共查询到20条相似文献，搜索用时 250 毫秒
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Irrational beliefs have been linked to negative unhealthy emotions that can contribute to occupational burnout. Maladaptive cognitive schemas, such as irrational beliefs, are theorized to interfere with an appraisal of the perceived balance of resources and demands. The aim of the current study is to investigate the extent to which irrational beliefs account for occupational burnout among high school teachers when considering school resources, job demands, and teacher characteristics. A sample of 79 high school teachers, primarily from New York and New Jersey, completed self‐report questionnaires measuring burnout, the perception of school demands and availability of resources, and irrational beliefs. Among school‐based characteristics, correlational analyses indicated that burnout was positively related to school demands (i.e., student disrespect and student lack of attentiveness) and negatively related to school resources (i.e., support from the administration and colleagues), supporting previous research findings. Among teacher characteristics, burnout was negatively related to self‐efficacy and positively related to irrational beliefs. Results from regression analyses indicated that, whereas irrational beliefs were predictive of teacher burnout, they did not moderate the relationship between demands and burnout. Implications, limitations, and directions for future directions for research are discussed. 相似文献
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Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being 
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下载免费PDF全文 Keith A. Crnic Cameron L. Neece Laura Lee McIntyre Jan Blacher Bruce L. Baker 《Child development》2017,88(2):436-445
Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized. 相似文献
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High‐stakes tests have played an increasingly important role in how student achievement and school effectiveness are measured. Test anxiety has risen with the use of tests in educational decision making. Students with high test anxiety perform poorly on tests when compared to students with low test anxiety. School psychologists can play an important role as experts both in tests and measurement and mental health in providing consultation and treatment for students with test anxiety. This article describes the results of a systematic literature review of the last 10 years of test‐anxiety interventions. Results indicate that there are few studies that have examined test‐anxiety interventions with elementary and secondary school students. However, techniques including biofeedback, behavior therapy, cognitive behavioral therapy, priming competency, and mixed approaches have demonstrated promising results. Suggestions are made for school psychologists for the delivery of evidenced‐based test anxiety interventions. 相似文献
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Camila Caballero Ethan Scherer Martin R. West Michael D. Mrazek Christopher F. O. Gabrieli John D. E. Gabrieli 《Mind, Brain, and Education》2019,13(3):157-166
Despite increasing interest in improving academic outcomes for students by enhancing mindfulness, there is a paucity of evidence that greater mindfulness is associated with success in school. We measured mindfulness with the short‐form Mindful Attention Awareness Scale (MAAS) in over 2,000 urban students in Grades 5–8. The MAAS had good internal consistency and scale homogeneity. Greater mindfulness correlated significantly with better academic achievement as measured by grade point average and standardized tests of mathematics and literacy, greater improvement in academic performance from the prior school year, better attendance, and fewer suspensions. The relation between mindfulness and academic achievement was similar across demographic characteristics. These findings support the reliability of the MAAS as a measure of mindfulness among youth and provide initial evidence of an association between mindfulness and academic achievement. This association strengthens the rationale to explore whether mindfulness‐based interventions can enhance academic outcomes by leveraging the malleability of mindfulness. 相似文献
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Erika Hinds Laura Backen Jones Jeffrey M. Gau Kathleen K. Forrester Anthony Biglan 《Psychology in the schools》2015,52(3):284-297
