Relationship between academic placement and perception of abuse of the voice

Informal polling of public school speech-language pathologists indicated that special education teachers referred more children for disorders of voice than did regular classroom educators. This study evaluated the effect of academic placement (regular or special education settings) upon children's and their teachers' ratings of abuse of the voice. Analysis showed the two groups of teachers' criteria for judging abusive vocal behaviors differed while the children's ratings from each setting did not differ. The special educators appeared to perceive their students' vocal behavior as more abusive possibly due to environmental constraints, training or the social affective interactions of their students.     

Suicide attempts among adolescent Mexican American students enrolled in special education classes

Suicide is the second leading cause of death among school-aged students between the ages of 15 and 19. There is an increasing frequency of suicide and other self-destructive behaviors among Mexican American youth and students in special education classrooms for emotional and behavioral disabilities. Recognizing Mexican American youth in special education classes as a separate risk group, this study (a) identifies factors that contribute to suicide, (b) reviews the signs and characteristics associated with these factors, (c) interviews Mexican American students in special education who have either exhibited various characteristics of suicidal thoughts and/or have attempted suicide, (d) explores effective prevention programs, and (e) provides suggestions for school personnel. Interviews with five adolescent Mexican American special education students support previous research findings that depression, substance abuse, social and interpersonal conflict, family distress, and school stress are primary characteristics related to suicidal minority youth.     

Disturbing behaviors: comparison of regular and special education teachers

77 regular and 45 special education teachers rated how disturbing various students' behaviors would be when working with the students in the classroom setting. Comparison of the two groups of teachers' ratings showed that the regular teachers reported more disturbance than special education teachers on two of the scales of the Teacher Checklist of School Behavior, Aggressive Interaction and Teacher Avoidance.     

Educational needs of school personnel regarding child abuse and/or neglect

From a review of literature a questionnaire was developed to identify problems related to child abuse/neglect in a rural school district. School administrators, regular and special education teachers, and counselors completed the survey to help establish more effective training programs. Analysis indicated that (1) school personnel need further assistance in dealing with problems pertaining to the maltreatment of students. (2) Formal, coordinated, workshop training for child abuse/neglect is needed. (3) Colleges and universities should offer instruction on abuse/neglect for persons preparing to work in schools. (4) School personnel need to be aware of and abide by the laws regarding reporting cases of abuse/neglect. (5) Improved communication among school, community, courts, and social service agencies is required for dealing wtih abuse cases. (6) School personnel should become more aware of what happens after abuse/neglect has been reported. Information from such analysis even for one school district can increase insight into problems.     

行动控制在农村教师工作压力与工作倦怠中的作用:PSI理论的分析视角

采用logistic回归分析,考察了322名农村中小学教师的人口学变量和工作压力、行动控制风格、行动控制策略对其工作倦怠的风险预测能力,并借助结构方程模型进一步分析了各心理变量间的关系,从PSI理论角度诠释了倦怠形成的机制。结果发现:中专、高级职称、中高压力水平、低行动控制策略和状态导向是导致中小学教师工作倦怠的危险性因素;行动导向者的工作压力、工作倦怠及行动控制策略运用水平显著好于状态导向者;工作压力、行动控制风格对工作倦怠的直接效应显著;行动控制风格和行动控制策略在工作压力和工作倦怠间起中介作用。因此,PSI视角下的工作压力-工作倦怠模型能够更有效地解释工作倦怠的形成机制;借助PSI理论构建的干预训练,有助于预防和缓解工作倦怠。     

Factors affecting the involvement of teachers in guidance and counselling as a whole-school approach

This study explores factors affecting the involvement of regular secondary school teachers in the whole-school approach to guidance and counselling by interviewing 12 secondary school teachers in Hong Kong. Emerging themes include teachers' ownership of their role in student guidance and counselling, the alignment of their disposition with education policies, school missions and culture, and their philosophy in education. Findings of what these teachers are actually doing in guidance and counselling are presented. Implications for policy-makers, administrators and leaders for comprehensive guidance and counselling programmes are drawn from constraints that limit interviewees' full potential in assisting students.     

