教育工作者不好:COVID-19期间的心理健康
Matthew J Hirshberg1, Richard J Davidson1, Simon B Goldberg1,2
1Center for Healthy Minds, University of Wisconsin-Madison.
概括
在COVID-19大流行期间,学校系统的员工经历了高水平的焦虑和抑郁症. 低收入与更糟糕的心理健康和工作不满有关,突出了政策变革的必要性.
科学领域:
- 教育心理学教育心理学
- 公共卫生 公共卫生
- 职业健康 职业健康 职业健康
背景情况:
- 教育工作者的心理健康对教育系统至关重要.
- COVID-19大流行严重影响了学校系统员工 (SSE) 的心理健康.
- 现有的研究缺乏在疫情期间SSE心理健康的全面数据.
研究的目的:
- 为了估计在COVID-19大流行期间SSE中压力,焦虑和抑郁症的患病率.
- 确定与SSE中不良心理健康结果相关的因素.
- 为政策建议提供信息,以支持SEE心理健康.
主要方法:
- 对学校系统员工进行横截面调查.
- 评估自我报告的压力,焦虑和抑郁症状.
- 分析人口因素,包括家庭收入,以及它们与心理健康结果和工作意图的关联.
主要成果:
- 高比例的SSE报告临床显著的焦虑 (77.96%) 和抑郁症状 (53.65%).
- 较低的家庭收入显著与增加的压力,更高的抑郁症状的可能性和减少留在工作的意图有关.
- 研究结果表明,心理健康,社会经济地位和潜在的人员短缺之间存在联系.
结论:
- 随着COVID-19的流行,SSE面临的心理健康挑战更加严重.
- 社会经济因素对教育工作者的心理健康和工作满意度起着至关重要的作用.
- 优先考虑和投资于社会社会健康心理健康支持是教育稳定的紧急政策要求.
关键词:
在 COVID-19 疫情中,教育政策教育政策教育政策心理健康 心理健康心理学 心理学 心理学回归分析,回归分析.保持保留的时间.学校系统 学校系统压力/应对 压力/应对教师的认知能力 教师的认知能力教师教师的教师教师的教师教师的教师.更多相关视频
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