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1.
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
2.
Researchers suggest an increase in self‐harm among men. Specifically, college‐age men appear to be at risk for self‐harming behaviors, and counselors often overlook these behaviors in treatment. In this article, the authors describe the issue of self‐harm and illustrate the use of dialectical behavior therapy (DBT; Linehan, 2014 ) with male college students. The authors use a case study to illustrate the use of a modified form of DBT with a male college student who self‐harmed. Limitations of this approach and implications for college counselors are also addressed. 相似文献
3.
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
4.
Twenty‐two primary school children, aged 6–12 years, who were experiencing significant reading difficulties, were allocated to one of two parent‐instruction treatment conditions according to the parent’s preference. The treatments were based upon learning‐theory principles, and were aimed at teaching the parents optimal ways of helping their child learn to read. One condition involved the parent and child being seen individually by the therapist twice a week over five weeks. The other condition involved the parents meeting as a group for three weekly sessions, and then as a group with their children for the final two sessions. The same learning‐theory principles were taught in both treatment conditions. Seven children who were awaiting treatment provided waiting‐list control data over a five‐week period. Outcome measures of the children’s reading level and reading self‐concept, and the parents’ stress levels during reading‐time showed significant improvements for those in the individual treatment condition, and this improvement was maintained at a follow‐up after two months. While there were some gains for those in the group treatment condition, these were not maintained by the two‐month follow‐up. 相似文献
5.
Kimberly S. Kelly Bert Hayslip Jr. Heather L. Servaty Michael P. Ennis 《Educational gerontology》2013,39(5):477-487
The purpose of this study was to gain a better understanding of the relationship between anxiety and cognitive performance in older adults. We asked 27 older adults, self‐selected on the basis of their concerns about decrements in intellectual functioning, to perform a series of cognitive tasks to assess crystallized (Gc) and fluid (Gf) intellectual abilities. Volunteers also completed questionnaires concerning their beliefs about their task performance specific to each ability, as well as measures of both generalized and intellectual self‐efficacy, everyday cognitive failures, and concerns about illness and aging. Cortisol was measured as an indicator of anxiety and Epstein‐Barr virus levels were assessed to determine nonspecific physiological changes. Results indicated that in the self‐selected “anxious” sample, there was a significant negative correlation between cortisol and self‐efficacy related to the most difficult measure of Gf. The only other significant (negative) correlation was between cortisol and generalized self‐efficacy. As expected, EBV levels were not correlated with any of the performance or self‐efficacy measures taken. Possible explanations of these findings are discussed as they relate to varying levels of performance and concerns about the loss of skills among older adults. 相似文献
6.
邹雄伟 《福建师大福清分校学报》2014,(6):73-77
通过对福建水利电力职业技术学院专职辅导员进行职业倦怠问卷测量和分析,深入研究专职辅导员职业倦怠的现状、特点,进行相关因素的归因分析,探索改善高职院校专职辅导员的职业倦怠、减轻职业压力的有效途径和措施。 相似文献
7.
Crystal Easton William E. Martin Jr. Sheilah Wilson 《Counselor Education & Supervision》2008,47(4):218-232
The authors present Phase II of a 9‐month study of the relationship between emotional intelligence and counseling self‐efficacy. One‐hundred eighteen counselors‐in‐training and professional counselors completed the Counseling Self‐Estimate Inventory (COSE) and Emotional Judgment Inventory (EJI). There was a significant correlation between 2 of the EJI scales (Identifying Own Emotions and Identifying Others' Emotions) and 4 of the 5 COSE scales. Students' perceived counseling self‐efficacy showed a significant gain when compared with that of professional counselors over the 9‐month period. Results support findings of Phase I (W. E. Martin, C. Easton, S. Wilson, M. Takemoto, & S. Sullivan, 2004), which indicated that emotional intelligence may be a unique construct inherent in persons who are preparing for careers as professional counselors. 相似文献
8.