对付出-回报失衡理论的推进——基于经济报酬对教师心理健康的影响

付出-回报失衡作为职业健康心理学领域的重要模型,具有跨文化、跨职业、跨时间的一致性,能够显著预测心理健康,但经济报酬对心理健康的影响鲜有研究。本研究基于付出-回报失衡理论,采用格兰杰因果分析方法,检验了48712名教师症状自评量表横断历史分析的结果和薪酬统计数据之间的关系,研究发现:(1)1998~2009年教师心理健康水平显著下降,9个因子均值上升了12.7%至18.5%,躯体化、抑郁为中等效应,其余因子为大效应;2009年之后教师心理健康水平改善,除敌对因子外,其余8个因子均值下降了0.1%至2.8%,躯体化、恐怖、偏执和精神病性为小效应,其余4个因子未达到小效应。性别对教师心理健康影响不显著,职业类别对教师心理健康影响显著。(2)经济报酬显著影响心理健康。经济报酬与强迫等心理因素之间存在单向因果关系,第N期的经济报酬显著影响第N+1期的人际关系、焦虑、敌对、精神病性因子和第N+3期的强迫、偏执、抑郁因子。本研究应用症状自评量表横断历史分析结果及薪酬统计数据进行格兰杰因果检验,揭示了经济报酬与心理健康之间的单向因果关系。在经济社会发生剧烈变化的较长时间内,经济报酬对心理健康的影响不仅显著,而且呈现出平稳性,研究结果推进并丰富了付出-回报失衡理论。     

Teachers' attunement to students' peer group affiliations as a source of improved student experiences of the school social-affective context following the middle school transition

A randomized control trial examined the impact of a professional development program on rural teachers' attunement to student social dynamics, and the influence of teacher attunement on students' school experiences. In intervention schools serving Latino and White rural early adolescents, teachers (N = 14) received training on social dynamics and aspects of early adolescent adjustment; control school teachers (N = 12) received no training. Social cognitive mapping procedures assessed and compared students' and teachers' perceptions of peer groups; structured observations assessed teachers' management of social dynamics. Students (N = 225) self-reported their perceptions of the school social-affective context. Intervention and control schools differed on teacher attunement and management of the social environment. Students whose teachers were more attuned to peer group affiliations evidenced improved views of the school social environment. Findings are discussed in terms of attunement as an element of teachers' invisible hand, and for teachers' role in promoting productive contexts for students during the middle school transition.     

A preliminary comparison of teacher ratings and child self-report of depression,anxiety, and aggression in inpatient and elementary school samples

Using equivalent scales, the differential utility of teachers' ratings of elementary school (n=142) and inpatient (n=83) 8 to 12yearold children was examined by comparing teachers' correspondence with the inpatient and elementary school children's selfreports of depression, anxiety, and aggression. Teacherchild correspondence was significant for all three traits in the elementary school sample, yet only significant for aggression in the inpatient sample. However, the level or severity of depression and anxiety symptoms that the teachers reported for the inpatient sample was similar to that reported by the children themselves. In contrast, elementary school children reported significantly more internalizing symptoms than their teachers. Inpatient children reported more depression, but not significantly more anxiety and aggression than elementary school children. For all traits, teachers reported significantly more symptoms for inpatient children, after controlling for child selfreport and socioeconomic status. The utility of teachers' ratings across samples, method variance and rater biases, and issues pertaining to selfreport are discussed.     

Seventh-Day Adventist Teachers’ Perceptions of Inclusion Classrooms and Identification of Challenges to Their Implementation

This qualitative study investigated the perceptions and challenges of Seventh-day Adventist teachers towards inclusion classrooms in the United States. For this study, 17 participants were interviewed using two 12-item interview protocols. The analysis of the teachers’ responses revealed five key perceptions. First, teachers have positive attitudes towards inclusion. Second, accommodations help students who are mildly disabled succeed in the regular classroom. Third, inclusion classrooms can be Christian based. Fourth, school personnel need to develop policies for accepting students with disabilities. Finally, Adventist teachers can identify children with special needs. Participants identified two challenges for implementing inclusion classrooms, first, developing policies and resources for use by teachers, and second, providing needed training to help teachers succeed in an inclusive classroom. The article concludes with recommendations for developing a successful inclusive educational program in Christian schools and recommendations future study.     

