检查教师对实施通用身体形象计划的担忧和焦虑
Sarah G Hidalgo1, Taryn Henning2, Francesca Gomez3
1REACH Institute, Department of Psychology, Arizona State University, Tempe, AZ 85287-1104, USA.
概括
实施身体形象计划的教师担心不适和学生的评论. 较低的自尊心会增加焦虑,但自我效能有助于项目交付,这表明实施支持至关重要.
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.
- 公共卫生 公共卫生
背景情况:
- 基于学校的课程对于青少年的身体形象和饮食障碍预防至关重要.
- 教师经常作为干预者,以提高可扩展性和成本效益.
- 教师的担忧和实施这些计划的障碍尚未得到充分理解.
研究的目的:
- 调查有关实施身体形象和外表相关欺凌预防计划的教师担忧和障碍.
- 确定与教师关注和实施忠诚度相关的因素.
主要方法:
- 一个随机对照试验,涉及269名教师实施普遍预防计划.
- 收集的数据涉及教师的担忧,身体不满,自我效能和实施会话数量.
- 分析与关注相关的人口,行为和态度变量.
主要成果:
- 教师表示担心说错话和个人身体不满.
- 较低的身体自尊与更高的担忧和对教学课程的焦虑有关.
- 教师的自我效能是实施的课程会议数量的唯一预测因素.
结论:
- 教师的自尊和自我效能是成功实施课程的关键因素.
- 解决教师的担忧和提供适当的培训可以提高课程的吸收率.
- 未来的干预措施应考虑对教师的具体支持,以提高传播和有效性.
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