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Frearson A, Duncan M. An Interpretive Phenomenological Analysis of Teachers' Lived Experiences of Working with Traumatised Children in the Classroom. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2024; 17:555-570. [PMID: 38938955 PMCID: PMC11199442 DOI: 10.1007/s40653-024-00614-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/02/2024] [Indexed: 06/29/2024]
Abstract
This study illuminates teachers' lived experiences of working with traumatised children in school environments. Children who experience trauma display a range of behaviours in the classroom which impact on attainment and outcomes. Dealing with childhood trauma in the classroom is challenging and brings risks to teachers' mental health including secondary traumatic stress and burnout. Interpretative phenomenological analysis (IPA) was employed to understand the lived experiences of teachers working with traumatised children in the classroom. Findings from in-depth semi-structured interviews with six teachers indicate that teachers increasingly support traumatised children in the classroom but there is a need for targeted trauma-informed training and effective support from senior management to support teachers' mental health and wellbeing.
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Affiliation(s)
- Antoinette Frearson
- School of Education, St John’s Campus, University of Worcester, Henwick Grove, WR2 6AJ Worcester, UK
| | - Mandy Duncan
- School of Education, St John’s Campus, University of Worcester, Henwick Grove, WR2 6AJ Worcester, UK
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2
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Barrera-Algarín E, Castro-Ibáñez R, Vallejo-Andrada A, Martínez-Fernández R. Compassion Fatigue Syndrome in Social Workers and Its relationship with Emotional Intelligence. SOCIAL WORK 2023; 69:26-34. [PMID: 37930737 DOI: 10.1093/sw/swad038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 04/12/2023] [Accepted: 04/26/2023] [Indexed: 11/07/2023]
Abstract
A study was conducted on how emotional intelligence and compassion fatigue (CF) interact in social workers. The hypothesis was that social workers with higher emotional intelligence were less likely to suffer/develop CF. A sample of 264 subjects was selected from among 2,014 active social workers in Seville (Spain). They were administered a sociodemographic questionnaire (α = .710), the Emotional Intelligence Questionnaire-Short Form (α = .790), and the Compassion Fatigue Scale (α = .770). Authors carried out a reliability analysis (Cronbach's alpha), a frequency study, contingency tables, a Pearson-type correlations analysis, a linear regression analysis, and analysis of variance-type significance tests (with values between p = .001 and p = .005). The social workers who participated in this study presented high emotional intelligence, yet high rates of CF were found. Specifically, the lower the social worker's manifest level of emotional intelligence, the greater the suffering of CF. Overall, social workers with higher emotional intelligence were less likely to suffer or develop CF.
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Affiliation(s)
- Evaristo Barrera-Algarín
- PhD, is university lecturer, Department of Social Work and Social Services, University of Pablo de Olavide, Sevilla, Sevilla 41013, Spain
| | - Rebeca Castro-Ibáñez
- MSW, is researcher, Department of Social Work and Social Services, University of Pablo de Olavide, Sevilla, Spain
| | - Ana Vallejo-Andrada
- PhD, is social work professor, Department of Sociology, Social Work, and Social Health, Universidad de Huelva, Huelva, Spain
| | - Rocío Martínez-Fernández
- PhD, is social work professor, Department of Social Work and Social Services, University of Pablo de Olavide, Sevilla, Spain
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Sanz-Ponce R, López-Luján E, Serrano-Sarmiento Á, Giménez-Beut JA. Emotional Competences of Primary Education Teachers: A Need in School Post COVID-19. Eur J Investig Health Psychol Educ 2023; 13:1961-1985. [PMID: 37887142 PMCID: PMC10606685 DOI: 10.3390/ejihpe13100141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Revised: 09/14/2023] [Accepted: 09/18/2023] [Indexed: 10/28/2023] Open
Abstract
