Aggression toward teachers, interaction with school shooting media, and secondary trauma: Lockdown drills as moderator
Aggression toward teachers, interaction with school shooting media, and secondary trauma: Lockdown drills as moderator
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DOI：
10.1002/pits.22329
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发表时间：
2019-12-18
影响因子：
2
通讯作者：
Wilburn, Sydney
中科院分区：
文献类型：
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作者：
Stevens, Tara;Barnard-Brak, Lucy;Wilburn, Sydney
本研究的目的是首先调查教师报告的课堂攻击性(ATT)和教师与学校枪击媒体的互动(ISSM)是否都是教师与校园枪击案相关的继发性创伤(STSS)的预测因子；其次，考虑参与禁闭演习如何调节这些关系。制定了两项措施，以了解教师报告的在课堂上发生的攻击性程度，并了解教师如何与与校园枪击事件有关的媒体互动。ISSM和ATT均与较高的STSS水平相关。封锁演习似乎没有与这些关系互动来加强或削弱它们。考虑到教师幸福感的重要性，以及它如何影响他们成为有效教师的能力，有必要继续调查。
The purpose of the present study was first to investigate whether both teacher-reported classroom aggression (ATT) and teachers' interaction with school shooting media (ISSM) are predictors of teachers' secondary trauma related to school shootings (STSS) and to second, consider how participation in lockdown drills may moderate these relationships. Two measures were created to understand the levels of aggression teachers report occurs in their classrooms and to understand how teachers interact with media related to school shootings. Both ISSM and ATT were associated with higher levels of STSS. Lockdown drills did not appear to interact with these relationships to either strengthen or weaken them. Considering the importance of teachers' well-being and how it influences their ability to be effective teachers, continued investigation is warranted.