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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.

背景学校教师被认为是一个压力很大的职业。近年来，学校活动中发生了许多重大事故、刑事案件等重大偶发事件。然而，知觉的心理健康状况，由于知觉的工作和重大事件的压力，可能会影响应对反应和社会支持，以及现场干预健康促进。目标。为评价学校突发事件应急干预的效果，采用GHQ-28量表对学校突发事件发生后2周、3个月和6个月的教师进行急性应激反应和慢性应激反应的心理健康状况的测评。对6所小学进行了11次实地干预研究。3所初中和2所高中。采用GHQ-28问卷对273名（男135名，女139名）教师进行调查，平均年龄42.2岁，平均工作年限19.3年。我们观察到，与没有干预的教师相比，接受健康促进干预支持的教师的GHQ-28子量表评分显着下降。结论.这些结果表明，短期的心理干预可以帮助调节心理功能，这些功能与教学环境中创伤事件的表达有关。有人建议，现场干预不仅温和的急性应激源对幸福的影响，但影响评估的环境需求的压力。