同情疲劳:教师处理特殊学生的经验

Q4 Social Sciences

Exceptionality Education International Pub Date : 2019-03-17 DOI:10.5206/eei.v29i1.7778

Newsha Ziaian-Ghafari, Derek H. Berg

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引用次数: 7

摘要

本研究的目的是探讨教师在通识教育课堂上与有特殊性的学生一起工作的社会情感体验。对五名具有在职教学经验的参与者进行了个别访谈。虽然这些教师强调经历了倦怠，但他们在心理痛苦方面的经历的广度和深度更深刻地位于同情疲劳中。考虑到倦怠的根源与工作量条件有关，而同情疲劳的根源与学生的社会情感关系有关，同情疲劳和倦怠可能沿着教师心理痛苦的平行轨迹出现。

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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Compassion Fatigue: The Experiences of Teachers Working with Students with Exceptionalities

The purpose of this study was to explore the social-emotional experience of teachers working with students with exceptionalities in the general education classroom. Individual interviews were conducted with five participants with in-service teaching experience. While these teachers highlighted experiencing burnout, the breadth and depth of their experiences with respect to psychological distress were more profoundly situated within compassion fatigue. Considering the root of burnout as being related to workload conditions and that of compassion fatigue being rooted in social-emotional relationships with students, it is possible that compassion fatigue and burnout emerge along parallel trajectories of psychological distress in teachers.

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来源期刊

Exceptionality Education International Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量