cómo los siguientes aspectos influyen en la satisfacción de vida de los profesores de educación básica: autoestima, autoeficacia, autocompasión, sentimientos positivos y negativos, competencia moral, apoyo social, relación positiva con compañeros, compromiso laboral, edad, experiencia profesional, tiempo de enseñanza en la misma escuela, número de escuelas y número de estudiantes. Cien profesores de educación básica (74 mujeres) participaron en el estudio (edad media 40,9 años; DS = 10,01). El análisis de red proporcionó un modelo con los seis aspectos más relevantes para la vida y el trabajo: satisfacción con la vida, autoeficacia, autoestima, afecto positivo, compromiso en el trabajo y proporcionar apoyo social instrumental. Además, el modelo mostró que la autoeficacia tiene la relación más cercana con la satisfacción en la vida. Los resultados son discutidos con base en estudios previos sobre la autoeficacia. Las intervenciones dirigidas a profesores de educación básica pueden beneficiarse al incluir la autoeficacia como parte del programa.(AU)


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Idoso , Adulto Jovem , Professores Escolares/psicologia , Bem-Estar Psicológico/psicologia , Autoimagem , Apoio Social , Inquéritos e Questionários , Autoeficácia , Engajamento no Trabalho , Correlação de Dados , Fatores Sociodemográficos
18.
J Interpers Violence ; 38(23-24): 11797-11817, 2023 12.
Artigo em Inglês | MEDLINE | ID: mdl-37701990

RESUMO

Although school violence is a serious problem, teacher emotional violence that has short- and long-term detrimental effects on children's development is often overlooked. Considering the potential negative effects, it is important to determine teacher characteristics associated with teacher emotional violence, especially in societies where the prevalence rate of emotional violence is high. The current study investigated the role of teacher stress and burnout and favorable attitudes toward emotional violence in the association between problem-focused coping and teacher emotional violence. Between February and June 2019, a cross-sectional study was conducted in 16 randomly selected secondary schools in Izmir, Turkey. In total, 205 secondary school teachers (64.4% females, Mage = 37.20 years) participated in this study. Participants completed questionnaires that assessed their use of emotional violence, favorable attitudes toward emotional violence, stress and burnout, and problem-focused coping. A serial mediation model was conducted. The model indicated that problem-focused coping was not directly associated with teacher emotional violence. Examination of indirect pathways suggested that favorable attitudes toward emotional violence did not mediate this relationship; however, stress and burnout mediated the link between problem-focused coping and emotional violence. In addition, there was a significant indirect effect from problem-focused coping to emotional violence through stress and burnout and favorable attitudes toward emotional violence. The findings indicate a potential role of teacher characteristics in preventing teacher emotional violence.


Assuntos
Professores Escolares , Violência , Adulto , Criança , Feminino , Humanos , Masculino , Adaptação Psicológica , Esgotamento Profissional/psicologia , Estudos Transversais , Emoções , Análise de Mediação , Professores Escolares/psicologia , Violência/psicologia
19.
Codas ; 35(4): e20220037, 2023.
Artigo em Português, Inglês | MEDLINE | ID: mdl-37556704

RESUMO

PURPOSE: To verify the association between caregivers' and teachers' perceptions of the changes imposed by social isolation and the impact on students' learning. METHODS: This is an analytical observational and longitudinal study, with the participation of 19 caregivers (family members) of 2nd-grade students from a public financing school and their respective teachers. The caregivers were submitted to interviews by means of the questionnaires: Abilities and Difficulties Questionnaire, Family Environment Resources Inventory and COVID-19 monitoring questionnaire that checks the behavior of schoolchildren and families. The collection took place in two moments by telephone call: the first moment (M1) was started in June 2020, and the second, (M2) in December 2020. The progress reports prepared by the regular teachers were received in January 2021. RESULTS: A negative implication was observed in the change of routine and an impact on the parents' lives. In parents' perceptions, significant and negative issues were also present in children's mental health, such as changes in routine. Teacher evaluation reports showed a similar pattern, with the vast majority of them lacking information about learning performance. CONCLUSION: This study pointed out the importance of accompanying schoolchildren and families in a period of social withdrawal, in order to guide and intervene together with parents and teachers.


OBJETIVO: Verificar a associação entre a percepção dos cuidadores e professores acerca das mudanças impostas pelo isolamento social e o impacto na aprendizagem de estudantes. MÉTODO: Trata-se de um estudo observacional analítico e longitudinal, com participação de 19 cuidadores (familiares) dos escolares do 2º ano do ensino fundamental de uma escola de financiamento público e seus respectivos professores. Os cuidadores foram submetidos a entrevistas por meio dos questionários: Questionário de Capacidades e Dificuldades, Inventário de Recursos do Ambiente Familiar e Questionário de monitoramento COVID-19 que verifica o comportamento dos escolares e famílias. A coleta aconteceu em dois momentos por ligação telefônica: o primeiro momento (M1) foi iniciado em junho de 2020, e o segundo, (M2) em dezembro de 2020. Os relatórios evolutivos elaborados pelos professores regentes foram recebidos em janeiro de 2021. RESULTADOS: Foi observada uma implicação negativa na mudança de rotina e um impacto na vida dos pais. Na percepção dos pais, questões significativas e negativas também estiveram presentes na saúde mental das crianças, como por exemplo, mudanças na rotina. Os relatórios de avaliação dos professores mostraram um padrão similar, com a grande maioria deles sem informação sobre o desempenho da aprendizagem. Conclusão: Este estudo apontou a importância de acompanhar escolares e famílias em período de distanciamento social, para que possa orientar e intervir juntamente com pais e professores.


Assuntos
COVID-19 , Humanos , Criança , Estudos Longitudinais , Pandemias , Instituições Acadêmicas , Pais/psicologia , Professores Escolares/psicologia
20.
Work ; 76(4): 1317-1331, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-37393465

RESUMO

BACKGROUND: Teacher's wellbeing and mental health play a pivotal role in learning experiences and educational environment. For a better future, we need thriving teachers with strong wellbeing. OBJECTIVE: The current scoping literature review aimed to explore the factors fostering wellbeing and causing burnout among school teachers. METHODS: Applying appropriate search terms to relevant databases for the years 2016-2020 yielded 934 potentially relevant research articles which were further filtered to 102 articles. RESULTS: The findings of this review suggested that emotion regulation, positive workplace milieu and teacher self-efficacy (feeling successful as a teacher) are important factors fostering teachers' wellbeing whilst negative workplace environment and negative emotions along with feeling marginalized or bullied by coworkers are factors behind teacher burnout. The strengths of this study include a rigorous research design and relational analysis approach. CONCLUSION: Teacher wellbeing needs a workplace environment with minimum bullying and marginalization. An atmosphere of respect, inclusion, and mutual teacher support is needed to promote wellbeing.


Assuntos
Esgotamento Profissional , Instituições Acadêmicas , Humanos , Emoções , Esgotamento Profissional/etiologia , Esgotamento Profissional/psicologia , Saúde Mental , Professores Escolares/psicologia
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA
...