"跟随呼吸:"蒙大拿州农村地区教育工作者健康的创伤信息干预
Lauren Davis1, Alexandra Aylward2, Brandon G Scott1
1Montana State University, College of Education, Health, and Human Development and Department of Psychology, Bozeman, MT 59717, USA.
概括
这项试点研究为蒙大拿州农村的教育工作者提供了创伤信息,发现了心理健康和应对策略的改善. 该干预旨在减少压力,提高教师和学生的福祉.
科学领域:
- 心理健康研究 心理健康研究
- 教育心理学教育心理学
- 创伤信息化的护理
背景情况:
- 在农村环境中的教育工作者和青少年中,精神健康问题的高患病率.
- 影响教师的压力因素可能会对学生的共同调节和课堂气候产生负面影响.
- 需要为缺乏服务的地区的教育工作者提供可访问的心理健康干预措施.
研究的目的:
- 评估远程交付,创伤知情干预对教育工作者的精神和身体健康的影响.
- 探索应对策略及其与改善教师心理健康结果的联系.
- 评估对学生共同监管和课堂环境的潜在好处.
主要方法:
- 试点研究设计.
- 远程传递创伤信息干预的教育工作者.
- 测量身体和心理健康结果,包括抑郁,焦虑,创伤症状,睡眠质量,心率变化和皮质醇水平.
主要成果:
- 在参与者的抑郁和焦虑水平上观察到显著的改善.
- 报告的创伤症状减少和改善睡眠质量.
- 观察到心率变化和皮质醇水平的非显著变化.
结论:
- 远程传递的创伤知情显示出减轻农村教育工作者的压力和改善农村教育工作者的心理健康的承诺.
- 干预可以提供一个可行的战略,以支持教师的福祉.
- 需要进一步的研究来探索对学生和课堂动态的更广泛影响.
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