Paliliunas Dana, Burke Raymond V, Taylor Steven L, Frizell Chynna B, Durbin Kimberly K, Hutchings Daniel L
Department of Psychology, Missouri State University, 901 S. National Avenue; Hill Hall 319, Springfield, MO 65897 USA.
Apex Regional Program, Glenwood, IA USA.
Behav Anal Pract. 2022 Apr 6;16(1):156-171. doi: 10.1007/s40617-022-00707-7. eCollection 2023 Mar.
Educators continue to experience stress and burnout, both of which have been negatively impacted by the COVID-19 pandemic, and there continues to be a need to develop interventions that support not only educators' well-being, but a climate within school buildings that fosters psychological well-being for students and school staff alike. Acceptance and Commitment Therapy (ACT) is one promising approach to interventions for both educator and student psychological well-being. The present study sought to evaluate the effect of a low-dosage, online, and remotely delivered ACT intervention for educators on self-reported burnout, psychological flexibility, ACT knowledge, and frequency of use of ACT-consistent language while teaching in an alternative educational setting. The ACT-based intervention targeted the development of educator psychological flexibility, but the analysis provided an evaluation of non-targeted participants' use of ACT-consistent language in the classroom, as well. Results suggest an overall improvement in participants' self-reported burnout and psychological flexibility, an increase in participants' ACT knowledge following each phase of the study, and an increase in the frequency of ACT-consistent language for all participants following the onset of a feedback component. We discuss potential implications of practical ACT-based interventions for educators in an applied setting and related increases in ACT-consistent verbal stimuli within the classroom setting.
教育工作者持续面临压力和职业倦怠，这两者都受到了新冠疫情的负面影响，因此仍然需要开发干预措施，不仅要支持教育工作者的福祉，还要营造一种校园氛围，促进学生和学校工作人员的心理健康。接纳与承诺疗法（ACT）是一种有望促进教育工作者和学生心理健康的干预方法。本研究旨在评估一种低剂量、在线且远程提供的ACT干预措施对教育工作者自我报告的职业倦怠、心理灵活性、ACT知识以及在替代教育环境中教学时使用ACT一致语言的频率的影响。基于ACT的干预措施旨在培养教育工作者的心理灵活性，但分析也对非目标参与者在课堂上使用ACT一致语言的情况进行了评估。结果表明，参与者自我报告的职业倦怠和心理灵活性总体有所改善，在研究的每个阶段后参与者的ACT知识有所增加，并且在反馈环节开始后，所有参与者使用ACT一致语言的频率都有所增加。我们讨论了基于ACT的实用干预措施在应用环境中对教育工作者的潜在影响，以及课堂环境中ACT一致言语刺激的相应增加。
