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Salavera C, Urbón E. Emotional wellbeing in teachers. Acta Psychol (Amst) 2024; 245:104218. [PMID: 38493712 DOI: 10.1016/j.actpsy.2024.104218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2024] [Revised: 03/01/2024] [Accepted: 03/11/2024] [Indexed: 03/19/2024] Open
Abstract
Wellbeing is determined by happiness and both positive and negative affects. These constructs are, in turn, related to emotional intelligence and play an important role in individual behaviour. This study examined the relationship between happiness, emotional intelligence, and positive and negative affects in a sample of 344 (121 men 35.17 % and 223 women 64.83 %) trainee teachers, with an average age of 22.36 years. Happiness and affects yielded lower values, which may be related to the age of the participants. All variables under study were found to be correlated, which suggests that they are measuring the same construct: subjective wellbeing. Network analysis indicated that the self-regulation of emotions was the axial factor in the relationship. Finally, it was found that only the factor of emotional intelligence that measures the self-regulation of emotion and affects (both positive and negative) can be used to predict happiness. The present investigation reveals that more research is needed that takes more variables into consideration to describe the effect of these variables on personal wellbeing. The study offers empirical support to models that argue for a relationship between happiness, emotional intelligence, and affects, and emphasises the need to work on future teachers during their training to address their psychological wellbeing.
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Affiliation(s)
- Carlos Salavera
- OPIICS Observatorio para la Innovación e Investigación en Ciencias Sociales, Universidad de Zaragoza, Spain; Cátedra TEA Ediciones, Universidad de Zaragoza, Spain.
| | - Eva Urbón
- OPIICS Observatorio para la Innovación e Investigación en Ciencias Sociales, Universidad de Zaragoza, Spain; Cátedra TEA Ediciones, Universidad de Zaragoza, Spain.
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Salavera C, Urbón E, Usán P, Franco V, Paterna A, Aguilar JM. Psychological wellbeing in teachers. Study in teachers of early childhood and primary education. Heliyon 2024; 10:e28868. [PMID: 38601612 PMCID: PMC11004752 DOI: 10.1016/j.heliyon.2024.e28868] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2023] [Revised: 03/14/2024] [Accepted: 03/26/2024] [Indexed: 04/12/2024] Open
Abstract
Recently, there has been a growing interest in emotional wellbeing, even from the early stages of education. In order to work wellbeing among the students it is essential to analyze the wellbeing of the teachers who are teaching and working with the children. This study examines psychological wellbeing in early childhood (0-6 years) and primary school teachers (6-12 years). The study comprised 236 early childhood and primary school teachers - 76 men (32.2%) and 160 women (67.8%) - with ages ranging from 25 to 61 years (average 37.69 years - s.d.=2.47). The study examined psychological wellbeing (happiness, eudemonic wellbeing, self-esteem, and life satisfaction) and several sociodemographic variables (gender, age, years in the job, type of contract, and educational stage). Participants answered an ad-hoc sociodemographic questionnaire and subjective happiness, eudemonic wellbeing, self-esteem, and life satisfaction standard questionnaires. Early childhood schoolteachers yielded higher wellbeing-related scores. All the wellbeing-related variables were found to be correlated with one another, except for happiness and self-esteem. Teachers working in different educational stages were found to yield significantly different wellbeing-related scores. For the first time, network analysis revealed differences in the associations of the variables under study among Early Childhood Education and Primary Education teachers. Thus, while happiness and satisfaction with life were found to be correlated in both groups, stronger correlations between self-esteem and eudaimonic wellbeing were found in early childhood education teachers, while in primary education teachers the correlation was with satisfaction with life, which indicates that early childhood teachers present greater spiritual and existential understanding, leading to eudaimonic wellbeing. These differences between educational stages are considered greatly significant. It was concluded that more research is needed, ideally with broader and longitudinal studies, to understand and describe the relationship between personal and even structural variables and wellbeing.
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Affiliation(s)
- Carlos Salavera
- OPIICS Observatorio para la Innovación e Investigación en Ciencias Sociales, Universidad de Zaragoza, Spain
- Cátedra TEA Ediciones Universidad de Zaragoza, Spain
| | - Eva Urbón
- OPIICS Observatorio para la Innovación e Investigación en Ciencias Sociales, Universidad de Zaragoza, Spain
- Cátedra TEA Ediciones Universidad de Zaragoza, Spain
| | - Pablo Usán
- OPIICS Observatorio para la Innovación e Investigación en Ciencias Sociales, Universidad de Zaragoza, Spain
- Cátedra TEA Ediciones Universidad de Zaragoza, Spain
| | - Vitor Franco
- Departamento de Psicología, Universidade de Évora, Portugal
| | - Adrián Paterna
- Departamento de Psicología, Universidad de Almería, Spain
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Mutiso V, Ndetei DM, Musyimi C, Shanley J, Swahn M, Bhui K. Towards agreement amongst parents, teachers and children on perceived psychopathology in children in a Kenyan socio-cultural context: a cross-sectional study. BMC Psychiatry 2024; 24:259. [PMID: 38580991 PMCID: PMC10998386 DOI: 10.1186/s12888-024-05679-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 03/12/2024] [Indexed: 04/07/2024] Open
Abstract
BACKGROUND Our objective was to determine levels of agreement between parents, teachers and children on mental symptoms in the children. Teachers, children and parents constitute the TRIAD in the perception of psychopathology in children. Analyzing the perceptions of psychopathology from the perspectives of parents, teachers, and children is essential for a comprehensive understanding of a child's mental health. METHODS We identified 195 participants across ten randomly sampled primary schools in South East Kenya. Potential participants were randomly selected and a sampling interval calculated to determine the study participants. The children (Class 5-8; aged 11-14) completed the Youth Self-Report (YSR) scale, the parents the Child Behavior Check List (CBCL) on their children and the teachers completed the Teachers Rating Form (TRF) on the children. Only parents and teachers who gave consent as well as children who gave assent were included in the study. Analysis was conducted using Stata 14.1 and Pearson correlation coefficients used to calculate the correlations between CBCL, YSR and TRF. RESULTS The children agreed least with the parents and more with the teachers. There was a greater agreement between the children and their teachers in 5 (2 internalizing disorders and 3 externalizing disorders) out of the 8 conditions. Children and parents agreed only on somatic disorders and conduct disorders. YSR mean scores were significantly lower than those for CBCL for all problem scales. Mean scores of TRF and YSR were comparable in the majority of the problems measured. CONCLUSION We suggest broad-based psychoeducation to include children, parents/guardians and teachers to enhance shared awareness of psychopathology and uptake of treatment and for the consideration of an integrated mental health system.
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Affiliation(s)
- Victoria Mutiso
- Africa Mental Health Research and Training Foundation, Nairobi, Kenya
- World Psychiatric Association Collaborating Centre for Research and Training, Nairobi, Kenya
| | - David M Ndetei
- Africa Mental Health Research and Training Foundation, Nairobi, Kenya.
- Department of Psychiatry, University of Nairobi, Nairobi, Kenya.
- World Psychiatric Association Collaborating Centre for Research and Training, Nairobi, Kenya.
| | - Christine Musyimi
- Africa Mental Health Research and Training Foundation, Nairobi, Kenya
- World Psychiatric Association Collaborating Centre for Research and Training, Nairobi, Kenya
| | - Jenelle Shanley
- School of Graduate Psychology, Pacific University, Hillsboro, USA
| | - Monica Swahn
- Department of Health Promotion and Physical Education, Wellstar College of Health & Human Services, Kennesaw State University, Kennesaw, GA, USA
| | - Kamaldeep Bhui
- Department of Psychiatry, University of Oxford, England, UK
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Leifler E, Borg A, Bölte S. A multi-perspective study of Perceived Inclusive Education for students with Neurodevelopmental Disorders. J Autism Dev Disord 2024; 54:1611-1617. [PMID: 35781856 PMCID: PMC10981633 DOI: 10.1007/s10803-022-05643-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/06/2022] [Indexed: 11/26/2022]
Abstract
Consensus is often a prerequisite for communities to develop initiatives to improve practice and create a future together. We investigated the consensus around the perceived educational inclusion of autistic and other neurodivergent students, their caregivers, and their teachers. Seventeen triads of informants plus two single students from mainstream secondary and high schools in Sweden underwent the standardized INCLUSIO interview operationalizing educational inclusion domains. Inclusive practice was reported across groups to be poorly to sufficiently developed for different domains and measures. Discrepancies were extensive between informants and most pronounced for students and parents versus teachers. The findings highlight limited consensus about inclusive education in practice and suggest enhanced participation of neurodivergent students and their parents to improve inclusive education implementation.
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Affiliation(s)
- Emma Leifler
- Karolinska Institutet Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet, & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden.
- Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Göteborg, Sweden.
| | - Anna Borg
- Karolinska Institutet Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet, & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Sven Bölte
- Karolinska Institutet Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet, & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden.
- Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden.
- Curtin Autism Research Group, School of Allied Health, Curtin University, Perth, Western, Australia.
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Maya Jariego I, Muñoz Alvis A, Villar Onrubia D. Using personal network analysis to understand the interaction between programmes' facilitators and teachers in psychoeducational interventions. Eval Program Plann 2024; 103:102410. [PMID: 38367350 DOI: 10.1016/j.evalprogplan.2024.102410] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2023] [Revised: 12/15/2023] [Accepted: 02/11/2024] [Indexed: 02/19/2024]
Abstract
In this study we use personal network analysis to examine the social relationships taking place throughout programme implementation. Previous literature on psychosocial intervention has used network analysis techniques to examine: (a) the interaction between participants, (b) the facilitators' link to the intervention target group, (c) the transfer of knowledge between experts and facilitators, and (d) the interaction of facilitators with each other. However, there has been little research on how facilitators connect with other figures in their organisational context, impacting both intervention fidelity and the fit of the programme to the local context. In this study we combine the analysis of personal networks with qualitative interviews with 102 teachers in 72 schools in Barranquilla (Colombia), with whom we describe the implementation of the psychoeducational programmes Pisotón and Metodologías Flexibles. The results show that programme implementation networks not only rely on facilitators but also on the contribution of the schools' director of studies, the coupling with the regular classroom teachers, and occasional collaborations from the rest of the school staff. After conducting a cluster analysis, we detected the existence of two types of personal networks, some based on the functioning of highly cohesive teams and others with a greater level of centralisation around the head of studies. Implementation networks not only enable the implementation of programme activities, but also the integration of the programme into educational organisations. In the discussion we reflect on how the analysis of facilitators' personal networks can be used to improve the process of programme implementation.
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Bhattarai A, Bhattarai B, Rana S. Prevalence of Occupational Voice Disorder Among Teachers of Kathmandu District, Nepal. Indian J Otolaryngol Head Neck Surg 2024; 76:1874-1881. [PMID: 38566690 PMCID: PMC10982201 DOI: 10.1007/s12070-023-04434-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Accepted: 12/03/2023] [Indexed: 04/04/2024] Open
Abstract
The objective of this research was to identify the prevalence of voice disorders among teachers in the Kathmandu District of Nepal, with an emphasis on identifying possible risk factors that may be associated with these disorders. A cross-sectional study design was used, with both quantitative and qualitative data-gathering techniques using a mixed-methods approach. Data were collected from 95 non-teachers and 194 participating teachers from different schools in Kathmandu Valley. The analysis covered self-reported voice problem prevalence, job details, and demographic data. We examined the relationships between several variables and voice issues, including gender, class size, length of instruction, and tobacco usage. Findings: Compared with nonteachers (33.7%), teachers had a considerably greater prevalence of voice issues (69.1%). Greater class size and more than ten years of teaching experience were shown to be risk factors, while female instructors reported a greater prevalence of voice issues. Additionally, it was shown that instructors' voice issues are also linked to tobacco usage. The results of this study highlight how critical it is to provide voice therapy to educators employed in the Kathmandu District, particularly those in at-risk categories such as female instructors, more experienced educators, and educators with larger class sizes. The outcomes demonstrated important impacts on teacher well-being, job satisfaction, and academic achievement. More research and intervention strategies are needed to minimize the effects of voice problems and promote a positive teaching and learning environment.
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Affiliation(s)
- Ankit Bhattarai
- Speech and Hearing Unit, Department of ENT-HNS, Maharajgunj Medical Campus, Tribhuvan University, Kathmandu, Nepal
| | - Biraj Bhattarai
- All India Institute of Speech and Hearing, Mysore, Karnataka India
| | - Siju Rana
- Speech and Hearing Unit, Department of ENT-HNS, Maharajgunj Medical Campus, Tribhuvan University, Kathmandu, Nepal
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Opoku MP, Nketsia W, Wisdom MK, Amponteng M. Have we bothered to ask? Exploration of the attitude of teachers toward participating in inclusive education research. BMC Res Notes 2024; 17:92. [PMID: 38549130 PMCID: PMC10979547 DOI: 10.1186/s13104-024-06755-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Accepted: 03/25/2024] [Indexed: 04/01/2024] Open
Abstract
OBJECTIVE The importance of research cannot be overemphasized. Research findings serve as a guide for the enactment of development policies and legislation. However, not all members of the target population willingly participate in a study. The current study explored the reasons why some individuals refused to partake in inclusive education research in a developing country, Ghana. The journaling helped to capture the voices of 87 participants who refused to take part in a larger inclusive education survey study. RESULTS The study found that the participants did not take part in the research because of reasons such as lack of financial gain, bad experience with previous research, lack of direct benefit, and lack of time. The findings of the study and its implication for policymaking in Ghana and research studies in sub-Saharan Africa are discussed.
