Teacher psychopathology, burnout, secondary traumatic stress, and compassion satisfaction during COVID-19: Resilience and risk factors.

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS
Dana Lassri, Mona Khoury-Kassabri, Ruth Gottfried, Alex Desatnik
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引用次数: 0

Abstract

Teaching staff have been especially vulnerable to experiencing psychopathology and compassion fatigue during COVID-19, given the significant demands they have experienced. Yet, research on risk and resilience factors is scant. We assessed the psychological status of Israeli teaching staff during COVID-19, focusing on psychopathology (depression, anxiety, somatization), compassion fatigue (burnout, secondary traumatic stress), and compassion satisfaction. We also examined the role of transdiagnostic risk and resilience factors-mentalizing, self-compassion, self-criticism, social support, and specialized trauma training-in predicting psychological status and mitigating the link between COVID-19-related distress and psychological status. An online questionnaire was completed by 350 teaching staff. Analyses included outlining the distributions of psychological status outcomes and running a series of moderation models using hierarchical robust regression. While 48% of the participants exhibited moderated-to-high levels of anxiety and 28.27% had no somatization, only 13% exhibited moderate-to-severe levels of depression; 60% had moderate levels of burnout, 48% had moderate levels of secondary traumatic stress, and 52% had low levels of compassion satisfaction. COVID-19-related distress, self-criticism, prementalizing modes, low socioeconomic status, and being in an intimate relationship emerged as key risk factors positively associated with psychological status, while self-compassion, general mentalizing, interest and curiosity about mental states, and social support were negatively linked with these outcomes. Teacher's mentalizing about students' mental states and social support moderated the link between COVID-19-related distress and psychological status. The findings highlight the importance of risk and resilience factors for assessing and preventing teaching staff's psychopathology and compassion fatigue during COVID-19. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

COVID-19 期间教师的心理病理学、职业倦怠、二次创伤压力和同情满意度:复原力和风险因素。
在 COVID-19 期间,教职员工尤其容易出现心理变态和同情疲劳,因为他们经历了巨大的需求。然而,有关风险和复原因素的研究却很少。我们评估了以色列教职员工在 COVID-19 期间的心理状况,重点关注精神病理学(抑郁、焦虑、躯体化)、同情疲劳(职业倦怠、二次创伤应激)和同情满意度。我们还研究了跨诊断风险和复原力因素--心理化、自我同情、自我批评、社会支持和专门的创伤培训--在预测心理状态和减轻 COVID-19 相关痛苦与心理状态之间的联系方面所起的作用。350 名教职员工完成了在线问卷调查。分析包括概述心理状态结果的分布,并使用分层稳健回归法运行一系列调节模型。48%的参与者表现出中度至高度焦虑,28.27%的参与者没有躯体化,只有13%的参与者表现出中度至严重抑郁;60%的参与者表现出中度职业倦怠,48%的参与者表现出中度继发性创伤压力,52%的参与者表现出低度同情满意度。与 COVID-19 相关的苦恼、自我批评、先入为主模式、社会经济地位低下以及亲密关系是与心理状况正相关的主要风险因素,而自我同情、一般心理化、对心理状态的兴趣和好奇心以及社会支持则与这些结果呈负相关。教师对学生心理状态的心理化和社会支持调节了 COVID-19 相关困扰与心理状态之间的联系。研究结果凸显了在 COVID-19 期间评估和预防教职员工精神病理学和同情疲劳的风险和复原因素的重要性。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
ACS Applied Bio Materials
ACS Applied Bio Materials Chemistry-Chemistry (all)
CiteScore
9.40
自引率
2.10%
发文量
464
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