K. Granger, K. Sutherland, M. Conroy, Emma Dear, Ashley Morse
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引用次数: 2
摘要
本文将简要回顾Garwood对特殊教育教师职业倦怠和基于证据的行为干预实施忠实度的研究总结。随后,我们通过BEST in CLASS(一种二级干预,支持教师对患有或有患EBD风险的学生使用循证实践)的视角,对支持患有情绪和行为障碍(EBD)学生的教师的关键问题进行了概念和实证总结。本摘要将(a)概述支持BEST in CLASS如何改善师生关系和减少教师倦怠的理论结构,(b)在小学教师样本中展示BEST in CLASS对教师倦怠的影响,并讨论研究结果,(c)建议研究人员在动态课堂系统的背景下考虑倦怠,(d)将这些建议与理论框架联系起来。最后,我们讨论了加伍德的行动呼吁和对未来研究的影响。
Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders
This article will provide a brief reflection on Garwood’s summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of students with emotional and behavioral disorders (EBDs) through the lens of BEST in CLASS (a Tier 2 intervention supporting teacher’s use of evidence-based practices with students with or at risk for EBD). This summary will (a) outline the theoretical structure that supports how BEST in CLASS may improve teacher–student relationships and reduce teacher burnout, (b) demonstrate the influence of BEST in CLASS on teacher burnout in a sample of elementary school teachers and discuss findings, (c) propose that researchers consider burnout within the context of dynamic classroom systems, and (d) link these suggestions to theoretical frameworks. We conclude with a discussion of Garwood’s call to action and implications for future research.
期刊介绍:
The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.