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Affiliation(s)
- Maxwell Peprah Opoku
- Department of Special and Gifted Education, United Arab Emirates University, Al Ain, United Arab Emirates.
| | - William Nketsia
- School of Education, Western Sydney University, Sydney, Australia
| | - Mprah Kwadwo Wisdom
- Centre for Disability and Rehabilitation Studies, Department of Health Promotion and Disability Studies, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
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Thornburg M, Gunderman RB. A Teacher Who Refuses to Burn out. Acad Radiol 2024; 31:1217-1218. [PMID: 38061941 DOI: 10.1016/j.acra.2023.11.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Accepted: 11/18/2023] [Indexed: 03/23/2024]
Affiliation(s)
- Matthew Thornburg
- Department of Radiology, Indiana University School of Medicine, 702 North Barnhill Drive, Room 1053, Indianapolis, Indiana, 46202, USA
| | - Richard B Gunderman
- Department of Radiology, Indiana University School of Medicine, 702 North Barnhill Drive, Room 1053, Indianapolis, Indiana, 46202, USA.
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Tsang PY, Francis GA, Pavlidou E. Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong. Trends Neurosci Educ 2024; 34:100221. [PMID: 38499408 DOI: 10.1016/j.tine.2024.100221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2023] [Revised: 01/25/2024] [Accepted: 01/25/2024] [Indexed: 03/20/2024]
Abstract
BACKGROUND Educational neuromyths are known to exist amongst teachers in Western countries, and some researchers argue that neuromyths may affect classroom teaching. METHOD An online survey was designed and distributed to sixty-four Hong Kong inclusive education teachers. Descriptive statistics, Pearson's correlation, Hierarchical Multiple Regression, and Thematic analysis were used to analyzed the collected data. RESULTS First, there is a relatively low prevalence of neuromyths among Hong Kong teachers. Second, neuromyths were not significantly correlated with inclusive teachers' instructional practices. Third, teachers' general knowledge of the brain was significantly correlated with neuromyths and is a significant predictor of neuromyths. Fourth, the work-related stress of teachers was the main barrier to learning about neuroscience and adopting evidence-based practices in classroom teaching in Hong Kong. CONCLUSION Our findings raise awareness of environmental and cultural factors that need to be considered and might affect the prevalence of neuromyths studies in non-WEIRD contexts.
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Affiliation(s)
- Po-Yin Tsang
- Department of Education, the University of York, York, England, UK. YO10 5DD.
| | - Gill Althia Francis
- Department of Education, the University of York, York, England, UK. YO10 5DD
| | - Elpis Pavlidou
- Department of Education, the University of York, York, England, UK. YO10 5DD
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Chaula L. Measure for clinical supervision practices as factors of predictive indicators of teachers' professional identity development in Tanzania. Heliyon 2024; 10:e25768. [PMID: 38380022 PMCID: PMC10877269 DOI: 10.1016/j.heliyon.2024.e25768] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Revised: 12/02/2023] [Accepted: 02/01/2024] [Indexed: 02/22/2024] Open
Abstract
Developing teachers' professional identity is an ongoing process requiring multiple factors. However, the literature lacks a relationship between measures for clinical supervision practices and predictive indicators of teachers' professional identity development. Therefore, the study explored the opinions of school heads and teachers on measures for better school heads' clinical supervision practices and predictive indicators of teachers' professional identity development in Tanzania public secondary schools. A qualitative approach and multiple case research design governed the study in Njombe Region. Twelve informants participated in the semi-structured interviews and sixteen in focus group discussions. The analysis approach was content-structured analysis for the quantification of informants' responses. The study found major adjustments focused on pre-observation, classroom observation, and supervisory feedback. Clinical supervision adjustments in the mentioned dimensions are factors for developing predictive indicators of teachers' professional identity, such as loving the teaching profession, working for greater peace and freedom, feeling the teaching work is respected, and improving self-efficacy relative to teaching-learning efficiency. Minor adjustments were found in academic professional development for teachers and post-observation clinical supervision. Consequently, the development of predictive indicators of teachers' professional identity. Such as preserving professional skills and image and being prepared to have commitments to educating students. The study concludes that clinical supervision adjustments are indicators of teachers' professional identity development. The government is recommended to encourage clinical supervisory innovations to promote and enhance teacher professional identity development. Study findings provide a better understanding of a growing body of knowledge about improving clinical supervision practices to develop teachers' professional identity.
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Affiliation(s)
- Linus Chaula
- The University of Dodoma, College of Education, Department of Educational Management and Policy Studies, P.O. Box 529, Dodoma, Tanzania
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Umaña-Taylor AJ, Sladek MR, Safa MD. Teachers' Implementation of the Identity Project Is Associated With Increases in U.S. High School Students' Ethnic-Racial Identity Exploration. J Youth Adolesc 2024:10.1007/s10964-024-01955-2. [PMID: 38418751 DOI: 10.1007/s10964-024-01955-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2023] [Accepted: 02/10/2024] [Indexed: 03/02/2024]
Abstract
Ethnic-racial identity formation has significant consequences for positive youth development. Existing findings support the efficacy of the Identity Project, a school-based ethnic-racial identity intervention, when delivered by researchers; however, effectiveness of the program when delivered by teachers is unknown. This study examined changes in adolescents' (N = 180; 42.2% male, 50.6% female, 6.7% another gender identity; Mage = 14.11, SD = 0.33; 38.3% Latinx, 33.9% White, 15.0% Black, 9.4% Asian American, 3.3% another ethnoracial background) ethnic-racial identity exploration as a function of their teachers' implementation of the Identity Project. Findings indicated that ethnic-racial identity exploration significantly increased from pretest to posttest, and this did not vary based on familial ethnic-racial socialization, student-teacher ethnoracial match/mismatch, gender, immigrant status, or ethnoracial background. This study provides preliminary evidence that U.S. educators can be trained to efficaciously implement the Identity Project with high school students and, furthermore, that this approach to program dissemination may not only facilitate scale-up but also result in greater gains for adolescents relative to research-led implementations.
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Affiliation(s)
| | | | - M Dalal Safa
- The University of North Carolina - Chapel Hill, Chapel Hill, USA
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Sooki Z, Sharifi K, Faroughi F. Investigating factors affecting the evaluation of teachers' medical universities from the students' point of view: a systematic review. BMC Med Educ 2024; 24:187. [PMID: 38395829 PMCID: PMC10893686 DOI: 10.1186/s12909-024-05161-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 02/09/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND Faculty evaluation is essential as a principle in educational organizations because it helps measure the quantity and quality of education in universities and educational institutions. There are various ambiguities regarding the desirable and deserving characteristics of a good teacher. Therefore, this study was conducted with the aim of investigating factors affecting the evaluation of teachers' medical universities from the perspective of students. METHODS A systematic review study was conducted by searching for studies in both Persian and English languages from 2014 to 2022 in the following databases: Pubmed, Web of Science, Scopus, Cochrane, Google Scholar, and ScienceDirect, Magiran, SID, Iran Doc using keywords including Evaluation, Assessment, Estimate, Appraisement, Appraisal, Faculty Member, Professor, University, and College, as well as their MeSH equivalents, using "AND" and "OR" operators. The results of the articles about investigating factors affecting the evaluation of teachers' medical universities from the perspective of students were reviewed, summarized, and reported. RESULTS In the initial search, 3949 articles were found, and after evaluation, finally 21 articles were included in the systematic review. Based on the findings, investigating factors affecting the evaluation of teachers' medical universities from the perspective of 130,187 students can be categorized into 6 dimensions and 53 components. These dimensions include individual and professional characteristics of the educational system, attitude within the educational system, educational programs and guides, teaching methodology, internal coherence of educational resources, and evaluation system information. CONCLUSION The results of the articles about investigating factors affecting the evaluation of teachers' medical universities from the perspective of students were reviewed, summarized, and reported. It is necessary to pay attention to the factors affecting the evaluation of teachers in the recruitment of faculty members. Additionally, by holding practical training workshops with consideration of various dimensions that have an impact on faculty evaluation and student learning, it is possible to enhance the expertise of faculty members.
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Affiliation(s)
- Zahra Sooki
- Trauma Nursing Research Center, Faculty of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan, Iran
| | - Khadijeh Sharifi
- Trauma Nursing Research Center, Faculty of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan, Iran
| | - Forough Faroughi
- Student Research Committee, Kashan University of Medical Sciences, Kashan, Iran.
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Barcala-Furelos R, Peixoto-Pino L, Zanfaño-Ongil J, Martínez-Isasi S. [Challenges in teaching first aids at schools: analysis of spanish educational legislation (LOMLOE) and curricular guidance]. Rev Esp Salud Publica 2024; 98:e202402013. [PMID: 38391131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 01/22/2024] [Indexed: 02/24/2024] Open
Abstract
OBJECTIVE Teaching first aid (FA) to children and young people is a priority strategy in Public Health. The aim of this paper was to review and analyze new educational legislation within the FA curriculum framework, which is necessary for providing teachers and healthcare professionals with a practical guide that guides teaching to train first responders in different school stages. METHODS A group of four experts with curricular experience at different educational levels, as well as in the field of FA, participated in this analysis. The methodology involved a consensus analysis approach on the content of the spanish Royal Decrees (RD) for Primary Education (RD 157/2022), Secondary Education (RD 217/2022), and Baccalaureate (RD 243/2022) that develop the curriculum of the Organic Law 3/2020 (LOMLOE). RESULTS In the analysis of the three RD, ten general concepts were identified: accident prevention; protocol Protect, Alert, Assist (PAS); 1-1-2 protocol; recovery position (PLS); cardiopulmonary resuscitation (CPR); automated external or semi-automatic defibrillator (AED); foreign body airway obstruction (FBAO); FA; transportation of the injured; and stroke. Throughout all educational stages, in twenty-seven instances appeared content explicitly related to accident prevention or the learning of FA. CONCLUSIONS The current curriculum provides FA content from the age of eight-nine (3rd year of Primary Education). By the end of compulsory education, all students should be able to identify cardiac arrest, alert emergency services, initiate resuscitation maneuvers, use the defibrillator, and know how to respond to choking incidents.
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Affiliation(s)
- Roberto Barcala-Furelos
- REMOSS Research Group; Facultad de Ciencias de la Educación y el Deporte; Universidade de Vigo. A Xunqueira (Pontevedra). España
| | - Lucía Peixoto-Pino
- Facultade de CC. da Educación; Universidade de Santiago de Compostela. Santiago de Compostela. España
- CLINURSID Grupo de Investigación; Escuela de Enfermería; Universidade de Santiago de Compostela. Santiago de Compostela. España
| | - Julio Zanfaño-Ongil
- Instituto de Enseñanza Secundaria Augustóbriga. Consejería de Educación de la Junta de Extremadura. Navalmoral de la Mata (Cáceres). España
| | - Santiago Martínez-Isasi
- CLINURSID Grupo de Investigación; Escuela de Enfermería; Universidade de Santiago de Compostela. Santiago de Compostela. España
- Facultade de Enfermería; Universidade de Santiago de Compostela. Santiago de Compostela. España
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Tsubono K, Oba K, Fudetani Y, Ikeda C, Sakamoto J. Multidimensional analysis of school teachers' occupational stress by the New Brief Job Stress Questionnaire: focusing on gender differences. Ind Health 2024; 62:39-55. [PMID: 37245982 PMCID: PMC10869252 DOI: 10.2486/indhealth.2023-0018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Accepted: 05/18/2023] [Indexed: 05/30/2023]
Abstract
This study investigated teachers' occupational stress using a comprehensive job stress questionnaire, or the New Brief Job Stress Questionnaire, while considering gender differences. A total of 1,825 elementary and junior high school teachers participated in the study. The results revealed that female teachers significantly exhibited more psychological and physical stress reactions and perceived less job resource availability than did male teachers. Moreover, multiple regression analyses demonstrated that support from family and friends was a larger factor associated with mental health outcomes among female teachers than among male teachers. The impacts of marital status also differed between male and female teachers. Job demands were strongly associated with psychological and physical stress reactions among teachers. Meanwhile, job resources were more strongly associated with positive workplace outcomes, such as workplace engagement and social capital, than were job demands. Administrators should consider the distinctive nature of teachers' occupational stress in addition to its gender specific influence. Organizational support, such as securing teachers' autonomy, encouraging their career development, and acknowledging diversity, should be considered to foster teachers' work engagement and create a cohesive environment in the school workplace.
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Affiliation(s)
| | - Koji Oba
- Department of Biostatistics, School of Public Health, Graduate School of Medicine, The University of Tokyo, Japan
- Interfaculty Initiative in Information Studies, Graduate School of Interdisciplinary Information Studies, The University of Tokyo, Japan
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15
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Huang Y, Xu Y, Zhang J, Long Z, Qian Z, Liu W, Chen L. Research on factors influencing the academic entrepreneurial ability of teachers in the digital age: Evidence from China. Heliyon 2024; 10:e24152. [PMID: 38293401 PMCID: PMC10825439 DOI: 10.1016/j.heliyon.2024.e24152] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 12/19/2023] [Accepted: 01/04/2024] [Indexed: 02/01/2024] Open
Abstract
In the contemporary digital economy, economic development increasingly relies on the innovation and dissemination of knowledge. Academic entrepreneurship, as a direct channel for knowledge dissemination into the marketplace, is significantly influenced by digital technology. Consequently, how to improve academic entrepreneurial ability has become a hot research topic. This study is grounded in the theory of reciprocal determinism within the context of the digital economy. We use the "2019 China Digital Economy Development Index White Paper" and collect data from 1843 survey questionnaires in China to conduct empirical research with a ridge regression model. It primarily focuses on the following individual factors and social environmental factors on academic entrepreneurial ability of teachers (AEAT): digital economy (DE), organizational support (OS), policy environment (PE), and personal learning growth (PLG). First, the findings show that the DE, OS, PE, and PLG have a significant positive impact on improving AEAT. Second, the results also indicate that social environmental factors relative to personal factors will have a greater impact. Finally, this study not only presents the first attempt to establish a connection between DE and AEAT but also holds significant managerial implications for enhancing AEAT within the context of the DE. Despite the increasing body of literature on academic entrepreneurship, the research domain pertaining specifically to AEAT remains fragmented and lacks comprehensive theoretical development. There is a pressing need for more systematic and thorough investigations to unveil the black box of factors influencing AEAT in the context of the DE.