《Mind, Brain, and Education》2017,11(2):75-84
An inquiry‐based intervention has been found to have a positive effect on burnout and mental well‐being parameters among teachers. The aim of the current study was to qualitatively evaluate the effect of the inquiry‐based stress reduction (IBSR) meditation technique on the participants. Semi‐structured interviews were conducted before and after the IBSR intervention and were analyzed using the interpretative phenomenological analysis method. Before the intervention, the teachers described emotional overload caused by two main reasons: (1) multiple stressful interactions with students, parents, colleagues, and the educational system, and (2) the ideological load of their profession—trying to fulfill high expectations of performance and the manifesting educational values. Following the intervention, the teachers described a sense of centeredness and a greater ability to accept reality. They reported improvements in setting boundaries, thought flexibility, and self‐awareness. These improvements assisted them in coping with the complex and dynamic nature of their profession. These positive effects suggest that IBSR is an effective technique in reducing teachers' burnout and promoting mental well‐being. 相似文献
9.
Victoria E. White Heather Trepal‐Wollenzier James Michael Nolan 《Journal of College Counseling》2002,5(2):105-113
This article provides an overview of self‐injurious behaviors and provides intervention strategies for college counselors to use when working with students who self‐injure. College counselors' roles in managing self‐injurious behaviors are explored in relation to individualized treatment issues, outreach, education, advocacy, and prevention. Implications and recommendations for college counselors are provided. 相似文献
10.
This study investigated the effectiveness of large group supervision, small group supervision, and combined group and individual supervision with counseling students. Sixty‐four participants in a master's‐level practicum were divided into 3 treatment groups that received supervision over 10 weeks. Using a pretest/posttest method, counselors were rated on growth in effectiveness and development according to self‐report, supervisor, client, and objective rater responses. Analyses of covariance revealed that all supervision formats resulted in similar progress in counselor effectiveness and counselor development. Large group supervision produced a significant result on the factor Autonomy/Dependency. However, participants showed a marked preference for individual feedback and supervision. 相似文献
11.
职业倦怠是一种不良的情绪和精神状态,其对辅导员队伍建设、学生的思想政治教育、学院的基础性工作都会产生很多负面影响,在一定程度上制约着学生的成长与进步和学院的稳定与发展。本文以对某高职院校的辅导员进行职业倦怠的问卷调查数据为基准,对高职院校辅导员如何克服和应对职业倦怠进行了阐述,期待着能在一定程度上缓解辅导员的职业倦怠,增强职业归属感。 相似文献
12.
William E. Martin Crystal Easton Sheilah Wilson Michelle Takemoto Shannon Sullivan 《Counselor Education & Supervision》2004,44(1):17-30
The authors investigated the association between emotional intelligence and counseling self‐efficacy. Participants were 140 counseling students and practicing counselors who completed the Emotional Judgment Inventory and the Counseling Self‐Estimate Inventory. Emotional intelligence differentiated counselors from noncounselors (Mdn d = .6650) but provided mixed results in differentiating counseling students and counselors. Moreover, the emotional intelligence factors Identifying Own Emotions, Expressing Emotions Adaptively, and Using Emotions in Problem Solving successfully predicted counseling self‐efficacy of both counseling students and practicing counselors (R = .537). Emotional intelligence may be another marker for individuals exploring professional counseling as a career and for improving students' counseling self‐efficacy. 相似文献
13.
David W. Chan 《教育心理学》2010,30(2):139-153
This study assessed the dispositional gratitude and its relationships with orientations to happiness and burnout in a sample of 96 Chinese school teachers in Hong Kong and investigated the effectiveness of an eight‐week gratitude intervention programme using a pre‐test/post‐test design with outcome measures of subjective well‐being in the same sample of teachers. The results indicated that the dispositional gratitude of teachers correlated substantially and positively with a meaningful life orientation to happiness and with personal accomplishment, and correlated substantially and negatively with the two negative components of burnout: emotional exhaustion and depersonalisation. The effects of the gratitude intervention were evident in the increase in scores on satisfaction with life and on positive affect, especially for teachers in the low‐gratitude group. Implications of the findings on the relationships between gratitude and burnout and the effectiveness of gratitude intervention for teachers of different levels of dispositional gratitude are discussed. 相似文献
14.
Richard G. Lambert Christopher McCarthy Megan O'Donnell Chuang Wang 《Psychology in the schools》2009,46(10):973-988
The Classroom Appraisal of Resources and Demands (CARD, elementary version) was used to investigate teacher stress among a sample of elementary teachers (n = 521). The CARD measures teacher stress by examining the subjective experience of both classroom demands and resources provided by the school, and thereby attempts to capture the situationally specific nature of teacher stress. This study attempted to examine whether the CARD can provide reliable and valid information that addresses the call by experts in the field of teacher stress research for measures that consider each teacher's specific occupational circumstances. Specifically, the factor structure of the CARD was supported empirically. Further evidence was offered for the construct and concurrent validity by correlations between CARD scales scores and other measures theoretically relevant to teacher well‐being: general health, teacher efficacy, self‐critical attitudes, and burnout symptoms. © 2009 Wiley Periodicals, Inc. 相似文献
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16.