The COVID-19 pandemic has increased the number of students with mental health problems: depression, anxiety, stress. Faced with this reality, teachers and schools must be prepared to respond quickly and effectively. Therefore, the objective of this article is to analyze the emotional competences of primary school teachers in the city of Valencia based on the following sociodemographic variables: sex, age, professional experience, type of center and whether they have children. For this purpose, a quantitative methodological approach has been followed, through which the emotional competencies of primary education teachers are analyzed. These results allow us to establish teacher profiles according to sociodemographic variables and help to detect possible training deficiencies. A sample of 371 teachers of primary education in the city of Valencia has been analyzed. The Questionnaire on Teaching Competences of Primary Education Teachers, carried out under the Planned Action Model, has been used, and descriptive, univariate, bivariate and cluster analyses have been carried out. The mean, the standard deviation and the interquartile range (IQR) have been analyzed, as well as non-parametric tests such as the Wilcoxon, Kruskal-Wallis or Z test. The most significant results are that teachers have a greater ability to interpret emotions and to listen to students. On the contrary, it is teachers who most reject prejudice, discrimination and racism. Younger teachers are the ones who implement more inclusive learning environments. Finally, in general, all teachers are very respectful of students and claim to know how to manage classroom conflicts. The results obtained, in general terms, coincide with most of the research on teachers' emotional competencies. Some aspects simply do not coincide with the literature. The teachers who participated in our research perceive themselves as having a greater capacity to observe and interpret students' emotions, to generate learning situations that cater to diversity and to listen to their students. Other studies place these competencies at lower levels.
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Affiliation(s)
- Roberto Sanz-Ponce
- Department of General Didactics, Theory of Education and Technological Innovation, Catholic University of Valencia, 46110 Valencia, Spain
| | - Elena López-Luján
- Department of General Didactics, Theory of Education and Technological Innovation, Catholic University of Valencia, 46110 Valencia, Spain
| | - Ángela Serrano-Sarmiento
- Inclusive Education and Socio-Community Development, Catholic University of Valencia, 46110 Valencia, Spain
| | - Juan Antonio Giménez-Beut
- Department of General Didactics, Theory of Education and Technological Innovation, Catholic University of Valencia, 46110 Valencia, Spain
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Vidergor HE. The effect of teachers' self- innovativeness on accountability, distance learning self-efficacy, and teaching practices. COMPUTERS & EDUCATION 2023; 199:104777. [PMID: 36919161 PMCID: PMC9998282 DOI: 10.1016/j.compedu.2023.104777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2022] [Revised: 03/09/2023] [Accepted: 03/09/2023] [Indexed: 06/18/2023]
Abstract
During COVID-19 pandemic the teachers were suddenly forced to change their teaching and use distance learning practices, and become innovative in their ways of teaching online. In the current study we sought to understand whether teachers considered themselves innovative and how this affected their distance learning self-efficacy, accountability, and distance learning teaching practices. Two hundred elementary and secondary school teachers from Israel were asked to fill in a questionnaire comprising the four abovementioned components. Findings indicated that it was teachers' self-innovativeness which had significantly influenced their distance learning self-efficacy, accountability, and distance learning teaching practices. Findings indicate that work experience directly affected self-innovativeness, and older, more experienced teachers perceived themselves as more innovative in adopting and using distance learning compared to less experienced ones. The second finding was that professional development affected distance learning teaching practices but had no effect on teachers' self-innovativeness. The study shows that increasing teachers' self-innovativeness may affect their self-efficacy and accountability and lead to better distance learning teaching practices. Therefore, it is suggested to change the focus of professional development programs to promoting teachers' self-innovativeness and encouraging them to create novel and tailored combinations of hybrid learning.