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Affiliation(s)
- Yangjie Huang
- Institute of China Innovation and Entrepreneurship Education, Hangzhou Normal University, Hangzhou, China
| | - Ying Xu
- Institute of China Innovation and Entrepreneurship Education, Hangzhou Normal University, Hangzhou, China
| | - Jiali Zhang
- Institute of China Innovation and Entrepreneurship Education, Hangzhou Normal University, Hangzhou, China
| | - Zehai Long
- School of Innovation and Entrepreneurship Education, Wenzhou Medical University, Wenzhou, China
| | - Zuoyi Qian
- Wenzhou Business College, Wenzhou, China
| | - Wenjie Liu
- Institute of China Innovation and Entrepreneurship Education, Hangzhou Normal University, Hangzhou, China
| | - Lu Chen
- MBA School, Zhejiang Gongshang University, Hangzhou, China
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16
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Regaieg N, Zouari L, Mejdoub Y, Elleuch O, Smaoui N, Feki R, Gassara I, Bouali MM, Charfi N, Thabet JB, Maalej M, Omri S. Prevalence and factors for anxiety and depression among secondary school teachers from Sfax city of Tunisia in times of the coronavirus disease 2019 pandemic: a cross-sectional study. Pan Afr Med J 2024; 47:27. [PMID: 38558557 PMCID: PMC10979814 DOI: 10.11604/pamj.2024.47.27.39550] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Accepted: 01/07/2024] [Indexed: 04/04/2024] Open
Abstract
Introduction teachers have to adapt during the coronavirus disease 2019 (COVID-19) pandemic to many changes that could potentially make them more vulnerable to psychological distress. We aimed to assess anxiety and depression in Tunisian secondary school teachers during the COVID-19 pandemic and to explore their associated factors. Methods we conducted a cross-sectional survey concerning Tunisian secondary school teachers between May 1st, 2021, and June 30th, 2021, using an online survey platform via Google Forms. Participants were asked to fill in a form including two psychometric tests: the General Anxiety Disorder 7 (GAD-7) and the Patient Health Questionnaire 9 (PHQ-9). We performed both univariable and multivariable logistic regression analyses. Results a total of 170 secondary school teachers were included, of whom 22.4% (n=38) were males and 77.6% (n=132) were females. The median age was 45.5 years (Q1=39, Q3=49). The overall anxiety prevalence was 34.7% (n=59) while it was 41.7% (n=71) for depression. In multivariable analysis, anxiety was strongly associated with sleep disturbances (aOR: 5.1; 95% CI: 1.80-14.45; p=0.002) and depression (aOR: 33.91; 95% CI: 12.32-93.33; p<0.001) while depression was strongly associated with dissatisfaction with working conditions (aOR: 3.99; 95% CI: 1.49-10.65; p=0.006), the irregular wearing of protective masks (aOR: 3.94; 95% CI: 1.33-11.66; p=0.013) and anxiety (aOR=51.63; 95% CI: 17.74-150.25; p<0.001). Conclusion secondary school teachers in Tunisia are characterized by a high rate of anxiety and depressive disorders which are related to personal and professional factors on which we can act by supplying of educational institutions by protective masks, the implementation of programs for adjusting working conditions and the practice of non-pharmacological interventions for insomnia management.
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Affiliation(s)
- Nour Regaieg
- Psychiatry “C” Department, Hedi Chaker University Hospital, Sfax, Tunisia
| | - Lobna Zouari
- Psychiatry “C” Department, Hedi Chaker University Hospital, Sfax, Tunisia
| | - Yosra Mejdoub
- Epidemiology Department, Hedi Chaker University Hospital, Sfax, Tunisia
| | - Oumayma Elleuch
- Psychiatry “C” Department, Hedi Chaker University Hospital, Sfax, Tunisia
| | - Najeh Smaoui
- Psychiatry “C” Department, Hedi Chaker University Hospital, Sfax, Tunisia
| | - Rim Feki
- Psychiatry “C” Department, Hedi Chaker University Hospital, Sfax, Tunisia
| | - Imen Gassara
- Psychiatry “C” Department, Hedi Chaker University Hospital, Sfax, Tunisia
| | | | - Nada Charfi
- Psychiatry “C” Department, Hedi Chaker University Hospital, Sfax, Tunisia
| | - Jihen Ben Thabet
- Psychiatry “C” Department, Hedi Chaker University Hospital, Sfax, Tunisia
| | - Mohamed Maalej
- Psychiatry “C” Department, Hedi Chaker University Hospital, Sfax, Tunisia
| | - Sana Omri
- Psychiatry “C” Department, Hedi Chaker University Hospital, Sfax, Tunisia
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17
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Ng YH, Moy FM, Hairi NN, Bulgiba A. Prevalence of type 2 diabetes mellitus and impaired fasting glucose, and their associated lifestyle factors among teachers in the CLUSTer cohort. PeerJ 2024; 12:e16778. [PMID: 38274329 PMCID: PMC10809994 DOI: 10.7717/peerj.16778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Accepted: 12/18/2023] [Indexed: 01/27/2024] Open
Abstract
Background Teachers are responsible for educating future generations and therefore play an important role in a country's education system. Teachers constitute about 2.6% of all employees in Malaysia, making it one of the largest workforces in the country. While health and well-being are crucial to ensuring teachers' work performance, reports on non-communicable diseases such as type 2 diabetes mellitus (T2DM) among Malaysian teachers are scarce. Hence, this study focused on the prevalence of T2DM, undiagnosed diabetes mellitus (DM), impaired fasting glucose (IFG), and underlying lifestyle factors associated with these outcomes among Malaysian teachers. Methods This is a cross-sectional study from the CLUSTer cohort. There were 14144 teachers from the Peninsular Malaysia included in this study. The teachers' sociodemographic and lifestyle characteristics were described using a weighted complex analysis. A matched age group comparison was carried out between teachers and the Malaysian general population on T2DM, undiagnosed DM, and IFG status. Next, the researchers examined the association of lifestyle factors with T2DM and IFG using multivariable logistic regression. Results The prevalence of T2DM, undiagnosed DM, and IFG among the Malaysian teachers were 4.1%, 5.1%, and 5.6%, respectively. The proportions of teachers with T2DM (both diagnosed and undiagnosed) and the IFG increased linearly with age. Teachers had a lower weighted prevalence of T2DM (known and undiagnosed) than the general population. However, teachers were more inclined to have IFG than the general population, particularly those aged 45 years and older. Among all lifestyle indicators, only waist circumference (aOR: 1.14, 95% CI: 1.08, 1.20) was found to be associated with T2DM, whereas waist circumference (aOR: 1.10, 95% CI: 1.05, 1.15) and physical activity [moderately active = (aOR: 0.71, 95% CI: 0.52, 0.98); highly active = (aOR: 0.56, 95% CI: 0.40, 0.80)] were associated with IFG. Conclusions Modifiable lifestyle factors such as abdominal obesity and physical activity were associated with T2DM and IFG. Intervention programs targeting these factors could help reduce future treatment costs and increase productivity.
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Affiliation(s)
- Yit Han Ng
- Department of Social and Preventive Medicine, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Foong Ming Moy
- Department of Social and Preventive Medicine, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
- Centre for Epidemiology and Evidence-Based Practice, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Noran Naqiah Hairi
- Department of Social and Preventive Medicine, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
- Centre for Epidemiology and Evidence-Based Practice, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Awang Bulgiba
- Academy of Sciences Malaysia, Kuala Lumpur, Malaysia
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18
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Melkman EP. Educators' experiences of coping with cases of child abuse and neglect: Challenges and supports. Child Abuse Negl 2024; 147:106553. [PMID: 38006632 DOI: 10.1016/j.chiabu.2023.106553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Revised: 11/02/2023] [Accepted: 11/12/2023] [Indexed: 11/27/2023]
Abstract
BACKGROUND Although educational staff are uniquely positioned to identify and intervene in cases of child abuse and neglect (CAN), concerns have been raised as to their capacity to intervene appropriately in such cases. OBJECTIVE The current study examines the perspectives of educators on their experience of reporting CAN and on the barriers and facilitators experienced within this process. METHODS To that end, in-depth interviews were conducted with 29 educational staff in Israel (27 Jewish, 2 Arabs), including 17 school teachers and 12 counselors who had experienced coping with cases of CAN within their professional role. RESULTS The findings showed that educators experienced immense challenges related to the reporting of CAN. At the professional level, deciding whether or not reporting was required or would serve the best interest of the child, was the most pronounced challenge reported. The heavy burden of protecting children as well as the bearing witness to the abuse and neglect of young children had a tremendous emotional impact on interviewees, arousing feelings of helplessness and undermining their sense of trust in the world. Support provided within schools emerged as a very substantial facilitator of reporting that fulfilled various functions, including providing educators with professional guidance, a sense of togetherness in the face of challenge and emotional containment. CONCLUSIONS In order for educators to be able to successfully cope with such sensitive and complex cases they must be receive regular support and supervision that would address their professional as well as their emotional needs.
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Affiliation(s)
- Eran P Melkman
- The Jaime and Joan Constantiner School of Education, Tel Aviv University, P.O. Box 39040, Tel Aviv 6997801, Israel.
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19
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Fu D, Wang S, Yang F, Pan J, Chen L, Liu J, Huang Y. A General Survey of Pharynlaryngeal Diseases and Voice Disorders Among Basic Education Teachers in Tianjin. J Voice 2023:S0892-1997(23)00368-5. [PMID: 38135597 DOI: 10.1016/j.jvoice.2023.11.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Revised: 11/07/2023] [Accepted: 11/07/2023] [Indexed: 12/24/2023]
Abstract
OBJECTIVE In this study, we created a city-wide database of pharynlaryngeal diseases and voice disorders among basic education teachers to analyze the incidence, distribution, and risk factors of pharynlaryngeal diseases and voice disorders. METHODS A total of 47,823 teachers in primary and secondary schools and kindergartens of Tianjin were enrolled in this study and underwent questionnaires and throat examinations. In addition, the data were subjected to descriptive statistics, chi-square analysis, and univariate and multivariate logistic regression analyses. RESULTS Pharynlaryngeal diseases and voice disorders had an overall prevalence of 69.42% among basic education teachers in Tianjin, wherein the prevalence of chronic pharyngitis, chronic hyperplastic laryngitis, and chronic simple laryngitis were the highest at 39.45%, 19.80%, and 15.59%, respectively. The results of multivariate logistic regression analysis suggest that pharynlaryngeal diseases and voice disorders were statistically correlated with gender (P < 0.001), years of teaching (P < 0.001), school district (P < 0.001), class size (P < 0.001), subjective assessment of teachers on vocal loudness (P < 0.001), neck and shoulder discomfort (P < 0.001), smoking (P < 0.001), psychological stress (P = 0.002), and frequent habitual throat clearing (P < 0.001). Furthermore, the risk factors for pharynlaryngeal diseases and voice disorders were age (P = 0.002), school district (P < 0.001), class size (P = 0.008), neck and shoulder discomfort (P = 0.038), smoking (P < 0.001), water intake habits during class (P = 0.023), and frequent habitual throat clearing (P = 0.001) for male teachers, and for female teachers, it was age (P < 0.001), school district (P < 0.001), daily teaching hours (P = 0.005), class size (P < 0.001), subjective assessment of teachers on vocal loudness (P < 0.001), neck and shoulder discomfort (P < 0.001), smoking (P = 0.033), psychological stress (P = 0.003), and frequent habitual throat clearing (P < 0.001). CONCLUSION Due to the high prevalence of pharynlaryngeal diseases and voice disorders among basic education teachers, throat and voice health education-related activities should be conducted for teachers to intervene in the occurrence of pharynlaryngeal diseases and voice disorders at an early stage.
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Affiliation(s)
- Dehui Fu
- Department of ENT, The 2nd Hospital of Tianjin Medical University, Tianjin, China; School of Electronic Information Engineering, Tianjin University Texas Instruments DSP Joint Lab, Tianjin University, Tianjin, China
| | - ShanShan Wang
- Department of ENT, The 2nd Hospital of Tianjin Medical University, Tianjin, China
| | - Fang Yang
- Department of ENT, The 2nd Hospital of Tianjin Medical University, Tianjin, China
| | - Jing Pan
- Department of ENT, The 2nd Hospital of Tianjin Medical University, Tianjin, China
| | - Lei Chen
- Department of ENT, The 2nd Hospital of Tianjin Medical University, Tianjin, China
| | - Jing Liu
- Department of ENT, The 2nd Hospital of Tianjin Medical University, Tianjin, China
| | - Yongwang Huang
- Department of ENT, The 2nd Hospital of Tianjin Medical University, Tianjin, China.
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20
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Tsubono K, Ogawa M, Maruyama Y. Comparison of primary school teachers' stress responses between pre-pandemic and pandemic periods: a large-scale nationwide survey in Japan. Ind Health 2023; 61:406-418. [PMID: 36261339 PMCID: PMC10731416 DOI: 10.2486/indhealth.2022-0147] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/06/2022] [Accepted: 10/17/2022] [Indexed: 06/16/2023]
Abstract
A schoolteacher's job is considered one of the most stressful occupations globally. The coronavirus disease 2019 pandemic has posed further challenges for schoolteachers. This study aimed to examine the effects of the pandemic on primary school teachers' stress responses in Japan. We analyzed the data from a nationwide survey of public-school teachers conducted between June 2019 and December 2021. The total numbers of participants were 65,968 in 2019, 72,248 in 2020, and 75,435 in 2021. Working hours and perceived main stressors as well as stress response scores were assessed. Contrary to expectations, the results showed that the stress response scores among primary school teachers did not increase in the first year of the pandemic. Rather, the stress response scores and the proportion of high-stress teachers significantly decreased from the pre-pandemic year (2019) to the first year of the pandemic (2020). However, the stress response scores showed a rising trend in the second year of the pandemic (2021). Participants' working hours decreased from 2019 to 2021. The findings in relation to teachers' main stressors matched these trends. Continuous monitoring of teachers' stress levels is required both during and after the pandemic.
