与基于预订的Head Start教师的接触,探索他们的压力和应对:一种定性研究
Deborah H Wilson1, Michelle Sarche2, Adriann Ricker3
1School of Nursing, Johns Hopkins University, 525 N Wolfe St., Baltimore, MD 21205, USA; Auckland University of Technology, 90 Akoranga Drive, Auckland 0627, New Zealand.
Archives of psychiatric nursing
|July 21, 2024
概括
美国原住民Head Start教师面临重大压力,但表现出性,从家庭,精神和工作场所指导中获得支持. 解决个人,关系,社区和社会因素对于他们的福祉至关重要.
科学领域:
- 土著研究土著研究.
- 公共卫生 公共卫生
- 心理学 心理学 心理学
背景情况:
- 在保留地上的美洲原住民社区面临着创伤,贫困和高水平的社会问题.
- 服务于这些社区的Head Start教师的心理福祉往往被忽视.
- 了解这些教师的经验对于支持美洲原住民儿童的发展至关重要.
研究的目的:
- 探索影响保留社区Head Start教师心理健康的风险和保护因素.
- 在社会生态框架内识别压力因素和应对机制.
- 为旨在加强教师健康和社区福祉的干预措施提供信息.
主要方法:
- 定性研究采用采访 (n=18) 和焦点小组 (n=9) 与Head Start教师,监督员,家长和工作人员.
- 使用F4分析软件和两个编码器进行内容分析,以识别反复出现的主题.
- 在社会生态模型的个人,关系,社区和社会层面上检查了因素.
主要成果:
- 教师表现出个人的性,优先考虑孩子的需要而不是自己的需要.
- 家庭动态提供了支持和压力;社区问题,如物质滥用和无家可归是主要的压力因素.
- 工作场所的导师和主管提供了重要的支持,与精神实践 (传统,祈祷,基督教信仰) 一起.
结论:
- 基于保留的Head Start教师经历了独特的压力因素,并拥有独特的应对机制.
- 需要在所有社会生态层面提供支持,以加强教师的精神和身体健康.
- 提高教师福祉对于改善美洲原住民儿童和社区的整体健康至关重要.
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