澳大利亚教师同情疲劳和同情满意度的预测因素。

IF 2.7 2区 心理学 Q2 PSYCHIATRY
Emily Berger, Deborah Nott
{"title":"澳大利亚教师同情疲劳和同情满意度的预测因素。","authors":"Emily Berger, Deborah Nott","doi":"10.1037/tra0001573","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>Research on factors that predict compassion satisfaction and compassion fatigue of teachers is limited. This study aimed to evaluate predictors of compassion fatigue (as defined by burnout and secondary traumatic stress) and compassion satisfaction of Australian teachers.</p><p><strong>Method: </strong>Three hundred and two teachers completed an online survey. It was hypothesized that teachers with prior experience with trauma-exposed students, a history of mental illness, and personal trauma history would show higher compassion fatigue. Older teachers, teachers previously exposed to trauma training, and teachers with higher perceived knowledge and confidence to manage student trauma were expected to show higher compassion satisfaction.</p><p><strong>Results: </strong>Teachers with exposure to student trauma, a personal history of trauma, and a history of mental illness experienced higher compassion fatigue, while older teachers and those with higher perceived knowledge and confidence to deal with student trauma experienced higher compassion satisfaction.</p><p><strong>Conclusions: </strong>Results indicate that professional development programs should include trauma-informed knowledge and skills for teachers to enhance their well-being when responding to trauma-exposed students. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":20982,"journal":{"name":"Psychological trauma : theory, research, practice and policy","volume":" ","pages":"1309-1318"},"PeriodicalIF":2.7000,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Predictors of compassion fatigue and compassion satisfaction among Australian teachers.\",\"authors\":\"Emily Berger, Deborah Nott\",\"doi\":\"10.1037/tra0001573\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>Research on factors that predict compassion satisfaction and compassion fatigue of teachers is limited. This study aimed to evaluate predictors of compassion fatigue (as defined by burnout and secondary traumatic stress) and compassion satisfaction of Australian teachers.</p><p><strong>Method: </strong>Three hundred and two teachers completed an online survey. It was hypothesized that teachers with prior experience with trauma-exposed students, a history of mental illness, and personal trauma history would show higher compassion fatigue. Older teachers, teachers previously exposed to trauma training, and teachers with higher perceived knowledge and confidence to manage student trauma were expected to show higher compassion satisfaction.</p><p><strong>Results: </strong>Teachers with exposure to student trauma, a personal history of trauma, and a history of mental illness experienced higher compassion fatigue, while older teachers and those with higher perceived knowledge and confidence to deal with student trauma experienced higher compassion satisfaction.</p><p><strong>Conclusions: </strong>Results indicate that professional development programs should include trauma-informed knowledge and skills for teachers to enhance their well-being when responding to trauma-exposed students. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>\",\"PeriodicalId\":20982,\"journal\":{\"name\":\"Psychological trauma : theory, research, practice and policy\",\"volume\":\" \",\"pages\":\"1309-1318\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychological trauma : theory, research, practice and policy\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1037/tra0001573\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2023/8/10 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychological trauma : theory, research, practice and policy","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/tra0001573","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/8/10 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
引用次数: 0

摘要

目的有关教师同情满意度和同情疲劳预测因素的研究十分有限。本研究旨在评估澳大利亚教师同情疲劳(根据职业倦怠和二次创伤压力定义)和同情满意度的预测因素:三百零二名教师完成了一项在线调查。根据假设,曾经接触过受过创伤的学生、有精神病史和个人创伤史的教师会表现出更高的同情心疲劳。而年龄较大的教师、曾接受过心理创伤培训的教师以及在处理学生心理创伤方面具有较高知识水平和信心的教师则会表现出较高的同情满意度:结果:接触过学生创伤、有个人创伤史和精神疾病史的教师会有较高的同情疲劳感,而年龄较大的教师和对处理学生创伤有较高认识和信心的教师会有较高的同情满意度:结论:研究结果表明,教师职业发展计划应包括创伤知情知识和技能,以提高教师在应对受创伤学生时的幸福感。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Predictors of compassion fatigue and compassion satisfaction among Australian teachers.

Objective: Research on factors that predict compassion satisfaction and compassion fatigue of teachers is limited. This study aimed to evaluate predictors of compassion fatigue (as defined by burnout and secondary traumatic stress) and compassion satisfaction of Australian teachers.

Method: Three hundred and two teachers completed an online survey. It was hypothesized that teachers with prior experience with trauma-exposed students, a history of mental illness, and personal trauma history would show higher compassion fatigue. Older teachers, teachers previously exposed to trauma training, and teachers with higher perceived knowledge and confidence to manage student trauma were expected to show higher compassion satisfaction.

Results: Teachers with exposure to student trauma, a personal history of trauma, and a history of mental illness experienced higher compassion fatigue, while older teachers and those with higher perceived knowledge and confidence to deal with student trauma experienced higher compassion satisfaction.

Conclusions: Results indicate that professional development programs should include trauma-informed knowledge and skills for teachers to enhance their well-being when responding to trauma-exposed students. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
11.20
自引率
3.20%
发文量
427
期刊介绍: Psychological Trauma: Theory, Research, Practice, and Policy publishes empirical research on the psychological effects of trauma. The journal is intended to be a forum for an interdisciplinary discussion on trauma, blending science, theory, practice, and policy. The journal publishes empirical research on a wide range of trauma-related topics, including: -Psychological treatments and effects -Promotion of education about effects of and treatment for trauma -Assessment and diagnosis of trauma -Pathophysiology of trauma reactions -Health services (delivery of services to trauma populations) -Epidemiological studies and risk factor studies -Neuroimaging studies -Trauma and cultural competence
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信