Biglan Anthony, Layton Georgia L, Jones Laura Backen, Hankins Martin, Rusby Julie C
Oregon Research Institute, Eugene, OR, USA.
Topics Early Child Spec Educ. 2013 Feb 1;32(4). doi: 10.1177/0271121411425191.
High stress and burnout are common for early childhood special educators, contributing to high rates of attrition, diminished educational effectiveness, and high turnover. Acceptance and Commitment Therapy (ACT) is a promising approach for the prevention and treatment of a wide variety of problems. Using a randomized wait-list control design, this pilot study evaluated whether ACT workshops delivered to preschool teachers who serve children with developmental disabilities would improve stress-related problems of teachers (i.e., stress, depression, and burnout) and increase collegial support. At pretest, measures of (EA) and (MA) showed significant relationships to reports of depression, stress, and burnout. The intervention reduced staff members' EA, increased teachers' MA and (VL), and improved teachers' sense of efficacy. This suggests that ACT workshops can help influence factors affecting depression, stress, and burnout in an early childhood special education setting.
高压力和职业倦怠在幼儿特殊教育工作者中很常见，这导致了高流失率、教育效果下降和高人员更替率。接纳与承诺疗法（ACT）是一种很有前景的方法，可用于预防和治疗各种各样的问题。本试点研究采用随机等待列表对照设计，评估为服务于发育障碍儿童的学前教师提供的ACT工作坊是否会改善教师与压力相关的问题（即压力、抑郁和职业倦怠）并增加同事支持。在预测试中，情绪觉察（EA）和情绪管理（MA）的测量结果与抑郁、压力和职业倦怠的报告显示出显著关系。干预降低了工作人员的EA，提高了教师的MA和活力（VL），并改善了教师的效能感。这表明ACT工作坊有助于在幼儿特殊教育环境中影响与抑郁、压力和职业倦怠相关的因素。
