Håland Åshild Tellefsen, Bertelsen Thomas B
Sørlandet Sykehus Kristiandsand, University of Agder, Kristiansand, 4630, Norway.
Child Psychiatry Hum Dev. 2025 May 24. doi: 10.1007/s10578-025-01853-z.
This study addressed the pressing need to investigate the prevalence and nature of teachers' anxiety-accommodating behaviors across different grades. Employing a cross-sectional design, we disseminated a questionnaire to 1200 (243 responded) teachers within the Kristiansand municipality in Norway, spanning elementary to high schools. The findings revealed a pronounced trend: every teacher reported at least one anxiety-accommodating behavior, with 71% indicating frequent use. Factor analysis further elucidated two primary accommodation strategies: 'Modification' and 'Participation', which had distinct correlations to the grade levels taught. These findings fit with parental accommodation patterns for anxiety observed in the community, suggesting similar accommodation behaviors among community members and teachers. Given this widespread prevalence of anxiety accommodation, coupled with the limited availability of school-based CBT interventions, this study revealed a significant divergence from evidence-based practices that focus primarily on confronting anxiety provoking situations. The potential biases of self-reporting and the study's regional focus stand as limitations. However, the clear implication is the urgent need for tailored interventions aimed at reducing anxiety accommodating behaviors for educators, paralleling similar strategies designed for parents with the goal of improving the way school personnel manage and help to mitigate student anxiety in the school environment.
本研究满足了一项迫切需求，即调查不同年级教师的焦虑调适行为的普遍性及本质。采用横断面设计，我们向挪威克里斯蒂安桑市的1200名教师（243人回复）发放了问卷，涵盖小学至高中。研究结果揭示了一个显著趋势：每位教师都报告了至少一种焦虑调适行为，71%的教师表示经常使用。因子分析进一步阐明了两种主要的调适策略：“调整”和“参与”，它们与所教授的年级水平有不同的相关性。这些发现与社区中观察到的家长对焦虑的调适模式相符，表明社区成员和教师之间存在类似的调适行为。鉴于焦虑调适行为如此普遍，再加上校内认知行为疗法干预措施有限，本研究揭示了与主要侧重于应对引发焦虑情况的循证实践存在显著差异。自我报告的潜在偏差以及研究的区域局限性是存在的问题。然而，明确的启示是迫切需要针对教育工作者量身定制干预措施，以减少焦虑调适行为，这与为家长设计的类似策略并行，目标是改善学校工作人员管理和帮助减轻学生在学校环境中的焦虑的方式。
