Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results.

IF 12.3 1区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY American Psychologist Pub Date : 2024-10-01 Epub Date: 2024-05-30 DOI:10.1037/amp0001348
Susan D McMahon, Frank C Worrell, Linda A Reddy, Andrew Martinez, Dorothy L Espelage, Ron A Astor, Eric M Anderman, Alberto Valido, Taylor Swenski, Andrew H Perry, Christopher M Dudek, Kailyn Bare
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引用次数: 0

Abstract

Aggression and violence against educators and school personnel have raised public health concerns that require attention from researchers, policymakers, and training providers in U.S. schools. School aggression and violence have negative effects on school personnel health and retention and on student achievement and development. In partnership with several national organizations, the American Psychological Association (APA) Task Force on Violence Against Educators and School Personnel administered two national, multi-informant, cross-sectional surveys. Time 1 data were collected in 2020-2021 from 14,966 respondents; participants reflected on their experiences of violence and aggression before COVID-19 and during COVID-19 restrictions in this survey. One year later, in 2022, 11,814 respondents completed the Time 2 survey after COVID-19 restrictions ended. Participants included teachers, school psychologists, social workers, counselors, staff members, and administrators from all 50 states and Puerto Rico. Rates of violence and aggression directed against educators by students, parents, colleagues, and administrators were substantial before COVID-19, were lower during COVID-19 restrictions, and returned to prepandemic levels or higher after COVID-19 restrictions. After COVID-19 restrictions, 22%-80% of respondents reported verbal or threatening aggression, and 2%-56% of respondents reported physical violence at least once during the year, varying by stakeholder role and aggressor. Rates of intentions to quit the profession ranged from 21% to 43% during COVID-19 restrictions (2020-2021) and from 23% to 57% after COVID-19 restrictions (2021-2022), varying by stakeholder role. Participants across roles reported substantial rates of anxiety and stress, especially during and after COVID-19 restrictions, and identified specific training needs. Implications for theory, research, training, and policy are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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针对教育工作者和学校工作人员的暴力和侵害行为、留用、压力和培训需求:全国调查结果。
针对教育工作者和学校工作人员的侵犯和暴力行为已经引起了公共健康问题,需要美国学校的研究人员、政策制定者和培训机构予以关注。校园侵害和暴力对学校工作人员的健康和留任以及学生的成绩和发展都有负面影响。美国心理学会(APA)暴力侵害教育工作者和学校工作人员问题特别工作组与多个全国性组织合作,开展了两项全国性的多信息横断面调查。第一阶段的数据是在 2020-2021 年从 14966 名受访者中收集的;受访者在此次调查中反映了他们在 COVID-19 之前和 COVID-19 限制期间遭受暴力和侵害的经历。一年后,即 2022 年,11,814 名受访者在 COVID-19 限制结束后完成了时间 2 调查。参与者包括来自美国 50 个州和波多黎各的教师、学校心理学家、社会工作者、辅导员、工作人员和行政人员。在 COVID-19 之前,学生、家长、同事和行政人员针对教育工作者的暴力和攻击行为的发生率很高,在 COVID-19 限制期间发生率较低,而在 COVID-19 限制之后则恢复到流行前的水平或更高。在 COVID-19 限制措施实施后,22%-80% 的受访者报告在一年中至少遭受过一次口头或威胁性攻击,2%-56% 的受访者报告在一年中至少遭受过一次肢体暴力,因利益相关者的角色和攻击者而异。在 COVID-19 限制期间(2020-2021 年)和 COVID-19 限制之后(2021-2022 年),因利益相关者角色的不同,有意退出该行业的比例分别为 21% 至 43%,23% 至 57%。不同角色的参与者都报告了大量的焦虑和压力,尤其是在 COVID-19 限制期间和之后,并指出了具体的培训需求。本文介绍了对理论、研究、培训和政策的启示。(PsycInfo Database Record (c) 2024 APA,保留所有权利)。
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来源期刊
American Psychologist
American Psychologist PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
18.50
自引率
1.20%
发文量
145
期刊介绍: Established in 1946, American Psychologist® is the flagship peer-reviewed scholarly journal of the American Psychological Association. It publishes high-impact papers of broad interest, including empirical reports, meta-analyses, and scholarly reviews, covering psychological science, practice, education, and policy. Articles often address issues of national and international significance within the field of psychology and its relationship to society. Published in an accessible style, contributions in American Psychologist are designed to be understood by both psychologists and the general public.
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