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探索教师在低收入城市小学实施焦虑型支持的做法和看法

Kristina Conroy¹, Anya E Urcuyo², Elena M Schiavone²

¹Department of Psychiatry, Massachusetts General Hospital/Harvard Medical School, 32 Fruit Street, Boston, MA, USA. kconroy5@mgh.harvard.edu.

Administration and policy in mental health

|September 3, 2025

概括

城市学校的教师使用基于证据的焦虑策略, 他们的工作满意度会影响人们的可用性,这凸显了支持性专业发展的必要性.

科学领域:

儿童和青少年心理
教育心理学
城市公共卫生

背景情况:

越来越多的儿童内化问题需要教师参与心理健康支持.
边缘化的城市社区面临医疗保健接入障碍,越来越依赖学校的干预措施.
教师是解决贫困人口焦虑问题的最前线人员.

研究的目的:

检查教师在城市小学对应焦虑的使用和看法.
确定基于证据的最佳实践元素和专业发展 (PD) 格式,以应对焦虑.
了解教师幸福感与焦虑干预措施的可用性之间的关系.

主要方法:

混合方法研究涉及城市小学教师的调查 (N=82) 和采访 (n=12).
评估教师目前的做法,对基于证据的焦虑策略的看法,以及PD偏好.
与干预措施的可用性相关的教师自我效能和成就感.

主要成果:

所有教师都报告使用基于证据的焦虑治疗方法.
教师们更喜欢模拟,赞美/奖励,认知应对和放松策略,而不是暴露,自我监控和心理教育.
更高的教师自我效能和个人成就与认为焦虑实践更有用有关.
教师们更喜欢时间有限,异步,吸引人的专业发展材料.

结论:

许多教师积极将基于证据的焦虑实践纳入课堂.
教师职业健康对于有效促进学生心理健康至关重要.
开发相关的PD材料以利用教师的见解是优化城市学校焦虑干预的关键.

关键词:

基于证据的焦虑做法低收入和种族少数群体的青年在边缘化城市社区提供非传统的青年心理健康服务教师的专业发展

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