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Affiliation(s)
- Kenjiro Tsubono
- Department of Psychosomatic Medicine, Tokai Central Hospital, Japan
| | - Masaki Ogawa
- Department of Pharmacy, Tokai Central Hospital, Japan
| | - Yoko Maruyama
- Department of Health Management, Tokai Central Hospital, Japan
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21
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Martínez-Isasi S, Carballo-Fazanes A, Jorge-Soto C, Otero-Agra M, Fernández-Méndez F, Barcala-Furelos R, Izquierdo V, García-Martínez M, Rodríguez-Núñez A. School children brief training to save foreign body airway obstruction. Eur J Pediatr 2023; 182:5483-5491. [PMID: 37777603 PMCID: PMC10746610 DOI: 10.1007/s00431-023-05202-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Revised: 08/31/2023] [Accepted: 09/09/2023] [Indexed: 10/02/2023]
Abstract
Foreign body airway obstruction (FBAO) is a relatively common emergency and a potential cause of sudden death both in children and older people; bystander immediate action will determine the victim's outcome. Although many school children's basic life support (BLS) training programs have been implemented in recent years, references to specific training on FBAO are lacking. Therefore, the aim was to assess FBAO-solving knowledge acquisition in 10-13-year-old school children. A quasi-experimental non-controlled simulation study was carried out on 564 ten-to-thirteen-year-old children from 5 schools in Galicia (Spain). Participants received a 60-min training led by their physical education teachers (5 min theory, 15 min demonstration by the teacher, and 30 min hands-on training) on how to help to solve an FBAO event. After the training session, the school children's skills were assessed in a standardized adult's progressive FBAO simulation scenario. The assessment was carried out by proficient researchers utilizing a comprehensive checklist specifically designed to address the variables involved in resolving a FBAO event according with current international guidelines. The assessment of school children's acquired knowledge during the simulated mild FBAO revealed that 62.2% of participants successfully identified the event and promptly encouraged the simulated patient to cough actively. When the obstruction progressed, its severity was recognized by 86.2% and back blows were administered, followed by abdominal thrusts by 90.4%. When the simulated victim became unconscious, 77.1% of children identified the situation and immediately called the emergency medical service and 81.1% initiated chest compressions. No significant differences in performance were detected according to participants' age. Conclusion: A brief focused training contributes to prepare 10-13-year-old school children to perform the recommended FBAO steps in a standardized simulated patient. We consider that FBAO should be included in BLS training programs for school children. What is Known: • Kids Save Lives strategy states that school children should learn basic life support (BLS) skills because of their potential role as first responders. • This BLS training does not include content for resolving a foreign body airway obstruction (FBAO). What is New: • Following a 60-min theoretical-practical training led by physical education teachers, 10-13-year-old school children are able to solve a simulated FBAO situation. • The inclusion of FBAO content in BLS training in schools should be considered.
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Affiliation(s)
- Santiago Martínez-Isasi
- CLINURSID Research Group, Psychiatry, Radiology, Public Health, Nursing and Medicine Department, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
- Simulation, Life Support, and Intensive Care Research Unit, (SICRUS) of the Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain
- Faculty of Nursing, Universidade de Santiago de Compostela, Av/Xoan XXIII, S/N, 15782, Santiago de Compostela, Spain
- Primary Care Interventions to Prevent Maternal and Child Chronic Diseases of Perinatal and Developmental Origin (RICORS), Instituto de Salud Carlos III, RD21/0012/0025, Madrid, Spain
| | - Aida Carballo-Fazanes
- CLINURSID Research Group, Psychiatry, Radiology, Public Health, Nursing and Medicine Department, Universidade de Santiago de Compostela, Santiago de Compostela, Spain.
- Simulation, Life Support, and Intensive Care Research Unit, (SICRUS) of the Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain.
- Faculty of Nursing, Universidade de Santiago de Compostela, Av/Xoan XXIII, S/N, 15782, Santiago de Compostela, Spain.
- Primary Care Interventions to Prevent Maternal and Child Chronic Diseases of Perinatal and Developmental Origin (RICORS), Instituto de Salud Carlos III, RD21/0012/0025, Madrid, Spain.
| | - Cristina Jorge-Soto
- CLINURSID Research Group, Psychiatry, Radiology, Public Health, Nursing and Medicine Department, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
- Simulation, Life Support, and Intensive Care Research Unit, (SICRUS) of the Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain
- Faculty of Nursing, Universidade de Santiago de Compostela, Av/Xoan XXIII, S/N, 15782, Santiago de Compostela, Spain
| | - Martín Otero-Agra
- REMOSS Research Group, Faculty of Education and Sport Sciences, Universidade de Vigo, Pontevedra, Spain
- Escuela de Enfermería de Pontevedra, Universidade de Vigo, Pontevedra, Spain
| | - Felipe Fernández-Méndez
- CLINURSID Research Group, Psychiatry, Radiology, Public Health, Nursing and Medicine Department, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
- REMOSS Research Group, Faculty of Education and Sport Sciences, Universidade de Vigo, Pontevedra, Spain
- Escuela de Enfermería de Pontevedra, Universidade de Vigo, Pontevedra, Spain
| | - Roberto Barcala-Furelos
- REMOSS Research Group, Faculty of Education and Sport Sciences, Universidade de Vigo, Pontevedra, Spain
| | - Verónica Izquierdo
- Simulation, Life Support, and Intensive Care Research Unit, (SICRUS) of the Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain
- Primary Care Interventions to Prevent Maternal and Child Chronic Diseases of Perinatal and Developmental Origin (RICORS), Instituto de Salud Carlos III, RD21/0012/0025, Madrid, Spain
| | | | - Antonio Rodríguez-Núñez
- CLINURSID Research Group, Psychiatry, Radiology, Public Health, Nursing and Medicine Department, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
- Simulation, Life Support, and Intensive Care Research Unit, (SICRUS) of the Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain
- Faculty of Nursing, Universidade de Santiago de Compostela, Av/Xoan XXIII, S/N, 15782, Santiago de Compostela, Spain
- Primary Care Interventions to Prevent Maternal and Child Chronic Diseases of Perinatal and Developmental Origin (RICORS), Instituto de Salud Carlos III, RD21/0012/0025, Madrid, Spain
- Pediatric Critical, Intermediate and Palliative Care Section, Pediatric Area, Santiago de Compostela's University Clinic Hospital, Santiago de Compostela, Spain
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22
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Nguyet Trang TT, Thang PC. Development and validation of Vietnam teachers' resilience scale instrument: A four-factor model. Heliyon 2023; 9:e22730. [PMID: 38107296 PMCID: PMC10724667 DOI: 10.1016/j.heliyon.2023.e22730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Revised: 11/13/2023] [Accepted: 11/17/2023] [Indexed: 12/19/2023] Open
Abstract
Existing studies on resilience measures tailored explicitly to teachers are relatively scarce, and the development of teacher resilience scales in developing Asian nations is lacking. To address this gap, we developed the Vietnam Teachers' Resilience Scale (VITRS), drawing on the Teachers' Resilience Scale (Daniilidou & Platsidou, 2018) and the Multidimensional Teachers' Resilience Scale (Mansfield & Wosnitza, 2015; Peixoto et al., 2020). The VITRS comprises 20 items across four dimensions (Social, Professional, Emotional, and Motivational resilience), demonstrating psychometric properties. The VITRS exhibits high reliability and validity and can serve as a significant assessment tool for high school and university teachers. This enables them to measure their resilience and prepare effectively to face and adapt to adversity. Despite these limitations, this study opens new avenues for future research.
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Affiliation(s)
| | - Pham Chien Thang
- Faculty of Journalism and Communication, TNU-University of Sciences, Viet Nam
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23
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Baffsky R, Ivers R, Cullen P, McGillivray L, Werner-Seidler A, Calear AL, Batterham PJ, Toumbourou JW, Stokes R, Kotselas P, Prendergast T, Torok M. Co-design and Development of Implementation Strategies: Enhancing the PAX Good Behaviour Game in Australian Schools. J Prev (2022) 2023; 44:679-704. [PMID: 37741909 PMCID: PMC10638156 DOI: 10.1007/s10935-023-00749-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/29/2023] [Indexed: 09/25/2023]
Abstract
Effective implementation strategies are important for take-up of programs in schools. However, to date, few implementation strategies have been co-designed with teachers and support staff (including principals) in Australia. The aim of this study was to iteratively co-design multiple implementation strategies to enhance the delivery of mental health prevention program, PAX Good Behaviour Game, in New South Wales primary schools. The secondary aim was to evaluate the acceptability of the implementation strategies from the perspective of school staff. Twenty-nine educational staff (including principals) informed the co-design of the implementation strategies across three phases. Phase 1 involved a rapid review of the literature and stakeholder meetings to agree upon potential evidence-based strategies. Phase 2 involved focus group discussions with educational staff to co-design implementation strategies. Phase 3 involved semi-structured interviews with school staff to assess strategy acceptability after implementation at 6-months post-baseline. Data were analysed using deductive, framework analysis. The final co-designed intervention included nine implementation strategies accessible through a toolkit delivered to the school's leadership team. These strategies were deemed acceptable in school settings that experienced periods of both face-to-face and remote learning due to the changing COVID-19 situation in 2021. This paper contributes to the implementation literature by transparently reporting how educational staff-informed implementation strategies were iteratively co-designed. This will provide a roadmap for other researchers to co-design implementation strategies to further support the delivery of evidence-based prevention programs in schools.
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Affiliation(s)
- Rachel Baffsky
- School of Population Health, University of New South Wales, Sydney, Samuels Building, F25, Samuel Terry Ave, Kensington, NSW, Australia.
| | - Rebecca Ivers
- School of Population Health, University of New South Wales, Sydney, Samuels Building, F25, Samuel Terry Ave, Kensington, NSW, Australia
| | - Patricia Cullen
- School of Population Health, University of New South Wales, Sydney, Samuels Building, F25, Samuel Terry Ave, Kensington, NSW, Australia
| | | | | | - Alison L Calear
- Centre for Mental Health Research, The Australian National University, Acton, ACT, Australia
| | - Philip J Batterham
- Centre for Mental Health Research, The Australian National University, Acton, ACT, Australia
| | - John W Toumbourou
- School of Psychology and Centre for Social and Early Emotional Development (SEED), Deakin University, Geelong, VIC, Australia
| | - Rhoni Stokes
- Department of Education, New South Wales (NSW), Parramatta, NSW, Australia
| | - Pauline Kotselas
- Department of Education, New South Wales (NSW), Parramatta, NSW, Australia
| | - Traci Prendergast
- Department of Education, New South Wales (NSW), Parramatta, NSW, Australia
| | - Michelle Torok
- Black Dog Institute, University of New South Wales, Sydney, Australia
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Opoku MP, Elhoweris H, Alhosani N, Mustafa A, Alkhateri T, Nketsia W. Factors influencing the intention of trainee special education teachers to integrate assistive technology into teaching students with disabilities in the United Arab Emirates. Heliyon 2023; 9:e22736. [PMID: 38125551 PMCID: PMC10731060 DOI: 10.1016/j.heliyon.2023.e22736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Revised: 11/16/2023] [Accepted: 11/17/2023] [Indexed: 12/23/2023] Open
Abstract
Technology has been incorporated into the educational systems of many countries as a teaching and learning tool. Contemporary discourse has focused on how to prepare teachers to utilise technology in their teaching practice. Although most pre-service elementary school teachers in the United Arab Emirates are women, studies have not yet investigated their acceptance of or preparedness to use technology in the classroom. Therefore, it is necessary to investigate whether the training provided to pre-service special education teachers equips them with sufficient skills to support students with disabilities. The present study used the technology acceptance model (TAM) as a theoretical lens to examine the factors that impact female pre-service special education teachers' intention to incorporate assistive technology (AT) in teaching students with disabilities. A survey based on TAM was used to collect data from 138 participants and test four study hypotheses. Regarding data analysis, SPSS and AMOS version 28 software were used to conduct exploratory factor, confirmatory factor and path analyses. Two of the four hypotheses were supported. The results provide support for the four-factor TAM structure, with two predictors - perceived ease of use and computer self-efficacy - supporting pre-service teachers' intention to use AT to teach students with disabilities in the classroom. Teacher educators and policymakers should consider the TAM construct when preparing pre-service teachers to effectively support all students. Specifically, teacher development and stakeholder engagement with AT resources are needed to optimise the learning of children with disabilities.
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Affiliation(s)
- Maxwell Peprah Opoku
- College of Education, United Arab Emirates University, Al Ain, United Arab Emirates
| | - Hala Elhoweris
- College of Education, United Arab Emirates University, Al Ain, United Arab Emirates
| | - Najwa Alhosani
- College of Education, United Arab Emirates University, Al Ain, United Arab Emirates
| | - Ashraf Mustafa
- College of Education, United Arab Emirates University, Al Ain, United Arab Emirates
| | - Thara Alkhateri
- College of Education, United Arab Emirates University, Al Ain, United Arab Emirates
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Armstrong-Gallegos S, Van Herwegen J, Ipinza VF. Neuromyths about neurodevelopmental disorders in Chilean teachers. Trends Neurosci Educ 2023; 33:100218. [PMID: 38049290 DOI: 10.1016/j.tine.2023.100218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2023] [Revised: 10/11/2023] [Accepted: 10/24/2023] [Indexed: 12/06/2023]
Abstract
Misconceptions about how the brain works (neuromyths) are shown to be common among educators, but little is known about neurodevelopmental disorders (NDDs) neuromyths. Here, we explored the prevalence of both general and neurodevelopmental disorders neuromyths in Chilean teachers and other educational professionals. One hundred forty-four participants answered an online neuroscience knowledge, interest, and training questionnaire. Regression analysis showed that both teachers and non-teachers endorsed more neuromyths related to NDDs compared to general neuromyths and that familiarity with the NDDs but not necessarily neuroscience training or interest plays an important role in the endorsement of these neuromyths. The findings indicate that dyscalculia is the least known neurodevelopmental disorder. Although inclusion politics demand training for all educational actors, the current findings suggest effective translational efforts between neuroscience and education fields should continue.
