将基于同情心的压力转化为同情心:防止教师倦怠的巧妙手段
Patricia A Jennings1, Helen H Min1
1School of Education and Human Development, University of Virginia, P.O. Box 400273, Charlottesville, VA 22904 USA.
Mindfulness
|June 26, 2023
概括
教师可以在支持暴露于创伤的学生时经历基于同情心的压力. 转向富有同情心的反应可以提高教师的幸福感,并改善课堂上的支持.
科学领域:
- 教育心理学教育心理学
- 神经科学是一个神经科学.
- 教师专业发展教师专业发展
背景情况:
- 教师对于学生的成功至关重要,但往往缺乏对创伤敏感支持的培训.
- 支持受创伤的学生可能会导致老师基于同情心的压力,影响他们的福祉.
- 亲社会课堂模型强调了教师社会情感能力对支持性学习环境的重要性.
研究的目的:
- 在亲社会课堂模型中探索基于同情心的教师压力.
- 调查慈悲反应作为教师福祉和有效性的战略的潜力.
- 应用神经科学和教育研究来提高教师能力.
主要方法:
- 这篇叙事综述综合了现有的关于基于同情心的压力和富有同情心的反应的研究.
- 它检查了与教师社会情感发展有关的神经科学和教育研究的发现.
- 这项研究探讨了亲社会课堂模型作为理解教师与学生互动的框架.
主要成果:
- 从基于同情心的压力转变为富有同情心的反应被提出为教师的关键能力.
- 富有同情心的回应可以帮助教师有效地支持学生,同时保护他们自己的福祉.
- 这种方法与亲社会课堂模式对教师社会情感能力的强调一致.
结论:
- 教师的专业学习应该包括培养富有同情心的反应的策略.
- 教育政策应支持加强教师福祉和创伤信息化的实践的倡议.
- 需要进一步的研究来探索同情反应在各种教育环境中的实施和影响.
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