Parents' and teachers' perceptions of adolescent storm and stress: relations with parenting and teaching styles

The purpose of this study was to determine if parents and teachers differed in their views of adolescent storm and stress, and to examine the relations of these reported perceptions with parenting and teaching behaviors. Subjects were parents and teachers of middle and high school students in three school districts in the Midwest. Storm and stress beliefs were identified as parents' and teachers' perceptions of conflict, moodiness, and risk-taking behavior. Scales assessing classic/conforming and positive adolescent behaviors also were included. Self-report assessments of parenting and teaching were administered as well. Results indicated that whereas both parents and teachers held storm and stress beliefs, teachers maintained stronger perceptions than parents. Teachers also endorsed higher classic/conforming and lower positive behaviors than did parents. The results further indicated that parents' perceptions of storm and stress were related to their degree of parental responsiveness; but teachers' perceptions were not related to their teaching style. These results suggest that stereotypic beliefs of the adolescent period continue to be maintained, and that these may influence how adults interact with adolescents.     

Teachers' personalities and students' behavior in referrals for special education.

84 regular classroom teachers completed four self-report personality scales (self-concept, tolerance, locus of control, and teachers' efficacy) and reviewed hypothetical records of three types of students (withdrawn, acting-out, and neutral) and made decisions for referral for each student to special education. Scores for self-concept, tolerance, locus of control, and teachers' efficacy were not related to their decisions to refer across types of students.     

In the Eyes of the Beholder: how Adolescents,Teachers and School Counselors Construct Adolescent Images

This study had two objectives: (a) to examine the adolescent image teachers and school counselors construct (category-based images) by comparing it with the adolescent's self-image (self-as-target based), and (b) to explicate the discrepancy between category-based adolescent images as constructed by teachers, counselors, and adolescents by underlying social cognitive processes. To this end, 269 eighth-grade adolescents and 104 junior high school teachers and school counselors responded to the self-image questionnaire for young adolescents (SIQYA). Adolescents responded either to self-image questionnaires or to an adolescent-your-age version and school staff to an eighth-grader image version. One-way MANOVAs comparing the nine SIQYA scales indicated that overall, teachers' and school counselors' adolescent images were less positive than adolescents' adolescent images (as reported both regarding the self or another adolescent). These findings were interpreted in terms of two social psychological processes: positive illusion and adolescent stereotypes. Discussion also addresses the implications of these findings for educators' knowledge regarding normal adolescent processes and psychological hardships intensified during adolescence.     

Prevalence and structure of behavior symptoms among children in special education and regular classroom settings

Studied the factor structure of the Behavior Problem Checklist using children from a middle to upper-middle-class suburban school system, determined the extent to which factors generated from children in regular classrooms approximated those generated from children in special education, and examined the effects of class placement, sex, and the interactions of these variables on the average rating children receive on the generated factors. One hundred children from 12 classes for the emotionally disturbed or learning disabled and 527 children from regular forst-through seventh-grade classes were rated by their teachers on the Behaviors Problem Checklist. Following a varimax factor rotation, coefficients of factor congruence and analysis of variance were conducted to test the hypotheses. Results indicated that although teacher ratings of special education and normal children are structurally similar, special education children scored higher on all three factors than did their regular class counterparts. Furthermore, almost all percentages of occurance for individual items were higher for special education children. Further research is suggested to deal with a possible expectancy effect in teacher ratings of problem behaviors.     

Increasing accurate preference assessment implementation through pyramidal training

Preference assessments directly evaluate items that may serve as reinforcers, and their implementation is an important skill for individuals who work with children. This study examined the effectiveness of pyramidal training on teachers' implementation of preference assessments. During Experiment 1, 3 special education teachers taught 6 trainees to conduct paired-choice, multiple-stimulus without replacement, and free-operant preference assessments. All trainees acquired skills necessary to implement preference assessments with 90% or greater accuracy during the training sessions and demonstrated generalization of skills to their classrooms or clinic. During Experiment 2, 5 teachers who served as trainees in Experiment 1 trained 18 preschool teachers. All preschool teachers met the mastery criterion following training. Training teachers to implement preference assessments may increase teachers' acceptance and use of behavior-analytic procedures in school settings.     

