Wolmer Leo, Hamiel Daniel, Margalit Nitzan, Versano-Eisman Tali, Findler Yael, Laor Nathaniel, Slone Michelle
Donald J. Cohen & Irving B. Harris Resilience Center, Tel Aviv, Israel Baruch Ivcher School of Psychology, Herzliya Inter-Disciplinary Center, Herzliya, Israel.
Donald J. Cohen & Irving B. Harris Resilience Center, Tel Aviv, Israel Baruch Ivcher School of Psychology, Herzliya Inter-Disciplinary Center, Herzliya, Israel Tel Aviv-Brull Community Mental Health Center, Tel Aviv, Israel.
Isr J Psychiatry Relat Sci. 2016;53(2):25-31.
Children's exposure to stressful events requires effective interventions to strengthen adaptive development. Expanding the teachers' role to deliver resilience-focused interventions has been shown to enhance children's coping and to have a positive impact on the teachers themselves.
This study compared the self-efficacy and perceived performance of 48 teachers following the implementation of such an intervention with 52 control teachers.
Trained teachers reported higher self-efficacy and perceived performance. Associations between years of experience, perceived performance and self-efficacy are discussed.
This study provides further evidence on the positive impact of teacher-delivered interventions on teachers' performance and self-efficacy. Future studies should replicate this design with a larger sample to examine stages of professional experience, grades, before-after measures, association with students' coping and include male teachers.
儿童接触压力事件需要有效的干预措施来加强适应性发展。扩大教师在提供以恢复力为重点的干预措施方面的作用已被证明可以增强儿童的应对能力，并对教师自身产生积极影响。
本研究将48名实施此类干预措施后的教师的自我效能感和感知表现与52名对照教师进行了比较。
接受培训的教师报告了更高的自我效能感和感知表现。讨论了教学经验年限、感知表现和自我效能感之间的关联。
本研究进一步证明了教师提供的干预措施对教师表现和自我效能感的积极影响。未来的研究应以更大的样本重复此设计，以检验专业经验阶段、年级、前后测量、与学生应对能力的关联，并纳入男教师。
