{"title":"教育工作者在大流行后的二次创伤压力:促进教师的整体健康","authors":"Carrie R. Giboney Wall","doi":"10.1080/15325024.2023.2264778","DOIUrl":null,"url":null,"abstract":"AbstractThe COVID-19 crises wreaked havoc on students and teachers alike. Not only were educators thrust into distance learning overnight, but they had to provide social-emotional support for students with little preparation. Conducted at a school serving economically-challenged, trauma-impacted students, this qualitative study identified manifestations of secondary traumatic stress (STS) experienced by educators during the pandemic, self-care strategies they employed, and mental health resources the school provided. Questionnaire and interview data collected over a three-year period from six female elementary teachers were initially sorted into a priori code categories of physical, cognitive, emotional, and social domains through deductive content analysis; and then further analyzed within those four categories to identify codes that emerged from the data through inductive analysis. This two-pronged data analysis process revealed numerous manifestations of educator STS including sleepless, physical ailments, depletion, emotional escalation, worry over student welfare, feelings of powerlessness, professional uncertainty, and pressure to balance “catching students up” academically with bolstering social competency. School-wide professional development on trauma-informed practices, social-emotional learning, and growth mindset equipped teachers with tangible skills and strategies to address student personal and collective trauma; while initiatives such as the Health Challenge, Wellness Wednesdays, counselor check-ins, and staff appreciation days provided educators with collegial community-building, health and fitness incentives, problem-solving approaches, and mental health strategies. Educators themselves addressed their STS through self-care practices such as mindfulness, cognitive restructuring, boundary setting, and social support in an effort to buoy their holistic health and persist in supporting students.Keywords: Educator secondary traumatic stresspandemicteacher wellbeingself-caretrauma-informed practices AcknowledgementThe author gratefully acknowledges the assistance of Jonathan Samson on this project.Disclosure statementThe corresponding author states that there is no conflict of interest.Additional informationNotes on contributorsCarrie R. Giboney WallCarrie Giboney Wall is an Associate Professor and the Teacher Preparation Program Undergraduate Coordinator at Pepperdine University in Malibu, California. Her research interests include trauma-informed practices, educator self-care, preservice teacher learning, community-based learning, and resilience in education.","PeriodicalId":2,"journal":{"name":"ACS Applied Bio Materials","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Educator Secondary Traumatic Stress in the Pandemic’s Wake: Buoying Teacher Holistic Health\",\"authors\":\"Carrie R. Giboney Wall\",\"doi\":\"10.1080/15325024.2023.2264778\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"AbstractThe COVID-19 crises wreaked havoc on students and teachers alike. Not only were educators thrust into distance learning overnight, but they had to provide social-emotional support for students with little preparation. Conducted at a school serving economically-challenged, trauma-impacted students, this qualitative study identified manifestations of secondary traumatic stress (STS) experienced by educators during the pandemic, self-care strategies they employed, and mental health resources the school provided. Questionnaire and interview data collected over a three-year period from six female elementary teachers were initially sorted into a priori code categories of physical, cognitive, emotional, and social domains through deductive content analysis; and then further analyzed within those four categories to identify codes that emerged from the data through inductive analysis. This two-pronged data analysis process revealed numerous manifestations of educator STS including sleepless, physical ailments, depletion, emotional escalation, worry over student welfare, feelings of powerlessness, professional uncertainty, and pressure to balance “catching students up” academically with bolstering social competency. School-wide professional development on trauma-informed practices, social-emotional learning, and growth mindset equipped teachers with tangible skills and strategies to