引入一种新的干预措施,CoHealing,以解决教师倦怠和间接创伤

Jennifer King, Megan Holmes, Kylie Evans, Anna Bender, Dakota King-White
{"title":"引入一种新的干预措施,CoHealing,以解决教师倦怠和间接创伤","authors":"Jennifer King, Megan Holmes, Kylie Evans, Anna Bender, Dakota King-White","doi":"10.21926/obm.icm.2303036","DOIUrl":null,"url":null,"abstract":"The COVID-19 pandemic exacerbated the long-standing issues of stress and burnout in the education sector, with teachers and education staff facing unprecedented challenges including significant adjustments to teaching methods and balancing the mental health and academic needs of their students. The resulting challenges have contributed to heightened levels of stress and burnout among teachers and education staff. The impact of the pandemic on teachers and education staff has highlighted the need for greater support and resources to help them cope with these challenges and address their stress and burnout. One such promising intervention, CoHealing, is aimed at promoting a more resilient, interdisciplinary network of trauma-informed helping professionals (e.g., teachers, medical providers, social workers) by reducing secondary traumatic stress, burnout, and isolation. CoHealing is a monthly group-intervention delivered over six months that aims to reduce secondary traumatic stress, burnout, and isolation. CoHealing provides self-regulation tools, relational connection as a coping resource, and psychoeducation on the causes and symptoms of indirect trauma. CoHealing was born out of the need to enhance the relational health of trauma-informed helping professionals and to address indirect trauma and job-related vicarious trauma, secondary traumatic stress, and compassion fatigue across disciplines. Reducing the damaging effects of indirect trauma is critical to maintaining a healthy and resilient workforce that will, in turn, continue to provide high-quality health and human services to individuals and communities experiencing trauma and adversity. This paper provides an intervention description with limited preliminary evidence. More research is needed to robustly evaluate the impacts quantitatively and/or qualitatively.","PeriodicalId":74333,"journal":{"name":"OBM integrative and complimentary medicine","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Introducing a Novel Intervention, CoHealing, to Address Teacher Burnout and Indirect Trauma\",\"authors\":\"Jennifer King, Megan Holmes, Kylie Evans, Anna Bender, Dakota King-White\",\"doi\":\"10.21926/obm.icm.2303036\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The COVID-19 pandemic exacerbated the long-standing issues of stress and burnout in the education sector, with teachers and education staff facing unprecedented challenges including significant adjustments to teaching methods and balancing the mental health and academic needs of their students. The resulting challenges have contributed to heightened levels of stress and burnout among teachers and education staff. The impact of the pandemic on teachers and education staff has highlighted the need for greater support and resources to help them cope with these challenges and address their stress and burnout. One such promising intervention, CoHealing, is aimed at promoting a more resilient, interdisciplinary network of trauma-informed helping professionals (e.g., teachers, medical providers, social workers) by reducing secondary traumatic stress, burnout, and isolation. CoHealing is a monthly group-intervention delivered over six months that aims to reduce secondary traumatic stress, burnout, and isolation. CoHealing provides self-regulation tools, relational connection as a coping resource, and psychoeducation on the causes and symptoms of indirect trauma. CoHealing was born out of the need to enhance the relational health of trauma-informed helping professionals and to address indirect trauma and job-related vicarious trauma, secondary traumatic stress, and compassion fatigue across disciplines. Reducing the damaging effects of indirect trauma is critical to maintaining a healthy and resilient workforce that will, in turn, continue to provide high-quality health and human services to individuals and communities experiencing trauma and adversity. This paper provides an intervention description with limited preliminary evidence. More research is needed to robustly evaluate the impacts quantitatively and/or qualitatively.\",\"PeriodicalId\":74333,\"journal\":{\"name\":\"OBM integrative and complimentary medicine\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-09-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"OBM integrative and complimentary medicine\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.21926/obm.icm.2303036\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"OBM integrative and complimentary medicine","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21926/obm.icm.2303036","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

2019冠状病毒病大流行加剧了教育部门长期存在的压力和倦怠问题,教师和教育工作人员面临前所未有的挑战,包括对教学方法进行重大调整,平衡学生的心理健康和学业需求。由此带来的挑战加剧了教师和教育工作人员的压力和倦怠。大流行对教师和教育工作人员的影响突出表明,需要提供更多支持和资源,帮助他们应对这些挑战,缓解压力和倦怠。其中一个很有希望的干预措施是“共同治疗”,其目的是通过减少继发性创伤压力、倦怠和孤立,促进一个更有弹性、跨学科的创伤知情帮助专业人员(如教师、医疗提供者、社会工作者)网络。共同治疗是一项为期六个月、每月一次的团体干预,旨在减少继发性创伤压力、倦怠和孤立。共同治疗提供自我调节工具,关系连接作为应对资源,并对间接创伤的原因和症状进行心理教育。“共同治疗”的诞生是为了加强创伤知情帮助专业人员的关系健康,并解决间接创伤和与工作相关的间接创伤、继发性创伤压力和跨学科的同情疲劳。减少间接创伤的破坏性影响对于维持一支健康和有复原力的劳动力队伍至关重要,而这支队伍又将继续向遭受创伤和逆境的个人和社区提供高质量的保健和人力服务。本文提供了一个初步证据有限的干预描述。需要更多的研究来定量和/或定性地对这些影响进行有力的评价。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Introducing a Novel Intervention, CoHealing, to Address Teacher Burnout and Indirect Trauma
The COVID-19 pandemic exacerbated the long-standing issues of stress and burnout in the education sector, with teachers and education staff facing unprecedented challenges including significant adjustments to teaching methods and balancing the mental health and academic needs of their students. The resulting challenges have contributed to heightened levels of stress and burnout among teachers and education staff. The impact of the pandemic on teachers and education staff has highlighted the need for greater support and resources to help them cope with these challenges and address their stress and burnout. One such promising intervention, CoHealing, is aimed at promoting a more resilient, interdisciplinary network of trauma-informed helping professionals (e.g., teachers, medical providers, social workers) by reducing secondary traumatic stress, burnout, and isolation. CoHealing is a monthly group-intervention delivered over six months that aims to reduce secondary traumatic stress, burnout, and isolation. CoHealing provides self-regulation tools, relational connection as a coping resource, and psychoeducation on the causes and symptoms of indirect trauma. CoHealing was born out of the need to enhance the relational health of trauma-informed helping professionals and to address indirect trauma and job-related vicarious trauma, secondary traumatic stress, and compassion fatigue across disciplines. Reducing the damaging effects of indirect trauma is critical to maintaining a healthy and resilient workforce that will, in turn, continue to provide high-quality health and human services to individuals and communities experiencing trauma and adversity. This paper provides an intervention description with limited preliminary evidence. More research is needed to robustly evaluate the impacts quantitatively and/or qualitatively.
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
自引率
0.00%
发文量
0
期刊最新文献
Nature Connection, Mindfulness, and Wellbeing: A Network Analysis Possibilities of Predicting a Person's Substance Use Behaviour and Mental Health Through Social Media in a COVID-19 Crisis Context Sleep Quality, Sleep Efficiency, and Perceived Stress after Synchronous Virtual Mindfulness Meditation Sessions for Higher Education Students Report from the 11th International Symposium on Auriculotherapy Held in Copenhagen, 8-10 September 2023 - Auriculotherapy meets the field of Psychology Welcoming the “Metaverse” in Integrative and Complementary Medicine: Introductory Overview
×
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
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 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 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1