Teachers’ psychological well‐being is important for teachers and students, but teaching is highly stressful, particularly in special education. We examined the role of experiential avoidance (EA) in the well‐being of 529 middle and elementary school teachers. EA involves the tendency to avoid thoughts, feelings, and other internal experiences, even when doing so causes long‐range consequences. Using a teacher‐specific measure, we investigated EA's relationship to stress associated with student misbehavior and limited social support. We also assessed EA's relationship to burnout and depression, finding EA significantly and moderately correlated with depression and all scales of Maslach's Burnout Inventory. Mediation analyses showed EA mediated the relationship between stress associated with student behavior and measures of well‐being. We found 26.8% of teachers to be mildly, 8.9% moderately, and 2.8% moderately severely or severely depressed. This evidence concurs with studies showing the value of mindfulness‐based interventions and points to the utility of implementing interventions aimed at decreasing EA in teachers. 相似文献
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Research studies looking into the effects of positive psychology interventions (PPIs) implemented in classrooms have yielded promising results, not only in terms of student well-being but also in terms of academic outcomes, school climate, and teacher well-being. However, a number of PPIs require relatively high levels of commitment from school administrators and teachers to put into place. This may result in many teachers dismissing PPIs across the board as too complicated to implement. The goal of the present article is thus to present a review of brief PPIs (BPPIs) based on positive psychology research in order to encourage involvement in such interventions at school. The BPPIs presented here have been categorized into four sections according to established areas of research in positive psychology, mindfulness, gratitude, strengths, and positive relationships, with precise examples of practices which have been successfully implemented and have demonstrated diverse benefits on student learning and well-being. The potential limitations of such interventions are also highlighted in order to foster best practices and cross-cultural adaptations of such projects. 相似文献
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Andrew Martinez Susan D. Mcmahon Crystal Coker Christopher B. Keys 《Psychology in the schools》2016,53(8):817-830
Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school‐level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student‐related outcomes (i.e., high‐risk behaviors, barriers to learning, student social–behavioral climate). Teachers across 29 high schools, in a large urban school district serving primarily low‐income students, completed self‐report surveys. Multilevel regression was used to test both individual‐ and school‐level predictors of student outcomes. Findings suggest that teacher practices at the individual and school levels are linked to student high‐risk behaviors, barriers to student learning, and school climate. More specifically, findings indicate that better supervision/discipline and instructional management are associated with fewer high‐risk behaviors and barriers to learning. More instructional management is also linked to positive social–behavioral climate. Results from this study highlight the association between teacher practices and a range of student‐related problem behaviors, and suggest that system‐level interventions in the school may have positive effects. 相似文献
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The present study investigated components of school climate (i.e. parent/community relations, administration, student behavioral values) and assessed their influence on the core burnout dimensions of Emotional Exhaustion, Depersonalization, and feelings of low Personal Accomplishment. The study weighed the relative contributions of demographic factors (i.e. gender, age, years of teaching experience), teacher satisfaction, and teacher-rated school climate that predict resultant levels of teacher stress and burnout from 17 rural schools in southeastern Ohio. Results revealed that different aspects of school climate related to each of the three primary burnout dimensions. Further, the inverse relationship between school climate and burnout was mediated by teacher satisfaction levels for both Emotional Exhaustion and Depersonalization dimensions. Results from the present study may be used in the development of future intervention targets for reducing teacher stress and burnout. 相似文献
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Prevalence of mindfulness literature and intervention in school psychology journals from 2006 to 2016 下载免费PDF全文
下载免费PDF全文 Stacy L. Bender Rachel Roth Alicia Zielenski Zachary Longo Ashley Chermak 《Psychology in the schools》2018,55(6):680-692
Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006–2016. The prevalence of mindfulness articles and research specifically focused on mindfulness intervention were examined. Additionally, the type of intervention implemented, tier of intervention, and targets of intervention were examined. Results indicated that .57% of articles during the ten‐year time frame were related to mindfulness (n = 17). Eight of the 17 articles investigated mindfulness interventions, with interventions ranging from informal practices (e.g., Mandala coloring) to specific intervention programs (e.g., Compassion and Attention in the Schools). Majority of interventions were implemented at the universal level for students. Future directions for mindfulness research and the importance of mindfulness in school psychology are discussed. 相似文献
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Ken Appleton 《Asia-Pacific Journal of Teacher Education》1996,24(2):147-157
Reflection has been considered a key aspect that should be included in teacher‐education programmes. There have also been recent calls to base teacher education on constructivist principles of learning. In this study, a reflective‐school‐experience component was integrated into a curriculum subject, using constructivist learning theory as a guide. It shows how these two constructs may be brought together in practice. The learning theory used is explained, and relationships to teaching are explored. Teacher interventions derived from the learning theory provided guidelines for the placement and operation of the school experience, and for encouraging reflection about both the school experience and classwork. An evaluation of the subject was conducted using a variety of data. Selected findings are discussed, and the success of the subject in influencing cognitive and affective outcomes are explored. The role of the school experience and indications of the occurrence of reflection by students are also examined. 相似文献
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Lisa Flook Simon B. Goldberg Laura Pinger Katherine Bonus Richard J. Davidson 《Mind, Brain, and Education》2013,7(3):182-195
Despite the crucial role of teachers in fostering children's academic learning and social–emotional well‐being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness‐Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer‐rated classroom organization and performance on a computer task of affective attentional bias, and increases in self‐compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, and sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed. 相似文献
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Tia Navelene Barnes Christina Cipriano Kathleen McCallops Cara Cuccuini-Harmon Susan E. Rivers 《Emotional and Behavioural Difficulties》2018,23(3):284-295
Despite teacher self-efficacy and burnout’s influence on student outcomes, little research has been conducted on teacher self-efficacy and burnout in residential treatment schools. This study attempts to fill this need by examining the self-efficacy and burnout of teachers and paraeducators in a residential treatment school in the United States. We explore the relationships between educators’ perceptions of school supports and educators’ sense of self-efficacy and burnout Our results revealed that while educators’ perceptions of school supports were not related to educators’ sense of efficacy, there was a significant relationship between educators’ perceptions of school supports and reported levels of burnout. Educators who reported lower levels of school supports had high levels of burnout. We discuss implications for larger studies on this topic and for supporting educator well-being in residential treatment schools. 相似文献
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Associations Between School Readiness and Obesity‐ and Inflammation‐Related Biomarkers in Low‐Income Preschoolers Within the Healthy Kids Study 下载免费PDF全文
下载免费PDF全文 Carolyn Sutter Lenna L. Ontai Mical K. Shilts Louise Lanoue Lindsay H. Allen Marilyn S. Townsend 《Mind, Brain, and Education》2018,12(1):28-38
Previous research suggests obesity is negatively related to cognitive functioning and academic outcomes in addition to physical health. However, not much is known about this association in early childhood or potential physiological underpinnings. Biomarkers related to obesity have been associated with cognition, in particular the adipokine leptin, and pro‐inflammatory cytokines including interleukin‐6 (IL‐6), tumor necrosis factor‐alpha (TNF‐alpha) and C‐reactive protein (CRP). These associations may be further exacerbated for children who experience early life stress. With a sample of low‐income preschoolers, the current study examined associations between obesity‐related biomarkers and aspects of behavioral and cognitive school readiness. Partial correlations controlling for child age show hypothesized negative associations between pro‐inflammatory cytokines and school readiness, while leptin was positively associated with cognitive school readiness and body mass index (BMI) z‐score. Findings suggest connections between obesity, physiology, and school readiness need further examination, but may have implications for early childhood education and health interventions. 相似文献