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Affiliation(s)
| | - Jo Van Herwegen
- Department of Psychology and Human Development, UCL Institute of Education, London, UK
| | - Vania Figueroa Ipinza
- Centro de Transversalización de Género en I+D+i+e, Universidad Autónoma de Chile, Chile
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26
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Pazoto CE, Duarte MR, Silva EP. Promoting ocean literacy among students in Brazilian schools. Mar Pollut Bull 2023; 197:115690. [PMID: 37922753 DOI: 10.1016/j.marpolbul.2023.115690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2023] [Revised: 10/14/2023] [Accepted: 10/17/2023] [Indexed: 11/07/2023]
Abstract
Promoting the principles, concepts, and dimensions of Ocean Literacy (OL) among children and youth is essential for enhancing society's understanding of the ocean's complexity and the causes and consequences of its degradation. This study details a project conducted over a year with 235 students from a public school in Rio de Janeiro, Brazil, aged 8 to 15. Developed in partnership with schoolteachers, the activities encompassed theoretical lessons, laboratory experiments, field trips, and reading circles. These were grounded in the students' local context and integrated into the school curriculum. The project was evaluated through questionnaires and focus group interviews. Findings revealed not only learning and changes in attitude but also increased student engagement and a revitalized school environment. This project can be adapted for other regions and audiences.
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Affiliation(s)
- Carmen Edith Pazoto
- Laboratório de Genética Marinha e Evolução, Departamento de Biologia Marinha, Universidade Federal Fluminense (UFF), Niterói, Rio de Janeiro, Brazil
| | - Michelle Rezende Duarte
- Laboratório de Genética Marinha e Evolução, Departamento de Biologia Marinha, Universidade Federal Fluminense (UFF), Niterói, Rio de Janeiro, Brazil.
| | - Edson Pereira Silva
- Laboratório de Genética Marinha e Evolução, Departamento de Biologia Marinha, Universidade Federal Fluminense (UFF), Niterói, Rio de Janeiro, Brazil
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Gupta PC, Narake S, Sinha DN, Nagler E, Pednekar MS, Sorensen G. Upscaling a behavioural intervention program for tobacco use cessation - A randomised controlled study. Prev Med Rep 2023; 36:102476. [PMID: 37908199 PMCID: PMC10613902 DOI: 10.1016/j.pmedr.2023.102476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Revised: 10/12/2023] [Accepted: 10/13/2023] [Indexed: 11/02/2023] Open
Abstract
A randomised control trial was conducted among school teachers in Bihar, India for upscaling a tested, evidence-based tobacco intervention using train-the-trainer model. Six blocks in three districts were selected and randomised into intervention and control blocks. Cluster coordinators in intervention blocks were given training in the details of intervention. Cluster coordinators routinely train headmasters and they were asked to include intervention training in their routine. Except for the training material, no additional resources were provided to cluster coordinators and headmasters. Headmasters implemented the intervention along with the teachers in the school. Post-intervention random sample of 70 schools out of 219 schools from intervention blocks and 70 schools out of 224 schools in control blocks were surveyed. The survey was self-administered among 429 school teachers in intervention schools and 331 among control schools. For all 140 headmasters, the survey was interviewer administered. Almost all headmasters in intervention schools had attended the training and had involved teachers in the intervention program. Odds ratios for carrying out the recommended activities in intervention schools compared to control schools were very high and significant. In addition, intervention schools also conducted activities such as including intervention messages in classroom teaching and conveying them to parents, activities that were not directly recommended in intervention program. Thus, this train-the-trainer model demonstrated that it is possible to upscale the intervention programs successfully with the resources within the system.
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Affiliation(s)
| | | | | | - Eve Nagler
- Center for Community-Based Research, Dana-Farber Cancer Institute, USA
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, USA
| | | | - Glorian Sorensen
- Center for Community-Based Research, Dana-Farber Cancer Institute, USA
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, USA
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Yeshoda K, Rajasudhakar R. Acoustic Characteristics of Voice in Teachers and Nonteachers. J Voice 2023:S0892-1997(23)00296-5. [PMID: 37973435 DOI: 10.1016/j.jvoice.2023.09.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Revised: 09/20/2023] [Accepted: 09/20/2023] [Indexed: 11/19/2023]
Abstract
BACKGROUND Teachers are professional voice users, and the vocal demands in the teaching profession can be considered unique. All teachers will wish to possess a voluminous, strongly-carrying voice that can be maintained for a prolonged time. This necessitated the need to understand and document the voice-acoustic characteristics of teachers. OBJECTIVES The specific objectives were to (a) investigate the acoustic characteristics of teachers' voices, (b) compare voice acoustic characteristics between female and male teachers, and (c) compare acoustic characteristics of voice between teachers and nonteachers. PARTICIPANTS Four hundred thirty-nine individuals congregated into two groups. Group 1 had 264 female teachers (mean age: 36.8 years) and 42 male teachers (mean age 36.8 years) with a minimum of 5 years of teaching experience. A hundred females (mean age: 37.3 years) and 33 males (mean age: 36.1 years) adults not indulging in additional, prolonged use of voice were in group 2. MATERIALS AND METHOD Sustenance of vowel /a/ for 3 seconds at a comfortable pitch and loudness followed by a monologue on "My school" for 1 minute were audio-recorded at the locations of the participants. Multidimensional Voice Profiles and Real Time Pitch were used to analyze the phonation and monologue samples, respectively. RESULTS Revealed that most F0 and its related measures, short- and long-term frequency perturbations were higher in female compared to the male participants. The majority of the acoustic parameters were higher in teachers compared to nonteachers of both sexes. CONCLUSION The results, in general, confirmed a few evinced findings in females and males, strengthening the nature-controlled biophysical influence on voice. A few acoustic measures discerned voices of teachers and nonteachers and also females and males in teachers. Nonteachers of both sexes showed better acoustic characteristics of voice against teachers signifying that the extended and prolonged voice use, an occupational demand of the teaching profession, led to vocal loading affecting the acoustic characteristics of teachers' voices.
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Affiliation(s)
- Krishna Yeshoda
- Department of Speech-Language Sciences, All India Institute of Speech and Hearing (AIISH), Mysuru, Karnataka, India.
| | - Rathinaswami Rajasudhakar
- Department of Speech-Language Sciences, All India Institute of Speech and Hearing (AIISH), Mysuru, Karnataka, India
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Boundy L, Hargreaves S, Baxter R, Holton S, Burgoyne K. Views of educators working with pupils with Down syndrome on their roles and responsibilities and factors related to successful inclusion. Res Dev Disabil 2023; 142:104617. [PMID: 37832326 DOI: 10.1016/j.ridd.2023.104617] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Revised: 09/11/2023] [Accepted: 10/05/2023] [Indexed: 10/15/2023]
Abstract
BACKGROUND Whilst the majority of primary-school aged children with Down syndrome are educated in mainstream schools, little is known about the roles of Teachers and TAs in their education provision or their views on issues related to their effective inclusion. AIMS This study explored the perceptions of Teachers and TAs working with pupils with Down syndrome in mainstream primary schools in the UK using an online survey. METHODS AND PROCEDURES Responses from 105 TAs and 94 Teachers were collected. OUTCOMES AND RESULTS Teachers and TAs tended to view themselves as primarily responsible for a range of teaching and learning activities. TAs were more likely to have attended Down syndrome specific training and were frequently viewed as primarily responsible for delivering teaching, alongside other teaching and learning activities. TAs were less likely than Teachers to agree with statements relating to satisfaction with support from internal teaching staff and external agencies, and more likely to disagree with statements relating to sufficient time for planning and preparation. Both Teachers and TAs indicated positive attitudes to inclusion, though TAs felt more confident and competent in meeting the needs of pupils with Down syndrome. CONCLUSIONS AND IMPLICATIONS Data suggest a lack of clarity and consistency in relation to the roles and responsibilities of Teachers and TAs supporting pupils with Down syndrome, and concerns relating to several factors associated with successful inclusion. These findings are discussed in relation to the Down Syndrome Act (2022) and guidance for educators working with pupils with Down syndrome. WHAT THIS PAPER ADDS This paper reports the views of teachers and TAs working with pupils with Down syndrome in primary schools across the UK, including their satisfaction with factors which support successful inclusion, gathered through an online survey. The data demonstrates differences in teacher and TA views on who is primarily responsible for teaching and learning activities for pupils with Down syndrome. Factors associated with successful inclusion cover training and support, planning and preparation as well as attitudes, confidence and competence of educators. In general, educators reported the need for Down syndrome specific training and sufficient time to plan and prepare. Overall TAs reported higher levels of confidence, competence and ability to meet pupil's needs. Ultimately this paper highlights the views of those responsible for educating pupils with Down syndrome and the need for clear guidance around roles and responsibilities and training to ensure successful inclusion of pupils with Down syndrome in the UK.
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Affiliation(s)
- Laura Boundy
- Manchester Institute of Education, University of Manchester, Manchester, UK
| | - Stephanie Hargreaves
- Manchester Institute of Education, University of Manchester, Manchester, UK; LETS Go UK, Portsmouth, Hampshire, UK
| | | | | | - Kelly Burgoyne
- Manchester Institute of Education, University of Manchester, Manchester, UK.
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Szigeti R, Balázs N, Urbán R. Antecedents and components of burnout among Hungarian teachers in a cross-sectional study: Development of the Burnout Antecedents and Components Questionnaire. Acta Psychol (Amst) 2023; 241:104080. [PMID: 37976918 DOI: 10.1016/j.actpsy.2023.104080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Revised: 09/08/2023] [Accepted: 11/06/2023] [Indexed: 11/19/2023] Open
Abstract
BACKGROUND Studies have focused more on the outcome than on the antecedents of burnout. We aimed to develop a new measurement tool for burnout, including the antecedents and different components drawing from theories of the developmental aspect of burnout. METHODS In this cross-sectional study we tested the Burnout Antecedents and Components Questionnaire on a convenience sample of teachers (n = 618, 83.9 % women; mean age 44.52 years). We used confirmatory factor analyses to test our measurement model. We examined the concurrent validity with the Maslach Burnout Inventory. We also tested construct validity with depression, overcommitment, demographic characteristics and work-related factors. RESULTS The confirmatory factor analyses supported our measurement model with seven primary factors (need to prove oneself, overload of tasks, neglecting one's needs, conflict between values, interpersonal conflicts, passivity, and emotional drain) and three second-order factors (excessive effort, conflict, and total depletion). The covariates in the Maslach Burnout Inventory showed that emotional exhaustion had a strong relationship with the first- and second-order factors. Overcommitment showed a stronger relationship with factors at the beginning whereas depression showed a stronger relationship with factors at the end of the process. Demographic characteristics and work-related factors did not show strong associations. CONCLUSIONS The Burnout Antecedents and Components Questionnaire is a promising measurement tool with good convergent validity. Future research should further validate our questionnaire for burnout research, prevention, and screening. It adds a new dimension to the measurement of burnout. The approach involving the antecedents in measuring burnout among teachers can guide future research and tailored prevention programs.
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Affiliation(s)
- Réka Szigeti
- Doctoral School of Psychology, Institute of Psychology, Eötvös Loránd University (ELTE PPK), Budapest, Hungary; Mental Health for Wellbeing Foundation, Calmschool Project, Budapest, Hungary.
| | - Noémi Balázs
- Doctoral School of Psychology, Institute of Psychology, Eötvös Loránd University (ELTE PPK), Budapest, Hungary; Mental Health for Wellbeing Foundation, Calmschool Project, Budapest, Hungary.
| | - Róbert Urbán
- Institute of Psychology, Eötvös Loránd University (ELTE PPK), Budapest, Hungary.
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Yilmazel G. Teachers' Negative Attitudes and Limited Health Literacy Levels as Risks for Low Awareness of Epilepsy in Turkey. J Prev Med Public Health 2023; 56:573-582. [PMID: 37974059 DOI: 10.3961/jpmph.23.330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 11/06/2023] [Indexed: 11/19/2023] Open
Abstract
OBJECTIVES For students with epilepsy, schools are a critical environment for managing the disease properly. This study examined awareness of epilepsy, attitudes toward epilepsy, and health literacy among school teachers in Turkey. METHODS This study was conducted in a city in Turkey with 1408 public school teachers from June 2021 to September 2021. RESULTS The median scores of the scales were 5, 29, and 32 for epilepsy awareness, epilepsy attitudes, and health literacy, respectively. Epilepsy awareness was higher in women, and epilepsy attitudes were more positive in women than men (p<0.05). While epilepsy awareness was higher in primary school teachers, epilepsy attitudes were more positive in secondary school teachers (p<0.05). Epilepsy awareness was lower in secondary school teachers (odds ratio [OR], 1.27; p<0.05), those who did not have an individual with epilepsy in their family/social environment (OR, 1.57; p<0.001), those who did not have a student with epilepsy in their class (OR, 1.45; p<0.05), and in those who had not witnessed an epilepsy seizure (OR,1.19; p<0.05). Compared to those with positive attitudes regarding epilepsy, epilepsy awareness was 1.36 times lower in those with negative attitudes (p<0.001). Epilepsy awareness was 1.92 times lower in those with limited health literacy than those with adequate health literacy (p<0.001). CONCLUSIONS In this study, low epilepsy awareness, negative epilepsy attitudes, and limited health literacy were common among teachers. The findings from this study suggest that panels, workshops, and health training on epilepsy should be organized for school teachers and included at regular intervals in certified first-aid practices.