address student personal and collective trauma; while initiatives such as the Health Challenge, Wellness Wednesdays, counselor check-ins, and staff appreciation days provided educators with collegial community-building, health and fitness incentives, problem-solving approaches, and mental health strategies. Educators themselves addressed their STS through self-care practices such as mindfulness, cognitive restructuring, boundary setting, and social support in an effort to buoy their holistic health and persist in supporting students.Keywords: Educator secondary traumatic stresspandemicteacher wellbeingself-caretrauma-informed practices AcknowledgementThe author gratefully acknowledges the assistance of Jonathan Samson on this project.Disclosure statementThe corresponding author states that there is no conflict of interest.Additional informationNotes on contributorsCarrie R. Giboney WallCarrie Giboney Wall is an Associate Professor and the Teacher Preparation Program Undergraduate Coordinator at Pepperdine University in Malibu, California. 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引用次数: 0
摘要
新冠肺炎疫情给学生和老师都带来了巨大的冲击。教育工作者不仅在一夜之间被推入远程学习,而且他们还必须为几乎没有准备的学生提供社会情感支持。本定性研究在一所服务经济困难、受创伤影响学生的学校进行,确定了教育工作者在大流行期间经历的继发性创伤应激(STS)的表现、他们采用的自我保健策略以及学校提供的心理健康资源。对6名女小学教师进行为期3年的问卷调查和访谈,通过演绎内容分析,初步划分出身体、认知、情感和社会领域的先验代码类别;然后在这四个类别中进一步分析,通过归纳分析来识别数据中出现的代码。这两方面的数据分析过程揭示了教育家STS的许多表现,包括失眠、身体疾病、枯竭、情绪升级、对学生福利的担忧、无力感、职业不确定性,以及平衡“赶上学生”学业与增强社会能力的压力。全校范围内关于创伤知识实践、社会情感学习和成长心态的专业发展为教师提供了切实的技能和策略,以应对学生个人和集体的创伤;同时,健康挑战、健康星期三、辅导员签到和员工感谢日等活动为教育工作者提供了学院社区建设、健康和健身激励、解决问题的方法和心理健康策略。教育工作者自己通过正念、认知重建、边界设置和社会支持等自我护理实践来解决STS问题,以促进他们的整体健康,并坚持支持学生。关键词:教育工作者次生创伤应激学教师幸福感自我护理创伤知情实践致谢作者感谢Jonathan Samson在本项目中的帮助。披露声明通讯作者声明不存在利益冲突。carrie R. Giboney Wall是加利福尼亚州马里布佩珀代因大学的副教授和教师准备项目本科协调员。她的研究兴趣包括创伤知情实践,教育工作者自我保健,职前教师学习,社区学习和教育弹性。
Educator Secondary Traumatic Stress in the Pandemic’s Wake: Buoying Teacher Holistic Health
AbstractThe COVID-19 crises wreaked havoc on students and teachers alike. Not only were educators thrust into distance learning overnight, but they had to provide social-emotional support for students with little preparation. Conducted at a school serving economically-challenged, trauma-impacted students, this qualitative study identified manifestations of secondary traumatic stress (STS) experienced by educators during the pandemic, self-care strategies they employed, and mental health resources the school provided. Questionnaire and interview data collected over a three-year period from six female elementary teachers were initially sorted into a priori code categories of physical, cognitive, emotional, and social domains through deductive content analysis; and then further analyzed within those four categories to identify codes that emerged from the data through inductive analysis. This two-pronged data analysis process revealed numerous manifestations of educator STS including sleepless, physical ailments, depletion, emotional escalation, worry over student welfare, feelings of powerlessness, professional uncertainty, and pressure to balance “catching students up” academically with bolstering social competency. School-wide professional development on trauma-informed practices, social-emotional learning, and growth mindset equipped teachers with tangible skills and strategies to address student personal and collective trauma; while initiatives such as the Health Challenge, Wellness Wednesdays, counselor check-ins, and staff appreciation days provided educators with collegial community-building, health and fitness incentives, problem-solving approaches, and mental health strategies. Educators themselves addressed their STS through self-care practices such as mindfulness, cognitive restructuring, boundary setting, and social support in an effort to buoy their holistic health and persist in supporting students.Keywords: Educator secondary traumatic stresspandemicteacher wellbeingself-caretrauma-informed practices AcknowledgementThe author gratefully acknowledges the assistance of Jonathan Samson on this project.Disclosure statementThe corresponding author states that there is no conflict of interest.Additional informationNotes on contributorsCarrie R. Giboney WallCarrie Giboney Wall is an Associate Professor and the Teacher Preparation Program Undergraduate Coordinator at Pepperdine University in Malibu, California. Her research interests include trauma-informed practices, educator self-care, preservice teacher learning, community-based learning, and resilience in education.