澳大利亚教师之间的同情疲劳和同情满意度的预测因素
1School of Educational Psychology and Counselling, Faculty of Education, Monash University.
Psychological trauma : theory, research, practice and policy
|August 10, 2023
概括
遭受创伤,个人创伤史或精神疾病的教师面临更高的同情疲劳. 创伤照顾方面的专业发展可以改善教师在支持学生时的福祉和同情满意度.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 职业健康 职业健康 职业健康
背景情况:
- 对预测同情心,教师满意度和疲劳因素的研究有限.
- 教师越来越多地接触到学生经历创伤,影响他们的福祉.
- 了解这些动态对于支持创伤信息化的护理教育工作者至关重要.
研究的目的:
- 在澳大利亚教师中确定同情疲劳 (倦怠和二次创伤性压力) 的预测因素.
- 确定澳大利亚教师同情满意度的预测因素.
- 为提高教师福祉提供职业发展信息.
主要方法:
- 对302名澳大利亚教师进行了一项调查.
- 收集的数据包括教师人口统计,与受创伤的学生的经验,个人创伤史,精神疾病史,以及对管理学生创伤的感知知识/信心.
- 使用统计分析来评估预测变量.
主要成果:
- 报告暴露于学生创伤,个人创伤史或精神疾病史的教师表现出更高水平的同情疲劳.
- 老年教师和那些对管理学生创伤的知识和信心更强的人报告了更高的同情满意度.
- 感知到的知识和信心是同情满意度的显著积极预测因素.
结论:
- 教师的幸福感受到了创伤的个人和专业经历的影响.
- 建议有针对性的专业发展,重点关注创伤相关的知识和技能.
- 提高教师的福祉对于有效支持受创伤影响的学生至关重要.
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