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Affiliation(s)
- Gulay Yilmazel
- Hitit University Faculty of Health Science, Çorum, Turkey
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Atará-Piraquive ÁP, Herrera-Guzmán CL, Hernández-Contreras JR, Rincón-Pinilla MP, Peña-Campagnoli AT, Florez-Lancheros GP, Cantor-Cutiva LC. Effect of a Workplace Vocal Health Promotion Program and Working Conditions on Voice Functioning of College Professors. J Voice 2023; 37:886-896. [PMID: 34275725 DOI: 10.1016/j.jvoice.2021.05.016] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2020] [Revised: 05/22/2021] [Accepted: 05/24/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To determine the effect of a Workplace Vocal Health Promotion Program (WVHPP) and working conditions on voice functioning of college professors. STUDY DESIGN This is a pre-post intervention study. METHODS College professors were randomly assigned in a control group or an intervention group. Participants filled out a questionnaire and recorded a voice sample at baseline and at the end of the follow-up. This program contains four sessions (2 face-to-face and 2 virtual sessions; one per week) focused on voice hygiene, vocal training, and strategies to modify teaching-learning process. RESULTS The Intervention group (n = 15) showed increased scores in V-RQOL in comparison with the control group (n = 14), but the effect was not statistically significant. After the program, shimmer decreased (P = 0.05), whereas MPT and HNR increased (P = 0.02 and 0.04 respectively) among professors in the intervention group after the implementation of the WVHPP. Concerning working conditions, number of students per class was statistically associated with SPL. MPT was statistically associated with age and good acoustics inside the classroom. CONCLUSIONS Our results indicate that implementation of a WVHPP, as well as working conditions, influence voice functioning measured by means of instrumental voice measures and voice-related quality of life. Therefore, workplace promotion programs may be good approaches to decrease the high prevalence of voice disorders among professors.
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Affiliation(s)
| | | | | | | | | | | | - Lady Catherine Cantor-Cutiva
- Department of Collective Health, Universidad Nacional de Colombia, Bogotá, Colombia; Program of Speech-Language Pathology, Universidad Manuela Beltrán, Bogotá, Colombia
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Cantor-Cutiva LC, Calvache Mora C, Rincón-Pinilla MP, Hunter EJ. Association Between Bilingualism, Vocal Effort, and Background Noise With Voice Fundamental Frequency and LTAS Among Spanish-English Bilingual Teachers. J Voice 2023:S0892-1997(23)00275-8. [PMID: 37798218 PMCID: PMC10987393 DOI: 10.1016/j.jvoice.2023.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Revised: 08/31/2023] [Accepted: 09/01/2023] [Indexed: 10/07/2023]
Abstract
BACKGROUND As the world becomes increasingly interconnected, the demand for bilingual teachers has grown exponentially. However, the unique combination of being a bilingual occupational voice user establishes challenges that warrant careful examination. OBJECTIVE To investigate the association between bilingualism, vocal effort, and background noise with fundamental frequency and long-term spectrum average among Spanish-English bilingual teachers. METHODS Exploratory cross-sectional correlational study with the participation of eight Spanish-English proficient bilingual teachers (native Spanish speakers) who were teaching online classes during the quarantines established to mitigate the propagation of COVID-19. Participants were asked to read two standardized texts (one in English and one in Spanish) under two background noise conditions (with and without background white noise). RESULTS There was a significant interaction between language and vocal effort considering that the association of vocal effort with fo was different for Spanish and English. There was also a significant main effect of background noise on fo. There were significant differences in voice spectral characteristics between productions in Spanish and English and between productions with and without background noise. The alpha ratio was significantly higher in productions in English and with background noise compared with productions in Spanish without background noise. The mid to high spectral energy ratio (1-5 K/5-8 K) was significantly lower in productions in English and with higher perceived vocal effort compared with productions in Spanish and with lower scores on the Borg Scale. CONCLUSION Our findings introduce a need perspective by emphasizing the impact of speaking a second language on the work-relatedness of voice disorders among teachers. These findings stress the necessity to factor in language and environmental conditions for the comprehensive evaluation and management of work-related voice disorders.
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Affiliation(s)
- Lady Catherine Cantor-Cutiva
- Communicative Sciences and Disorders Department, Michigan State University, East Lansing, Michigan; Communicative Sciences and Disorders Department, University of Iowa, Iowa City, Iowa.
| | - Carlos Calvache Mora
- Corporación Universitaria Iberoamericana, Department of Communication Sciences and Disorders, Bogotá, Colombia; Vocology Center, Bogotá, Colombia
| | | | - Eric J Hunter
- Communicative Sciences and Disorders Department, Michigan State University, East Lansing, Michigan; Communicative Sciences and Disorders Department, University of Iowa, Iowa City, Iowa
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Pan Z, Wang Y, Derakhshan A. Unpacking Chinese EFL Students' Academic Engagement and Psychological Well-Being: The Roles of Language Teachers' Affective Scaffolding. J Psycholinguist Res 2023; 52:1799-1819. [PMID: 37249799 DOI: 10.1007/s10936-023-09974-z] [Citation(s) in RCA: 19] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/11/2023] [Indexed: 05/31/2023]
Abstract
Over the past decade, there has appeared a surge of research interest in language learners' academic engagement and psychological well-being as important factors in improving the quality of education. However, research on the roles of English as a foreign language (EFL) teachers' affective scaffolding in enhancing the academic engagement and psychological well-being of their students is relatively scant. Inspired by this gap, the current study aimed to investigate the impact of Chinese EFL teachers' affective scaffolding on their learners' academic engagement and psychological well-being. To this end, a total number of 1968 Chinese EFL learners participated in this questionnaire survey. The results of the study showed that EFL teachers' affective scaffolding positively and significantly predicted students' academic engagement and psychological well-being. More specifically, it was found that teachers' affective scaffolding explained about 73% and 65% of variances in EFL students' academic engagement and psychological well-being. Moreover, it was found that psychological well-being and academic engagement were positively correlated and predicted 56% of each other's variances. In accordance with these findings, educators are recommended to build up a harmonious teacher-student relationship to foster students' psych-emotional development.
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Affiliation(s)
- Ziwen Pan
- School of Foreign Languages, Henan University, Kaifeng, China
| | - Yongliang Wang
- School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China
| | - Ali Derakhshan
- Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran.
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Salarvand S, Niknejad R, Gyasi RM. Handling students' misbehaviors in crowded classrooms: the nursing faculty members' experiences. BMC Med Educ 2023; 23:709. [PMID: 37770886 PMCID: PMC10540399 DOI: 10.1186/s12909-023-04692-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Accepted: 09/16/2023] [Indexed: 09/30/2023]
Abstract
INTRODUCTION The ability of teachers to organize classes and manage the behavior of their students is critical in achieving positive educational outcomes. The aim of this study was to explain the experiences of nursing faculty members in managing disruptive behaviors in the classroom. METHODS The study adopted descriptive explanatory qualitative study design and provided an avenue to explain the experiences of nursing faculty members in managing disruptive behavior in the classroom Participants were included via the purposive sampling. In-depth and semi-structured interviews were used to collect data. The content analysis presented by Graneheim and Lundman was used to analyze the data. The present study utilized four strength criteria, including credibility, confirmability, transferability, and dependability. RESULTS The finding were presented using five themes that emerged from 350 open codes, including managing disruptive behavior in the classroom, guiding the disruptive student, trying to increase learning, and making the class more interesting, setting the rules and regulations of the class with sub-categories. CONCLUSIONS Participants cited strategies that they enabled to understand the cause of misbehavior and implement strategies to modify students' misbehaviors by creating a safe and healthy climate to nurture effective learning by students.
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Affiliation(s)
- Shahin Salarvand
- Hepatitis Research Center, Faculty of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, 6814993165, Iran.
| | - Reyhaneh Niknejad
- Community health research center, Isfahan(Khorasgan)Branch, Islamic Azad University, Isfahan, Iran
| | - Razak M Gyasi
- African Population and Health Research Center, Nairobi, Kenya
- Faculty of Health, National Centre for Naturopathic Medicine, Southern Cross University, Lismore, NSW, Australia
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Jakstas T, Follong B, Bucher T, Miller A, Shrewsbury VA, Collins CE. Addressing schoolteacher food and nutrition-related health and wellbeing: a scoping review of the food and nutrition constructs used across current research. Int J Behav Nutr Phys Act 2023; 20:108. [PMID: 37700281 PMCID: PMC10498614 DOI: 10.1186/s12966-023-01502-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 08/10/2023] [Indexed: 09/14/2023] Open
Abstract
BACKGROUND Teachers form a large and essential workforce globally. Their wellbeing impacts personal health-related outcomes with flow on effects for the health, and wellbeing of their students. However, food and nutrition (FN) interventions that include teachers, typically neglect the impact of personal FN factors on a teachers' ability to achieve optimal nutrition-related health and wellbeing, and successfully fulfil their professional FN roles as health promoters, gate keepers, educators', and role models. The aim of this review was to scope FN constructs that have been studied internationally regarding teacher FN-related health and wellbeing. METHODS Six databases were searched, and papers extracted in June/July 2021. Eligibility criteria guided by the population, concept, context mnemonic included studies published after 2000, in English language, with an aspect of personal FN-related health and wellbeing, among in-service (practising) and pre-service (training), primary, and secondary teachers. Screening studies for inclusion was completed by two independent researchers with data extraction piloted with the same reviewers and completed by lead author, along with complete descriptive and thematic analysis. RESULTS Ten thousand six hundred seventy-seven unique articles were identified with 368 eligible for full text review and 105 included in final extraction and analysis. Sixty-nine descriptive studies were included, followed by 35 intervention studies, with the main data collection method used to assess both personal and professional FN constructs being questionnaires (n = 99 papers), with nutrition knowledge and dietary assessment among the most commonly assessed. CONCLUSION FN constructs are used within interventions and studies that include teachers, with diversity in constructs included and how these terms are defined. The evidence from this scoping review can be used to inform data collection and evaluation in future epidemiological and interventional research that addresses teacher FN-related health and wellbeing.
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Affiliation(s)
- Tammie Jakstas
- School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, 2308, Australia
- Food and Nutrition Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, 2305, Australia
| | - Berit Follong
- National Institute for Health Innovation, The University of Auckland, Auckland, 1010, New Zealand
| | - Tamara Bucher
- Food and Nutrition Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, 2305, Australia
- School of Environmental and Life Sciences, College of Engineering, Science and Environment, The University of Newcastle, Callaghan, NSW, 2308, Australia
| | - Andrew Miller
- School of Education, College of Human and Social Futures, The University of Newcastle, Callaghan, NSW, 2308, Australia
- Priority Research Centre for Teachers and Teaching, The University of Newcastle, Callaghan, NSW, 2308, Australia
| | - Vanessa A Shrewsbury
- School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, 2308, Australia
- Food and Nutrition Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, 2305, Australia
| | - Clare E Collins
- School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, 2308, Australia.
- Food and Nutrition Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, 2305, Australia.
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Crawfurd L, Evans DK, Hares S, Sandefur J. Live tutoring calls did not improve learning during the COVID-19 pandemic in Sierra Leone. J Dev Econ 2023; 164:103114. [PMID: 37309536 PMCID: PMC10198741 DOI: 10.1016/j.jdeveco.2023.103114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Revised: 04/15/2023] [Accepted: 05/09/2023] [Indexed: 06/14/2023]
Abstract
Education systems regularly face unexpected school closures, whether due to disease outbreaks, natural disasters, or other adverse shocks. In low-income countries where internet access is scarce, distance learning - the most common educational solution - is often passive, via TV or radio, with little opportunity for teacher-student interaction. In this paper we evaluate the effectiveness of live tutoring calls from teachers, designed to supplement radio instruction during the 2020 school closures prompted by the COVID-19 pandemic. We do this with a randomised controlled trial with 4,399 primary school students in Sierra Leone. Tutoring calls led to some limited increase in educational activity, but had no effect on mathematics or language test scores, whether for girls or boys, and whether provided by public or private school teachers. Even having received tutoring calls, one in three children reported not listening to educational radio at all, so limited take-up may partly explain our results.
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Castillo-Allendes A, Cantor-Cutiva LC, Hunter EJ. Mapping the Landscape of Voice Complaints among Teachers: A Bibliometric Investigation. J Voice 2023:S0892-1997(23)00218-7. [PMID: 37648623 PMCID: PMC10899526 DOI: 10.1016/j.jvoice.2023.07.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Revised: 07/11/2023] [Accepted: 07/12/2023] [Indexed: 09/01/2023]
Abstract
PURPOSE With the significant and growing interest in voice disorders among teachers over the last several decades, there is value in having a comprehensive overview of the current state of the field and its related research productivity. This study aims to provide an updated and comprehensive mapping of the intellectual structure and research evolution in the field of occupational voice complaints among teachers. METHODS A systematic review of scientific articles on occupational voice complaints among teachers published in the last two decades was conducted using the preferred reporting items for systematic reviews and meta-analyses statements. A retrospective bibliometric analysis was then performed using the Web of Science core collection and VOSviewer to identify scientific productivity indicators, including publications per year, productivity by country, journals, and most cited articles. RESULTS Based on the search eligibility criteria, a total of 473 articles were initially screened, and from this selection, 157 articles were identified as meeting the inclusion criteria and therefore included in the analysis. The analysis revealed a strong trend in scientific productivity, with a 300% increase in the number of publications during the last decade. The leading countries in publications on this field were Brazil, the United States, and Finland. The Journal of Voice, CoDAS, and Folia Phoniatrica et Logopaedica were the most frequently published journals. Additionally, the literature on voice complaints among teachers primarily focused on five conceptual clusters: vocal demand response, voice disorders, vocal health promotion, individual-associated factors, and voice symptoms. CONCLUSION This study examines the growing literature on voice complaints among teachers over the past 20 years, identifying key countries, journals, and thematic clusters. The findings have important implications for researchers, policymakers, and practitioners, providing insights for collaboration and guiding future advancements in the field.
