Work Stress in School Teachers and Health Promotion : The Field Intervention Study.

学校教师的工作压力与健康促进：实地干预研究。

基本信息

批准号：
13410028
负责人：
TSUDA Akira
金额：
$ 8.58万
依托单位：
KURUME University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2004
项目状态：
已结题

项目摘要

Background. School teaching is regarded as a stressful occupation. Recently, it has happened to many critical incidental events such as major accidents and criminal affairs at school activities. However, perceived mental health status due to the perception of the job and major events as stressful may be influenced by coping responses and social support, as well as the field intervention for health promotion. Aims. To asses the effectiveness of the emergency intervention for critical incidental events, we followed-up 2 weeks, 3 and 6months after occurring at the events in schools by measuring GHQ-28 as index of the mental health status of teachers acute and chronic stress responses.Method. It was 11 field intervention studies for 6 primary schools. 3 junior high schools and 2 high schools. GHQ-28 questionnaire were administered to 273 (male : 135, female : 139) teachers, mean age of 42.2 with mean job history of 19.3 years and followed-up for 2 weeks, 3 and 6 months following the critical support activities.Results. We observed significant decreases in subscale scores of GHQ-28 in teachers supported by the intervention for health promotion as compared with those without the intervention. Conclusions. These findings suggest that a short-term psychological intervention can help modulate mental functioning, and these alleviations are related to expression of traumatic events in a teaching environment. It is suggested that the field intervention not only moderate the impact of acute stressors on well-being but influence the appraisal of environmental demands as stressful.

背景。学校教学被视为压力很大的职业。最近，这发生在许多关键的偶然事件中，例如在学校活动中发生的重大事故和刑事事务。但是，由于对工作的看法和重大事件而引起的心理健康状况可能会受到应对反应和社会支持以及健康促进的现场干预的影响。目标。 To asses the effectiveness of the emergency intervention for critical incidental events, we followed-up 2 weeks, 3 and 6months after occurring at the events in schools by measuring GHQ-28 as index of the mental health status of teachers acute and chronic stress responses.Method.这是6所小学的11项现场干预研究。 3所初中和2所高中。 GHQ-28 questionnaire were administered to 273 (male : 135, female : 139) teachers, mean age of 42.2 with mean job history of 19.3 years and followed-up for 2 weeks, 3 and 6 months following the critical support activities.Results.我们观察到与没有干预措施的人相比，在促进健康促进的教师支持下，GHQ-28的子量表得分显着下降。结论。这些发现表明，短期心理干预可以帮助调节心理功能，这些缓解与教学环境中创伤事件的表达有关。有人认为，现场干预不仅减轻了急性压力源对幸福感的影响，而且会影响对环境需求的评估压力很大。