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Affiliation(s)
- Hava E Vidergor
- Gordon Academic College of Education, 73 Tchernichovsky St. Haifa, Israel
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Lassri D. Psychological distress among teaching staff during the COVID-19 pandemic: A transdiagnostic perspective on profiles of risk and resilience. TEACHING AND TEACHER EDUCATION 2023; 128:104143. [PMID: 37041992 PMCID: PMC10080283 DOI: 10.1016/j.tate.2023.104143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Revised: 02/12/2023] [Accepted: 04/01/2023] [Indexed: 06/19/2023]
Abstract
Teaching staff are especially vulnerable to COVID-19-related stress, due to the significant demands they have experienced. Yet, many have shown resilience-good mental health despite stress exposure. The current study used a person-centered approach to identify distinct profiles according to individual differences in psychosocial risk and protective factors. Latent Profile Analysis and ANOVAs were employed among 350 Israeli teaching staff during the fourth wave of COVID-19. Two distinct profiles, "risk" (55%) and "resilience" (45%) were identified. While groups showed no differences in COVID-19-related stress outcomes, they consistently differed in their psychological reaction to COVID-19 (psychopathology, compassion fatigue, and compassion satisfaction).
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Affiliation(s)
- Dana Lassri
- The Paul Baerwald School of Social Work and Social Welfare, The Hebrew University of Jerusalem, Israel
- Research Department of Clinical, Educational and Health Psychology, UCL (University College London), UK
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Schenk E, Taeymans J, Rogan S. The impact of guided self-study on knowledge and skills in Swiss pre-clinical physiotherapy students - a feasibility study protocol. Front Med (Lausanne) 2023; 10:939228. [PMID: 37228402 PMCID: PMC10203414 DOI: 10.3389/fmed.2023.939228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2022] [Accepted: 04/24/2023] [Indexed: 05/27/2023] Open
Abstract
Physiotherapy education in Europe must incorporate self-study units in the curriculum due to the bologna reform. Studies investigating the impact of guided self-study (G-SS) on knowledge and skills in pre-clinical Swiss physiotherapy students are scarce. This study protocol describes a prospective randomized feasibility education study that will primarily examine the feasibility of establishing G-SS using retired physiotherapists as tutors in undergraduate physiotherapy students at the Bern University of Applied Sciences, School of Health Professions. Secondary objective will be to evaluate the effectiveness of six G-SS cycles with retired physiotherapists as tutors on knowledge and skills of pre-clinical undergraduate physiotherapy students. Students of the physiotherapy degree course will be allocated into a G-SS group or control group (CG). G-SS consists of an 8-day cycle. Feasibility outcome are the fidelity of implementation that include exposure dosage and students' responsiveness, and the degree of acceptability. Success criteria of feasibility are (1) exposure dosage calculated as the number of 90-min presentations that are conducted, and the content of cases and competences and (2) students' responsiveness, with at least a 83% willingness to participate. Acceptability of intervention from the undergraduate students' perspective will be evaluated by a questionnaire with open, semi-structured questions (post intervention). This study will provide new information regarding the feasibility of embedding G-SS in the curriculum and about the students' responsiveness and their acceptability for G-SS. Study protocol version 1 Trial registration: German Register of Clinical Studies (DKRS: DRKS00015518).
