{"title":"学校工作人员的福祉：推进测量、最佳实践和政策--第 1 部分：环境和能力在教育工作者福祉中的作用。","authors":"Keith C Herman, Linda A Reddy","doi":"10.1037/spq0000640","DOIUrl":null,"url":null,"abstract":"<p><p>This special issue of School Psychology is focused on promoting scholarship on school personnel well-being and safety as well as systemic factors that can be leveraged to make schools healthier places for all. This includes understanding social-ecological factors related to educator sense of personal safety and wellness, as well as focusing on school psychologists' role in promoting adaptive school environments. In this introduction to the special issue, we provide a synthesis of nine articles that capture the role of context and competence in educator well-being. Next, we reflect on what we learned from these studies about theories, measures, methods, and models related to educator well-being. We conclude with recommendations for future research directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":"39 3","pages":"237-242"},"PeriodicalIF":0.0000,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"School personnel well-being: Advancing measurement, best practices, and policy-Section 1: The role of context and competence in educator well-being.\",\"authors\":\"Keith C Herman, Linda A Reddy\",\"doi\":\"10.1037/spq0000640\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This special issue of School Psychology is focused on promoting scholarship on school personnel well-being and safety as well as systemic factors that can be leveraged to make schools healthier places for all. This includes understanding social-ecological factors related to educator sense of personal safety and wellness, as well as focusing on school psychologists' role in promoting adaptive school environments. In this introduction to the special issue, we provide a synthesis of nine articles that capture the role of context and competence in educator well-being. Next, we reflect on what we learned from these studies about theories, measures, methods, and models related to educator well-being. We conclude with recommendations for future research directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>\",\"PeriodicalId\":74763,\"journal\":{\"name\":\"School psychology (Washington, D.C.)\",\"volume\":\"39 3\",\"pages\":\"237-242\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"School psychology (Washington, D.C.)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1037/spq0000640\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"School psychology (Washington, D.C.)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1037/spq0000640","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
本期《学校心理学》特刊的重点是促进有关学校教职员工福祉和安全的学术研究，以及可利用的系统性因素，使学校成为人人享有健康的场所。这包括了解与教育工作者的个人安全感和健康相关的社会生态因素，以及关注学校心理学家在促进适应性学校环境中的作用。在本特刊的导言中，我们综述了九篇文章，这些文章反映了环境和能力在教育工作者幸福感中的作用。接下来，我们将反思从这些研究中学到的与教育工作者幸福感相关的理论、措施、方法和模型。最后，我们对未来的研究方向提出了建议。(PsycInfo Database Record (c) 2024 APA, all rights reserved)。
School personnel well-being: Advancing measurement, best practices, and policy-Section 1: The role of context and competence in educator well-being.
This special issue of School Psychology is focused on promoting scholarship on school personnel well-being and safety as well as systemic factors that can be leveraged to make schools healthier places for all. This includes understanding social-ecological factors related to educator sense of personal safety and wellness, as well as focusing on school psychologists' role in promoting adaptive school environments. In this introduction to the special issue, we provide a synthesis of nine articles that capture the role of context and competence in educator well-being. Next, we reflect on what we learned from these studies about theories, measures, methods, and models related to educator well-being. We conclude with recommendations for future research directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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