确定教育工作者需要什么来支持学校的创伤信息化实践:社区需要评估评估
Karina M Aragón1, Alice C Mullin1, Erika D Felix1
1Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara.
School psychology (Washington, D.C.)
|February 8, 2024
概括
教师需要更多的资源来照顾学生和自我,尽管他们报告了良好的幸福感. 燃烧率很高,突出了学校需要更好的创伤信息化实践 (TIPS) 和管理员支持的需要.
科学领域:
- 教育心理学教育心理学
- 学校心理健康 在学校心理健康
- 创伤信息化的护理
背景情况:
- 教育工作者对学生福祉至关重要,他们需要在学校实施创伤信息化实践 (TIPS) 的支持.
- 了解教师对自己的福祉和资源的需求对于有效的学生支持至关重要.
- 高水平的教师倦怠可能会影响支持性学校实践的实施.
研究的目的:
- 评估教育工作者的福祉,并确定他们对在学校实施创伤信息化实践 (TIPS) 的需求.
- 探索影响学校工作人员使用创伤信息资源的因素.
- 收集有关管理员可能提高教师福祉的行动的反.
主要方法:
- 进行了混合方法,社区发起的需求评估.
- 调查分发给经过认证的学校工作人员 (n=178) 的随机选择.
- 四个重点小组 (n=14) 进行了收集关于TIPS实施的定性反.
主要成果:
- 教师报告了高燃烧,但总体上是良好的幸福感和低二次创伤性压力.
- 最常用的资源包括心理健康列表和虚拟健康活动;最有帮助的是连接机会和面对面的健康.
- 管理员的行动被认为是提高教师福祉的关键.
结论:
- 教师需要足够的资源来解决他们自己的和学生的心理健康问题.
- 尽管有积极的幸福指标,但倦怠需要进一步支持和资源,以创伤为基础的实践.
- 学校气候和教师福利是重要的,但需要更强大的支持来显著预测资源使用.
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