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Affiliation(s)
- Elisabeth Schenk
- Department of Health, Discipline of Physiotherapy, Bern University of Applied Sciences, Bern, Switzerland
- Physio Zofingen, Elisabeth Schenk, Zofingen, Switzerland
| | - Jan Taeymans
- Department of Health, Discipline of Physiotherapy, Bern University of Applied Sciences, Bern, Switzerland
- Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Brussels, Belgium
| | - Slavko Rogan
- Department of Health, Discipline of Physiotherapy, Bern University of Applied Sciences, Bern, Switzerland
- Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Brussels, Belgium
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Bradshaw CP, Kush JM, Braun SS, Kohler EA. The Perceived Effects of the Onset of the COVID-19 Pandemic: A Focus on Educators’ Perceptions of the Negative Effects on Educator Stress and Student Well-Being. SCHOOL PSYCHOLOGY REVIEW 2023. [DOI: 10.1080/2372966x.2022.2158367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Affiliation(s)
- Catherine P. Bradshaw
- School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
| | - Joseph M. Kush
- School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
- James Madison University, Harrisonburg, VA, USA
| | - Summer S. Braun
- School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
- University of Alabama, Tuscaloosa, AL, USA
| | - Emily A. Kohler
- School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
- EdTech Evidence Exchange, Arlington, VA, USA
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Goforth AN, Nichols LM, Sun J, Violante A, Brooke E, Kusumaningsih S, Howlett R, Hogenson D, Graham N. Cultural Adaptation of an Educator Social-Emotional Learning Program to Support Indigenous Students. SCHOOL PSYCHOLOGY REVIEW 2022; 53:365-381. [PMID: 39100141 PMCID: PMC11293464 DOI: 10.1080/2372966x.2022.2144091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2022] [Accepted: 10/15/2022] [Indexed: 12/13/2022]
Abstract
Supporting Indigenous students' social-emotional learning (SEL) is important given the systemic impact of colonialism that has contributed to their higher mental health and academic disparities compared to White students. One way to promote SEL is through professional development for educators, yet there has been little research on the development of SEL programs that are culturally responsive to Indigenous people and contexts. The purpose of this study is to highlight the process of culturally adapting a social-emotional program, Educators Navigating and Generating Approaches for Genuine Empowerment (ENGAGE), for educators at a school located in a tribal nation in the Rocky Mountain region. Driven by transformative SEL and tribal critical race theory, we co-adapted ENGAGE with community members through community-based participatory research. Through thematic analysis, we examined the unique values and culturally responsive considerations that arose during the research process. Five themes emerged from the data: (1) Understanding resilience in the face of trauma; (2) Fostering culture and traditions; (3) Building Relationships, respect, and reciprocity; (4) Highlighting the core role of educators in SEL; and (5) Educators supporting each other. Implications for school psychologists, including considerations for decolonizing research and practice, are discussed.
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Thurm D, Vandervieren E, Moons F, Drijvers P, Barzel B, Klinger M, van der Ree H, Doorman M. Distance mathematics education in Flanders, Germany, and the Netherlands during the COVID 19 lockdown-the student perspective. ZDM : THE INTERNATIONAL JOURNAL ON MATHEMATICS EDUCATION 2022; 55:79-93. [PMID: 36193161 PMCID: PMC9520109 DOI: 10.1007/s11858-022-01409-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/08/2022] [Indexed: 06/16/2023]
Abstract
In March 2020, many schools worldwide were closed due to the COVID-19 pandemic. This closure confronted mathematics teachers with the challenging transition to emergency remote teaching (ERT). How did students experience ERT, and how did these experiences relate to context variables and to their teachers' beliefs and practices? In particular, what didactic approaches and formative assessment practices did secondary mathematics students experience, and which beliefs did they hold concerning digital mathematics education? How were these student experiences and beliefs related to student context variables (gender, need to support family, personal home equipment), teacher beliefs, delivery modes, and student appreciation of mathematics? To investigate these issues, we set out online questionnaires for mathematics teachers and their students in Flanders-the Dutch-speaking part of Belgium-, Germany, and the Netherlands. Data consisted of completed questionnaires by 323 mathematics teachers and 2126 of their students. Results show that even though students preferred regular face-to-face teaching, they were content with the quality of their teachers' distance mathematics teaching. Students reported that they were taught new topics often, but did not experience teachers initiating peer feedback. High student appreciation of mathematics, good home environment, and more synchronous delivery of ERT were related to ERT experiences and more positive beliefs concerning digital mathematics education. These findings have implications for ERT teaching strategies in future, as well as for hybrid teaching practices.
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Song SY, Wang C, Espelage DL, Fenning PA, Jimerson SR. COVID-19 and School Psychology: Research Reveals the Persistent Impacts on Parents and Students, and the Promise of School Telehealth Supports. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2044237] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Song SY, Wang C, Espelage DL, Fenning PA, Jimerson SR. COVID-19 and School Psychology: Contemporary Research Advancing Practice, Science, and Policy. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1975489] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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