学校组织气氛对教师组织承诺的预测效应

问卷调查410名北京市中学教师,探讨了学校组织气氛对教师组织承诺的影响.结果表明:修订的《学校组织气氛问卷》是可靠而有效的适用于中学教师组织气氛相关研究的工具;在持续承诺维度上,本科学历的教师显著高于硕士学历的教师,高级职称的教师非常显著地高于中教二级的教师;所教学生人数的多少与情感承诺、规范承诺有显著的正相关;在控制了人口统计学变量之后,分层回归和优势分析发现:支持行为、同事行为和疏远行为对预测情感承诺做出了新的贡献,支持行为的贡献更大;支持行为和亲密行为对预测规范承诺做出了新贡献,支持行为的贡献更大;亲密行为能预测持续承诺.     

工作自主性对中小学教师幸福感的影响：工作重塑与工作家庭平衡的链式中介效应

采用问卷法调查了997名中小学教师,考量工作自主性与中小学教师幸福感之间的关系,检验工作重塑和工作家庭平衡在其中的中介作用。结果显示：工作自主性不仅对中小学教师幸福感具有显著直接影响,且能通过工作重塑与工作家庭平衡各自的中介效应及二者的链式中介效应三条路径,对幸福感产生间接影响。     

学校心理健康教育教师胜任特征结构及测量

摘要 本研究旨在分析我国学校心理健康教育教师胜任特征结构并编制适合我国学校心理健康教育教师胜任特征测量问卷。在文献分析基础上,通过开放式问卷,行为事件访谈,确立了学校心理健康教育教师胜任特征理论结构。采用项目分析、探索性和验证性因素分析对860名学校心理健康教育教师进行施测,形成了《学校心理健康教育教师胜任特征问卷》。该问卷共57个题项,包含专业知识、普通文化知识、宜人性、尽责性、职业价值观、学生观、评估反思能力、协作沟通能力、专业发展能力9个维度,编制的我国学校心理健康教育教师胜任特征问卷信效度良好,适合用来分析我国学校心理健康教育教师胜任特征状况。     

中小学教师心理健康状况的调查研究

采用SCL-90对566名教师的心理健康受损情况的调查研究表明：总均分≥2者,占教师总人数的14.2%。从单项因子看,依因子分大于2者所占百分数由少至多依次是精神病性、恐怖、焦虑、躯体化、人际敏感、抑郁、偏执、敌对等,有30.6%的教师有强迫症状。男性教师与女性教师、中学教师与小学教师、任课教师与行政人员的心理健康水平大体相当。乡村教师心理健康水平远远低于城市教师,1~10年教龄的教师远远低于10年以上教龄的教师。     

新冠疫情期间中小学教师工作-家庭冲突和抑郁:有调节的中介模型

本研究考察新冠疫情期间,工作-家庭冲突是否通过职业倦怠增加中小学教师抑郁水平,以及心理弹性是否调节该中介作用。1127名中小学教师参与线上调查,完成中小学教师工作-家庭冲突问卷、中小学教师职业倦怠问卷、抑郁自评量表及中学教师心理弹性量表。结果发现：(1)大多教师疫情前后工作生活情况、工作-家庭冲突与抑郁的状况变化不大,少数教师疫情期间工作生活情况、工作-家庭冲突与抑郁状况变差或好转;(2)教师工作-家庭冲突与抑郁、职业倦怠呈正相关,三者均与心理弹性负相关;(3)控制额外变量后,职业倦怠是工作-家庭冲突与抑郁间的中介变量,在疫情期间工作生活状态更好、更差以及与疫情前后没有差别的教师中均成立;(4)对于感知疫情后情况更好的教师,心理弹性调节了工作-家庭冲突与职业倦怠的关系。对于感知疫情后情况更差的教师,心理弹性调节了职业倦怠与抑郁的关系。因此,缓解工作-家庭冲突和职业倦怠、提高心理弹性可减少中小学教师抑郁,保持心理健康。