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Affiliation(s)
- Adrián Castillo-Allendes
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, Michigan; Department of Communication Sciences and Disorders, The University of Iowa, Iowa City, Iowa.
| | - Lady Catherine Cantor-Cutiva
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, Michigan; Department of Communication Sciences and Disorders, The University of Iowa, Iowa City, Iowa.
| | - Eric J Hunter
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, Michigan; Department of Communication Sciences and Disorders, The University of Iowa, Iowa City, Iowa.
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Chalkley A, Mandelid MB, Singh A, Resaland GK, Daly-Smith A. Reframing physically active learning as movement-centred pedagogy: a European priority action framework. Int J Behav Nutr Phys Act 2023; 20:101. [PMID: 37626371 PMCID: PMC10464126 DOI: 10.1186/s12966-023-01503-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Accepted: 08/12/2023] [Indexed: 08/27/2023] Open
Abstract
BACKGROUND Physically active learning (PAL) has emerged as a promising way of eliciting health and education-based outcomes for pupils. Concurrently, research suggests large variability in how PAL is perceived, operationalized, and prioritized in practice across Europe. Therefore, this study aimed to co-develop a framework for action to support the adoption and implementation of PAL. METHODS Adopting a design thinking approach, 40 international stakeholders representing 13 countries engaged in an idea generation workshop during a two-day PAL international conference. Participants included professionals from research (n = 20), practice (n = 4) and policy (n = 1) or a combination (n = 15). Their experience with PAL ranged from none to 19 years (with an average of 3.9 years). Participants were allocated into one of six heterogeneous and multidisciplinary groups and led through interactive tasks to identify: the landscape for PAL across Europe, barriers to the adoption and implementation of PAL, and key objectives for research, policy and practice to improve the adoption and implementation of PAL. All discussions were audio recorded and prioritized objectives were transcribed verbatim and analysed using inductive qualitative content analysis. RESULTS Five interlinked and mutually reinforcing themes were identified: (1) Integration of the health and education paradigms (2) Coherent national policy and decision making (3) Building confident and competent teachers (4) Adopting a whole school approach for PAL (5) Strengthening the evidence base for PAL. CONCLUSIONS The priority action framework identifies five key areas for action to facilitate PAL adoption and implementation across Europe. Central to the success of border uptake of PAL is the integration of the health and education paradigms. To achieve this aim, reframing PAL as movement-centered pedagogy would provide a more holistic and inclusive perspective.
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Affiliation(s)
- Anna Chalkley
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway.
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research Bradford Royal Infirmary, Bradford, West Yorkshire, UK.
| | - Mathias Brekke Mandelid
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway
- Faculty of Humanities, Sports and Educational Science, Department of Sports, Physical Education and Outdoor Studies, University of South-Eastern Norway, Bø, Norway
| | - Amika Singh
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway
- Mulier Institute Utrecht, Utrecht, The Netherlands
| | - Geir Kare Resaland
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway
| | - Andrew Daly-Smith
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research Bradford Royal Infirmary, Bradford, West Yorkshire, UK
- Faculty of Health Studies, University of Bradford, Bradford, UK
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Evans DK, Mendez Acosta A. How to recruit teachers for hard-to-staff schools: A systematic review of evidence from low- and middle-income countries. Econ Educ Rev 2023; 95:None. [PMID: 37547888 PMCID: PMC10398677 DOI: 10.1016/j.econedurev.2023.102430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Revised: 02/14/2023] [Accepted: 06/15/2023] [Indexed: 08/08/2023]
Abstract
Education systems struggle to staff schools in rural areas or in areas with high concentrations of poverty. Potential policy solutions include financial incentives, mandatory rotations, and local recruitment drives, among others. First, this systematic review provides evidence on challenges with teacher staffing in certain types of schools. We observe lower teacher skill and higher teacher absence in rural areas in many countries. Second, the review synthesizes available experimental and quasi-experimental studies of government-implemented policies to increase the quantity or quality of teachers in hard-to-staff schools in low- or middle-income countries. Financial incentives-the most evaluated policies-are often effective at increasing the supply or reducing the turnover of teachers in hard-to-staff schools, and well-designed incentives can also increase the quality of teachers in these schools. Impacts on student outcomes are often positive. Although there are fewer evaluations, behavioral and informational interventions have been cost-effective in reducing vacancies in two countries.
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Bogler R, Somech A. Organizational citizenship behavior (OCB) above and beyond: Teachers' OCB during COVID-19. Teach Teach Educ 2023; 130:104183. [PMID: 37223776 PMCID: PMC10160530 DOI: 10.1016/j.tate.2023.104183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 05/02/2023] [Accepted: 05/03/2023] [Indexed: 05/25/2023]
Abstract
The study investigated teachers' organizational citizenship behavior (OCB) during the COVID-19 pandemic. The survey's quantitative analysis (N = 299) revealed that Israeli teachers reported more OCBs "during COVID-19″ than "before COVID-19," mostly towards students, less towards the school and parents, and least towards colleagues. The qualitative analysis enabled the identification of the unique construct of teacher OCB during the pandemic, composed of six categories: promoting academic achievement, investing extra time, providing support to students, use of technology, compliance with regulations, and compliance with role changes. These findings emphasize the importance of understanding OCB as a context-related phenomenon, especially during crises times.
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Affiliation(s)
- Ronit Bogler
- Department of Education and Psychology, The Open University of Israel, 1 University Road, Raanana, 4353701, Israel
| | - Anit Somech
- Department of Educational Leadership & Policy, University of Haifa, 199 Aba Houshy Ave, Mount Carmel, Haifa, 3498838, Israel
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García-Real TJ, Díaz-Román TM, Mendiri P. Vocal Problems and Burnout Syndrome in Nonuniversity Teachers in Galicia, Spain. Folia Phoniatr Logop 2023; 76:68-76. [PMID: 37487470 DOI: 10.1159/000531982] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 07/11/2023] [Indexed: 07/26/2023] Open
Abstract
INTRODUCTION Voice disorders and burnout syndrome are common among teachers. This study aimed to explore the relationship among vocal problems, burnout syndrome, and some personal work factors. METHODS This cross-sectional descriptive study enrolled 90 nonuniversity teachers who completed the Multidimensional Vocal Scale for Teachers (EVM-D) to evaluate vocal problems and an adapted Spanish version of the Maslach Burnout Inventory-Educators Survey (MBI-ES) to detect burnout syndrome. RESULTS Overall, 16% of teachers expressed symptoms compatible with burnout, and 60% of them were in the interval above the 75th percentile of the EVM-D, i.e., they had a high risk of vocal problems. An association between burnout and more vocal problems was established among teachers, particularly between the vocal symptoms and vocal abuse dimensions with the emotional exhaustion subscale of the MBI-ES. A history of anxiety/depression and fewer years of professional experience were associated with more vocal problems. The burnout group perceived more "loss of vocal power," "vocal fatigue," "vocal effort," and "hoarseness." Vocal abuse items received the highest scores of EVM-D. However, only "shouting" in the classroom was significantly different between the groups with and without burnout. CONCLUSION Emotional exhaustion of burnout syndrome, history of anxiety/depression, and a shorter professional experience were associated with vocal problems, which could limit the performance of teachers. Reducing classroom noise, establishing strategies to avoid shouting, or strengthening personal accomplishments in teachers could be useful in breaking the cycle of vocal problems and emotional exhaustion, particularly at the beginning of their professional experience.
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Affiliation(s)
- Teresa J García-Real
- Department of Specific Didactics and Research Methods and Diagnosis in Education, Faculty of Educational Sciences, University of La Coruña, La Coruña, Spain
| | | | - Paula Mendiri
- Department of Specific Didactics and Research Methods and Diagnosis in Education, Faculty of Educational Sciences, University of La Coruña, La Coruña, Spain
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Santos MJL, Merrill K, Riediger N, Abrams EM, Piquemal N, Simons E, Protudjer JLP. Winnipeg-based elementary school teachers' perspectives on food allergy management: a qualitative analysis. Allergy Asthma Clin Immunol 2023; 19:62. [PMID: 37452340 PMCID: PMC10347816 DOI: 10.1186/s13223-023-00798-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Accepted: 04/22/2023] [Indexed: 07/18/2023]
Abstract
BACKGROUND Food allergy affects 7-8% of children worldwide. Teachers supervise children in school, where most children spend their day. Yet, teachers have variable food allergy-related knowledge. OBJECTIVE We aimed to identify how Winnipeg-based elementary school teachers manage food allergy and prevent food-triggered allergic reactions in their classrooms and schools. METHODS Kindergarten-Grade 6 public and private school teachers, from Winnipeg, Canada, were interviewed virtually upon providing written informed consent. Interviews were recorded and transcribed verbatim. The study followed a pragmatic framework. Data were analysed via thematic analysis by multiple researchers. RESULTS We interviewed 16 teachers, who primarily identified as female (87.5%). Most teachers worked in public schools (87.5%) and, on average, had 5.8 years of teaching experience. We identified four themes within the data. Most teachers (68.9%) had direct or indirect experience with food allergy. Theme 1 described the minimal standardization and inconsistent enforcement of food allergy policies between and within schools. Teachers also had varied food allergy knowledge. Theme 2 reflected teachers' variable confidence/perceived knowledge towards food allergy management, including feeling of stress and anxiety. Theme 3 captured the lack of standardized food allergy education for teachers, and concerns about the adequacy of the current provincial program. Theme 4 described how teachers spoke of relying on other school staff, families and students to have effective communication. CONCLUSION Teachers' food allergy management was informed by their knowledge and lived experience, guided by their school policies and individualized students' needs. Teachers identified gaps in knowledge and communication, and desired more training and resources.
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Affiliation(s)
- Mae Jhelene L Santos
- Department of Food and Human Nutritional Sciences, University of Manitoba, Winnipeg, Canada
- Children's Hospital Research Institute of Manitoba, Winnipeg, Canada
| | - Kaitlyn Merrill
- Children's Hospital Research Institute of Manitoba, Winnipeg, Canada
- Department of Pediatrics and Child Health, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Natalie Riediger
- Department of Food and Human Nutritional Sciences, University of Manitoba, Winnipeg, Canada
| | - Elissa M Abrams
- Department of Pediatrics and Child Health, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
- Section of Allergy, Department of Pediatrics & Child Health, University of Manitoba, Winnipeg, Canada
| | | | - Elinor Simons
- Department of Pediatrics and Child Health, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
- Section of Allergy, Department of Pediatrics & Child Health, University of Manitoba, Winnipeg, Canada
| | - Jennifer L P Protudjer
- Department of Food and Human Nutritional Sciences, University of Manitoba, Winnipeg, Canada.
- Children's Hospital Research Institute of Manitoba, Winnipeg, Canada.
- Department of Pediatrics and Child Health, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada.
- George and Fay Yee Centre for Healthcare Innovation, 501G-715 McDermot Avenue, Winnipeg, MB, Canada.
- Institute of Environmental Medicine, Karolinska Institutet, Stockholm, Sweden.
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Caisso L. [Proof of life, proof of death: An anthropology of cancer among rural teachers exposed to agrochemicals in southeastern Cordoba (Argentina)]. Salud Colect 2023; 19:e4442. [PMID: 37988571 DOI: 10.18294/sc.2023.4442] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2023] [Accepted: 07/03/2023] [Indexed: 11/23/2023] Open
Abstract
This article presents the results of anthropological research on cancer among rural teachers occupationally exposed to agrochemicals. The study was carried out in the southeastern region of the province of Cordoba (Argentina), an area characterized by the large-scale production of transgenic crops intensively treated with agricultural pesticides. Regarding the methodology, fieldwork was conducted between 2019 and 2020 and included in-depth interviews with ten teachers, as well as observations of everyday situations in the towns where they live and work. Among the main findings, it was possible to identify a hegemonic narrative that naturalizes the existence of cancer and renders it invisible; despite this, it was possible to document the social suffering it caused among rural teachers. The article concludes that there is a need to bring visibility to these conditions in order to protect the health and wellbeing of this sector of Argentine teaching professionals.
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Affiliation(s)
- Lucía Caisso
- Doctora en Ciencias de la Educación. Investigadora Asistente, Consejo Nacional de Investigaciones Científicas y Técnicas con sede en Centro de Investigaciones y Transferencia Rafaela, Universidad Nacional de Rafaela, Santa Fe, Argentina
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Negash BA, Bayu NH, Woretaw AW. Knowledge, attitude, and associated factor towards cervical cancer prevention among primary and secondary school female teachers in Gondar town, North West Ethiopia, 2022. BMC Womens Health 2023; 23:365. [PMID: 37430287 DOI: 10.1186/s12905-023-02498-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Accepted: 06/21/2023] [Indexed: 07/12/2023] Open
Abstract
INTRODUCTION Cervical cancer is uncontrolled proliferation of cells on the cervix. Worldwide, millions of women suffer from this disease. Cervical cancer can be prevented by increasing awareness and changing negative attitude about the cause and prevention of cervical cancer. The aim of this study was to identify the gap of knowledge, attitude and associated factor about cervical cancer prevention. METHOD Institution-based cross-sectional study was conducted to collect data from 633 female teachers who were working in primary and secondary schools in Gondar town by using a stratified sampling technique. The collected data were checked for any inconsistency, coded, and entered by using EPI INFO version 7 and analyzed by using SPSS version 25. Both Bivariable and multivariable logistic regression analysis was computed to identify the association between the dependent variable with independent variables. Variables having P-value < 0.05 were considered statistically significant. RESULT The response rate of this study was 96.4% (610). Of these 38.4% (95% CI; 34.49-42.23) and 56.2% (95% CI; 52.28-60.18) of teachers had good knowledge and positive attitude on cervical cancer prevention respectively. Factors affecting teachers knowledge level were studied language [AOR; 3.9; (1.509-10.122)], Natural Science [AOR 2.9;( 1.128-7.475)], being married [AOR: 0.386; [95% (0.188-0.792)], and heard information from health professionals [AOR; 0.53(0.311-0.925)]. Working in secondary school [AOR; 1.83(1.03-3.25)], have regular menstrual period [AOR; 2.32(1.49-3.62)], no history of abortion, (AOR; 0.45(0.23-0.89), and good knowledge status (AOR, 2.56(1.64-4.00) were significantly associated with positive attitude. CONCLUSION Most of teacher's knowledge and attitude regarding to cervical cancer prevention were poor. Being married, the field of study, and natural science, heard information from health professionals were factors associated with knowledge. Working in secondary school, having regular menstrual period, no history of abortion, and good knowledge were factors associated attitude regarding to cervical cancer prevention. Therefore, enhancing health promotion through mass media and established counseling program with reproductive health is important.
