PDF(Pubmed)
Abstract：
Teaching is a demanding profession with teachers of very young children reporting high rates of stress and exhaustion. We tested the effects of a relationship-focused professional development intervention designed to enhance teachers\' use of mindfulness-based strategies to support coping on trajectories of teachers\' stress, exhaustion (emotional, physical, and mental), and coping. Infant and toddler teachers (N = 81) from Early Head Start (EHS) or EHS childcare partnerships (CCP) were randomized to the intervention or usual care control condition. Using ecological momentary assessment, teachers completed twice-weekly reports of stress, exhaustion, coping, and coping strategy effectiveness via smartphones for 40 weeks. Multilevel linear regression modeling, accounting for within-person repeated measures, showed no intervention effects on stress and exhaustion trajectories. Teachers in the intervention reported increased use of mindfulness-based strategies for coping over time as compared to the control group, although frequency of use peaked and then declined. While perceptions of stress and exhaustion did not change, teachers\' increased use of mindfulness-based strategies suggests improvements in how teachers managed stress and exhaustion; however, the decline in use of coping suggests the need for ongoing support within the workplace.
摘要：
教学是一个要求很高的职业，非常年幼的孩子的教师报告高的压力和疲惫率。我们测试了以关系为中心的专业发展干预措施的效果，该干预措施旨在增强教师对基于正念的策略的使用，以支持应对教师压力的轨迹，疲惫(情绪，物理，和精神)，和应对。来自早期开始（EHS）或EHS儿童保育伙伴关系（CCP）的婴幼儿教师（N=81）被随机分配到干预或常规护理控制条件。使用生态瞬时评估，教师每周两次完成压力报告，疲惫,应对,和应对策略的有效性通过智能手机40周。多级线性回归建模，考虑到人内重复措施，对压力和疲惫轨迹没有干预作用。干预中的教师报告说，与对照组相比，随着时间的推移，他们使用基于正念的策略来应对。虽然使用频率达到高峰，然后下降。虽然对压力和疲惫的看法没有改变，教师越来越多地使用基于正念的策略表明教师如何管理压力和疲惫；然而，使用应对方式的减少表明需要在工作场所内持续提供支持。