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Kathleen L. Lane Margaret E. Beebe‐Frankenberger Katina M. Lambros Melinda Pierson 《Psychology in the schools》2001,38(4):365-379
Children demonstrating antisocial behavior patterns are at‐risk for a host of negative outcomes including school failure, peer and teacher rejection, academic difficulties, and future delinquency. These children are undoubtedly in need of effective and appropriate interventions to address problem areas in both behavioral and academic domains. To ensure that academic and sociobehavioral interventions will be more successful, three main components: (a) social validity, (b) treatment integrity, and (c) generalization and maintenance must be addressed when designing the interventions. The purpose of this article is to (a) describe the pertinent characteristics (e.g., definition, application, and assessment issues) of each of these components as they relate to school‐based interventions, and (b) introduce an integrated model that illustrates the interrelatedness of these essential intervention components. © 2001 John Wiley & Sons, Inc. 相似文献
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Ricardo Eiraldi Barry McCurdy Billie Schwartz Courtney Benjamin Wolk Manju Abraham Abbas F. Jawad Bonnie K. Nastasi Jennifer A. Mautone 《Psychology in the schools》2019,56(8):1230-1245
This paper describes implementation (fidelity, perceived acceptability) and tier 1 and Tier 2 outcomes of school‐wide positive behavior interventions and supports approach including mental health supports at Tier 2 in two K‐8 urban schools. Interventions for Tier 2 consisted of three manualized group cognitive behavioral therapy (GCBT) protocols for externalizing behavior problems, depression, and anxiety. Tier 1 and Tier 2 interventions were implemented with fidelity but program feasibility for Tier 2 was in question because school personnel needed a great deal of external support to implement the interventions. Tier 1 interventions were associated with a decrease in office discipline referrals. Students participating in GCBT showed a significant decrease in mental health diagnostic severity at posttreatment. A discussion of perceived and actual implementation barriers and how they were addressed is provided. Implications for practice in low‐income urban schools are discussed. 相似文献
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Fernando Doménech Betoret 《教育心理学》2006,26(4):519-539
The relationships among teacher occupational stressors, self‐efficacy, coping resources, and burnout were investigated in a sample of 247 Spanish secondary school teachers. Concretely, two specific aims were formulated in order to examine the effect of teaching stressors on teacher burnout and the role of self‐efficacy and school coping resources as mediator or moderator variables in the stressor–burnout relationship. Teachers reported that when their pedagogical practice in the school setting was being interfered with or hindered by a set of factors from the multiple contexts involved in students’ learning, problems of burnout occurred. In addition, results revealed that teachers with a high level of self‐efficacy and more coping resources reported suffering less stress and burnout than teachers with a low level of self‐efficacy and fewer coping resources, and vice versa. 相似文献
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Jan H. van Driel J. A. Meirink K. van Veen R. C. Zwart 《Studies in Science Education》2013,49(2):129-160
This review provides an overview of the the current state of research on professional development in science education. An analytical frame was used, based on what is known about PD from educational research. Clarke and Hollingsworth’s model for teacher professional growth was also used to categorise the studies according to their aims and outcomes. Exemplar studies in each category are highlighted. In total, 44 recent studies were selected, all referring to science PD. The results show an increase in the number of PD studies in science education in recent years. Most PD programmes are aimed at enhancing teacher cognitions as well as classroom practice. Most recently, there seems to have been an increase in programmes that also aim at improving student outcomes through PD. All studies applied most of the characteristics drawn from research on what makes PD effective. However, school organisational conditions were not usually taken into account. Moreover, there has been a very little research on the role of facilitators and their impact on the outcomes of a PD programme. 相似文献
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学习困难学生的行为问题是与其学习问题相伴而生的,他们的认知障碍、动机障碍是与其行为障碍密切联系的。本文讨论三类课堂行为问题干预策略：（1）学习退避行为,学习退避行为实质上是习得性无能的表现,干预重点是改善其不良的自我概念,增强其自信心,引导其正确对待失败,克服自卑,同时要改变其消极的归因倾向。（2）注意缺陷多动障碍（ADHD）,相当部分的学习困难学生伴有注意缺陷多动障碍。对注意缺陷多动障碍的干预策略,一般有药物干预和心理社会干预。医院主要采取药物干预,而学校和家庭主要采用心理社会干预。心理社会干预包括：认知行为干预、父母训练、感觉统合训练等。（3）攻击性行为干预可以采用认知行为干预和内观训练。 相似文献