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Affiliation(s)
- Birtukan Atena Negash
- Department of Surgical Nursing, School of Nursing, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia.
| | - Netsanet Habtie Bayu
- Department of Surgical Nursing, School of Nursing, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
| | - Ashenafi Worku Woretaw
- Department of Surgical Nursing, School of Nursing, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
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Schmengler H, Peeters M, Stevens GWJM, Hartman CA, Oldehinkel AJ, Vollebergh WAM. ADHD Symptoms and Educational Level in Adolescents: The Role of the Family, Teachers, and Peers. Res Child Adolesc Psychopathol 2023; 51:1051-1066. [PMID: 36952076 PMCID: PMC10271900 DOI: 10.1007/s10802-023-01047-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/22/2023] [Indexed: 03/24/2023]
Abstract
Few studies have explored the contribution of family and school factors to the association between ADHD symptoms and lower education. Possibly, having more ADHD symptoms contributes to poorer family functioning and less social support, and consequently a lower educational level (i.e., mediation). Moreover, the negative effects of ADHD symptoms on education may be stronger for adolescents with poorer family functioning or less social support (i.e., interaction). Using data of the Dutch TRAILS Study (N = 2,229), we evaluated associations between ADHD symptoms around age 11 and educational level around age 14, as well as between ADHD symptoms around age 14 and 16 years and subsequent changes in educational level around age 16 and 19, respectively. We assessed the potential mediating role of family functioning, and social support by teachers and classmates, all measured around ages 11, 14, and 16, while additionally evaluating interactions between ADHD symptoms and these hypothesized mediators. ADHD symptoms were associated with poorer family functioning, less social support by teachers and classmates, and lower education throughout adolescence. No conclusive evidence of mediation was found, because unique associations between family functioning and social support by teachers and classmates and education were largely absent. Furthermore, we found no interactions between ADHD symptoms and family functioning and social support by teachers and classmates. Although social support by teachers and classmates and good family functioning may benefit the wellbeing and mental health of adolescents with high levels of ADHD symptoms, they will not necessarily improve their educational attainment.
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Affiliation(s)
- Heiko Schmengler
- Department of Interdisciplinary Social Science, Utrecht University, Padualaan 14, Utrecht, 3584 CH, The Netherlands.
| | - Margot Peeters
- Department of Interdisciplinary Social Science, Utrecht University, Padualaan 14, Utrecht, 3584 CH, The Netherlands
| | - Gonneke W J M Stevens
- Department of Interdisciplinary Social Science, Utrecht University, Padualaan 14, Utrecht, 3584 CH, The Netherlands
| | - Catharina A Hartman
- Interdisciplinary Center Psychopathology and Emotion Regulation, Department of Psychiatry, University Medical Center of Groningen, University of Groningen, Groningen, 9700 RB, The Netherlands
| | - Albertine J Oldehinkel
- Interdisciplinary Center Psychopathology and Emotion Regulation, Department of Psychiatry, University Medical Center of Groningen, University of Groningen, Groningen, 9700 RB, The Netherlands
| | - Wilma A M Vollebergh
- Department of Interdisciplinary Social Science, Utrecht University, Padualaan 14, Utrecht, 3584 CH, The Netherlands
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Lee MS, Kim J, Hong HJ, Bhang SY. Can We Notice the Suicidal Warning Signs of Adolescents With Different Psychometric Profiles Before Their Death?: Analysis of Teachers' Reports. J Korean Med Sci 2023; 38:e194. [PMID: 37365728 DOI: 10.3346/jkms.2023.38.e194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Accepted: 03/07/2023] [Indexed: 06/28/2023] Open
Abstract
BACKGROUND This study aimed to analyze the suicidal warning signs of Korean students with different psychometric profiles based on teacher reports. METHODS This was a retrospective cohort study based on Korean school teachers' responses to the Student Suicide Report Form. In total, 546 consecutive cases of student suicide were reported from 2017 to 2020. After missing data were excluded, 528 cases were included. The report consisted of demographic factors, the Korean version of the Strengths and Difficulties Questionnaire (SDQ) for teacher reporting, and warning signs of suicide. Frequency analysis, multiple response analysis, the χ² test, and Latent Class Analysis (LCA) were performed. RESULTS Based on the scores of the Korean version of the teacher-reported SDQ, the group was divided into nonsymptomatic (n = 411) and symptomatic (n = 117) groups. Based on the LCA results, four latent hierarchical models were selected. The four classes of deceased students showed significant differences in school type (χ² = 20.410, P < 0.01), physical illness (χ² = 7.928, P < 0.05), mental illness (χ² = 94.332, P < 0.001), trigger events (χ² = 14.817, P < 0.01), self-harm experience (χ² = 30.618, P < 0.001), suicide attempts (χ² = 24.072, P < 0.001), depressive symptoms (χ² = 59.561, P < 0.001), anxiety (χ² = 58.165, P < 0.001), impulsivity (χ² = 62.241, P < 0.001), and social problems (χ² = 64.952, P < 0.001). CONCLUSION Notably, many students who committed suicide did not have any psychiatric pathology. The proportion of the group with a prosocial appearance was also high. Therefore, the actual suicide warning signals were similar regardless of students' difficulties and prosocial behaviors, so it is necessary to include this information in gatekeeper education.
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Affiliation(s)
- Mi-Sun Lee
- Department of Preventive Medicine, College of Medicine, The Catholic University of Korea, Seoul, Korea
- Center for School Mental Health, Eulji University, Seoul, Korea
| | - Joonbeom Kim
- Interdisciplinary Graduate Program in Social Welfare Policy, Yonsei University, Seoul, Korea
- Institute of Behavioral Sciences in Medicine, Yonsei University College of Medicine, Seoul, Korea
| | - Hyun Ju Hong
- Department of Psychiatry, Hallym University Sacred Heart Hospital, Anyang, Korea
- Suicide and School Mental Health Institute, Hallym University, Anyang, Korea
| | - Soo-Young Bhang
- Center for School Mental Health, Eulji University, Seoul, Korea
- Department of Psychiatry, Nowon Eulji University Hospital, Eulji University School of Medicine, Seoul, Korea.
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48
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Yang Z, Wang D, Fan Y, Ma Z, Chen X, Zhang Y, Fan F. Relationship between sleep disturbance and burnout among Chinese urban teachers: Moderating roles of resilience. Sleep Med 2023; 108:29-37. [PMID: 37311321 DOI: 10.1016/j.sleep.2023.06.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/05/2023] [Revised: 04/16/2023] [Accepted: 06/01/2023] [Indexed: 06/15/2023]
Abstract
BACKGROUND Sleep disturbance and burnout are prevalent among primary and secondary school teachers. Nevertheless, little is known about the relationship between sleep disturbance and burnout, and the mechanisms connecting this link. Our study aimed to explore the relationship between sleep disturbance and burnout among urban teachers, as well as to investigate this influencing mechanism further with resilience as a moderator. METHODS 14,218 primary and secondary school teachers provided valid data. We assessed demographic information, sleep disturbance, burnout, and resilience. Multivariable logistic regression, Spearman correlation, and moderation analyses were used to evaluate the relationship between sleep disturbance and burnout and the moderating role of resilience. RESULTS Of the participants, the prevalence of sleep disturbance and sleep deprivation among teachers was 20.0% and 31.7%, respectively. Additionally, 58.4% of teachers reported moderate or severe burnout, and 15.3% had both sleep disturbance and burnout. Sleep disturbance was significant and positively related to burnout. Resilience was found to moderate the association between sleep disturbance and burnout. CONCLUSIONS These findings suggested strong associations between sleep disturbance and burnout. Interventions in improving resilience may protect teachers with sleep disturbance from burnout.
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Affiliation(s)
- Zheng Yang
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China
| | - Dongfang Wang
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China
| | - Yunge Fan
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China
| | - Zijuan Ma
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China
| | - Xiaoyan Chen
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China
| | - Yifan Zhang
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China
| | - Fang Fan
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China.
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49
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Johnson CL, Gross MA, Jorm AF, Hart LM. Mental Health Literacy for Supporting Children: A Systematic Review of Teacher and Parent/Carer Knowledge and Recognition of Mental Health Problems in Childhood. Clin Child Fam Psychol Rev 2023; 26:569-591. [PMID: 36763174 PMCID: PMC10123050 DOI: 10.1007/s10567-023-00426-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/13/2023] [Indexed: 02/11/2023]
Abstract
The level of mental health literacy (MHL) in adults who work with or care for children is likely to influence the timeliness and adequacy of support that children receive for mental health problems. The aim of this study was to systematically review the literature on mental health literacy for supporting children (MHLSC, recognition/knowledge) among parents and teachers of school aged children (5 to 12 years old). A systematic search was conducted for quantitative studies published between 2000 and June 2021 using three databases (MEDLINE, PsycINFO and ERIC) and relevant citations reviewed in Scopus. To be included, studies needed to measure at least either 'mental health knowledge' or 'recognition'. Synthesis proceeded according to study design, adult population, child MHP, then MHL outcome. Study quality was assessed using AXIS. 3322 documents were screened, 39 studies met inclusion criteria. 49% of studies examined teachers' knowledge or recognition of ADHD; only five studies reported on parent samples. Synthesis found a nascent field that was disparate in definitions, methods and measures. Little research focussed on knowledge and recognition for internalizing problems, or on parents. Methods used for measuring knowledge/recognition (vignette vs screening) were associated with different outcomes and the quality of studies was most often low to moderate. Adults appear to have good recognition of childhood ADHD but their knowledge of internalizing disorders is less clear. Further research is required to develop standard definitions and validated measures so gaps in MHLSC can be better identified across populations who have a role in supporting children with their mental health.
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Affiliation(s)
- Catherine L Johnson
- Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Level 5, 207 Bouverie Street, Carlton, VIC, 3010, Australia.
| | - Maxine A Gross
- Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Level 5, 207 Bouverie Street, Carlton, VIC, 3010, Australia
- Telethon Kids Institute, Adelaide, SA, Australia
| | - Anthony F Jorm
- Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Level 5, 207 Bouverie Street, Carlton, VIC, 3010, Australia
| | - Laura M Hart
- Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Level 5, 207 Bouverie Street, Carlton, VIC, 3010, Australia
- School of Psychology and Public Health, La Trobe University, Bundoora, VIC, Australia
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50
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Mendelson T, Webb L, Artola A, Molinaro M, Sibinga E. An Online Mindfulness Program for Teachers: A Feasibility Study of the DeStress Monday at School Program. Mindfulness (N Y) 2023; 14:1-16. [PMID: 37362191 PMCID: PMC10208905 DOI: 10.1007/s12671-023-02142-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/01/2023] [Indexed: 06/28/2023]
Abstract
Objectives Stress has deleterious effects on teachers' well-being and interactions with students. While in-person mindfulness programs have demonstrated benefits for teachers' mental health, in-person classes are often not feasible due to teachers' busy schedules. This study assessed four components of feasibility (implementation, demand, acceptability, and limited-efficacy testing) for an online mindfulness intervention for teachers. Method A volunteer sample of 50 primary school teachers was recruited across three urban public schools and was offered a 9-week online mindfulness program (DeStress Monday at School). The program provided weekly mindfulness practices for (1) self-care and (2) classroom use to promote teacher and student stress management. Surveys and focus group discussions assessed program feasibility. Paired t-tests were used to evaluate pre-post changes in teacher well-being. Results Most participants had no technical problems, providing general support for implementation. Support for program demand was mixed; while 85% of participants used practices at least once, some never used practices, and over half used practices only 1-3 times. Those who used practices generally rated their acceptability favorably. Qualitative analyses showed significant pre-post improvements in work-related and overall stress, depressive and anxiety symptoms, and sleep; those who used practices reported more benefits than those who did not. Qualitative data corroborated these findings, with teachers describing improved stress- and emotion-management following program use. Conclusions Our findings suggest mindfulness can be delivered online to teachers and may enhance mental health and wellness. Next steps include conducting more rigorous research with a control condition to better understand potential program impact. Preregistration This study is not preregistered. Supplementary Information The online version contains supplementary material available at 10.1007/s12671-023-02142-3.
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Affiliation(s)
- Tamar Mendelson
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, USA
| | - Lindsey Webb
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, USA
| | - Arabiye Artola
- Department of Applied Psychology, Northeastern University Bouvé College of Health Sciences, Boston, USA
| | - Maria Molinaro
- Department of Pediatrics, Johns Hopkins School of Medicine, Baltimore, USA
| | - Erica Sibinga
- Department of Pediatrics, Johns Hopkins School of Medicine, Baltimore, USA
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