Hope,Friends, and Subjective Well‐Being: A Social Network Approach to Peer Group Contextual Effects 
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下载免费PDF全文 Philip D. Parker Joseph Ciarrochi Patrick Heaven Sarah Marshall Baljinder Sahdra Noona Kiuru 《Child development》2015,86(2):642-650
Research on adolescence has previously shown that factors like depression and burnout are influenced by friendship groups. Little research, however, has considered whether similar effects are present for variables such as hope and subjective well‐being. Furthermore, there is no research that considers whether the degree of hope of an adolescent's friends is associated with well‐being over the individual's level of hope. Data were collected in 2012 from a sample of 15‐year‐olds (N = 1,972; 62% Caucasian; 46% identified as Catholic; 25% had professional parents) from the East Coast of Australia. Findings suggest that individuals from the same friendship group were somewhat similar in hope and well‐being. Multilevel structural equation modeling indicated that friendship group hope was significantly related to psychological and social well‐being. 相似文献
17.
David W. Chan 《教育心理学》2007,27(1):33-49
This study assessed the three components of burnout (emotional exhaustion, depersonalisation, and reduced personal accomplishment), perceived self‐efficacy, and the three triarchic abilities (analytical, synthetic, and practical) of successful intelligence in a sample of 267 Chinese prospective and in‐service teachers in Hong Kong. The aim was to explore and examine the contribution of the blending or integration of the triarchic abilities to the three components of teacher burnout and perceived self‐efficacy. While there were subtle gender and teaching‐experience differences, the general findings suggested that the triarchic abilities, especially practical abilities, could independently contribute to teachers’ sense of personal accomplishment as well as perceived self‐efficacy. The interactive combination of the triarchic abilities could be most important in contributing negatively to emotional exhaustion. The implications of these findings for interventions to combat teacher burnout and enhance job engagement are discussed. 相似文献
18.
This study examined the influences of generational status, self‐esteem, academic self‐efficacy, and perceived social support on 367 undergraduate college students' well‐being. Findings showed that 1st‐generation students reported significantly more somatic symptoms and lower levels of academic self‐efficacy than did non‐1st‐generation students. In addition, students' generational status was found to moderate predictive effects of perceived family support on stress. Implications for professional practices, limitations, and directions for future research are discussed. 相似文献
19.
目的本研究试图了解高校辅导员的职业倦怠的现状,探索改善高校辅导员的职业倦怠与减轻职业压力的有效途径和措施。方法采用高校辅导员职业倦怠程度调查问卷对80名辅导员进行问卷调查。结果:约有50%的辅导员有着不同程度的倦怠表现,已婚辅导员比未婚辅导员更容易产生职业倦怠(χ2(1,80)=10.208,p<0.001),随着工作时间的增加,职业倦怠的人数比例有上升趋势(χ2(1,80)=3.810,p>0.05),不同学历的辅导员,其职业倦怠情况没有显著差异。结论:高校辅导员的职业倦怠情况不容忽视,必须通过一系列措施改善高校辅导员职业倦怠的现状。 相似文献
20.
Mark Byrd 《Educational gerontology》2013,39(5):369-385
Although there has been an increase in the use of older adults as peer counselors, little is known about the effects of such training on the peer counselor students. In order to be an effective counselor, the older adults must not only examine their own lives, but they must also disclose their life experiences as well as their personal feelings to their clients. It was thought that these processes of self‐examination and self‐disclosure would result in a reappraisal of the older adults’ attitudes and feelings about themselves. The present study sought to examine the degree of personal growth experienced by older adult participants of a peer counselor training course. It was found that the training course attracted individuals who were self‐assured in their ability to deal with the problems of their lives and who wanted to assist others gain the same degree of self‐confidence. Furthermore, it was found that the training course served to increase the participants’ levels of self‐confidence and self‐reliance while at the same time training the students to use these qualities to help others. 相似文献