Pandemic‐related stressors of school counselors: Implications for resilience and retention

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-09-10 DOI:10.1002/pits.23282

Elizabeth M. Vera, Amy J. Heineke

引用次数: 0

Abstract

This qualitative study examined 17 school counselors’ pandemic‐related experiences to identify demands, resources, and consequences to well‐being. Among the main demands were increases in student social‐emotional impairment, role confusion, and top‐down policy modifications that made it more challenging to do their jobs. The top resources were support from colleagues and individual limit‐setting. Consequences to well‐being were mixed, but exhaustion and recommitments to self‐care were the most frequently reported. Implications for retention of school counselors and training are discussed.

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学校辅导员与大流行病相关的压力：对复原力和留任的影响

这项定性研究考察了 17 名学校辅导员与大流行病相关的经历，以确定需求、资源和对福祉的影响。主要需求包括学生社会情感障碍的增加、角色混乱以及自上而下的政策修改，这些都使他们的工作更具挑战性。最主要的资源是同事的支持和个人限制。对幸福感的影响有好有坏，但报告最多的是疲惫和对自我保健的重新承诺。本文讨论了学校辅导员的留任和培训问题。

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

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.