Berisha Kida Edona, Jahiu Genta, Karaj Theodhori
Faculty of Education, University of Prishtina, "Hasan Prishtina", Agim Ramadani Street, 10000, Prishtinë, Kosova.
Department of Pedagogy and Psychology, Faculty of Social Sciences, University of Tirana, Bulevardi Gjergj Fishta, Tiranë, Albania.
Discov Ment Health. 2025 May 6;5(1):69. doi: 10.1007/s44192-025-00194-6.
Studies on war zones typically focus on post-traumatic reactions within the general population, often emphasizing specific demographics such as war veterans, younger individuals, or particular clinical groups. Research on post-conflict zones shares similar patterns, with some studies even exploring how trauma may be transmitted to future generations, particularly within refugee families. However, even when conducted in post-war settings, much of this research predominantly examines trauma transmission within family units. Understanding the post-war effects on communities, especially among teachers, requires careful attention and diverse perspectives, as their emotional and psychological states can significantly influence the children they teach, potentially leading to the transmission of trauma to new generations. Given the profound influence teachers have on the development and well-being of children, this study investigates war-related trauma exposure and the prevalence of Post-Traumatic Stress Disorder (PTSD) among Kosovo's primary school teachers. It uses the Harvard Trauma Questionnaire and includes up to 145 teachers from 8 municipalities. Results indicate that 40% of the sample meets the cut-off criteria for Post Traumatic Stress Disorder (PTSD) symptomatology. While the current study focuses on documenting trauma exposure and PTSD among teachers, it serves as a starting point for future research exploring the potential transmission of trauma through community networks, particularly within schools, and the role of teachers impact in inter-generational transmission of trauma.
对战区的研究通常聚焦于普通人群的创伤后反应，常常强调特定的人口统计学特征，如退伍军人、年轻人或特定的临床群体。对冲突后地区的研究也呈现出类似模式，一些研究甚至探讨了创伤如何可能传递给后代，尤其是在难民家庭中。然而，即便在战后环境中开展研究，此类研究大多主要考察家庭单位内部的创伤传递。要理解战后对社区的影响，尤其是对教师的影响，需要仔细关注并采用多样的视角，因为他们的情绪和心理状态会显著影响他们所教的孩子，有可能导致创伤传递给新一代。鉴于教师对儿童的成长和幸福有着深远影响，本研究调查了科索沃小学教师中与战争相关的创伤暴露情况以及创伤后应激障碍（PTSD）的患病率。研究使用了哈佛创伤问卷，涵盖了来自8个市镇的多达145名教师。结果表明，40%的样本符合创伤后应激障碍（PTSD）症状的临界标准。虽然当前研究侧重于记录教师中的创伤暴露情况和PTSD，但它为未来研究探索创伤通过社区网络（尤其是学校内部）的潜在传递以及教师影响在创伤代际传递中的作用提供了一个起点。
