School Leaders’ Experiences on Dealing with Students Exposed to Domestic Violence

Berger, Emily; Chionh, Natalie; Miko, Amy

doi:10.1007/s10896-021-00310-4

Cited by 4 publications

(3 citation statements)

References 30 publications

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“…In alignment with prior research, we found that school staff with lower levels of burnout and secondary traumatic stress had higher levels of compassion satisfaction and resources such as social support. This finding supports the idea that community and sense of self-efficacy can buffer against the impact of stress (Berger et al, 2021 ; Miller & Flint-Stipp, 2019 ). It is imperative that educators receive training that normalizes the experiences of sadness, anger, and other emotions when working with highly stressed children and families.…”

Section: Discussionsupporting

confidence: 86%

“…Currently, youth mental health needs outweigh resources, and shifting to prevention and early intervention is a frequently proposed solution (Kollins, 2022 ). Educators, who are often the first point of contact for youth experiencing mental health difficulties, can feel unprepared and overwhelmed by student and family mental health needs, an experience that may contribute to emotional exhaustion and burnout (Alisic, 2012 ; Berger et al, 2021 ; Temkin et al, 2020 ). Despite the awareness of this risk, there is limited knowledge of how to support non-clinical staff in helping children and families who have experienced trauma and adversity.…”

Section: Introductionmentioning

confidence: 99%

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Application of a Model of Workforce Resilience to the Education Workforce: Expanding Opportunities for Support

Prout

Moffa

Bohnenkamp

et al. 2022

School Mental Health

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The current study analyzed 502 responses from members of the education workforce on the Resilience at Work (RAW) scale and other measures of health and job satisfaction as part of an initiative offering training and technical assistance to support student and staff well-being. A latent profile analysis using scores on components of the RAW identified three resilience profiles: lower, moderate, and higher capacities for resilience. Profiles were differentiated across components related to resilience capacity including alignment of work and personal values, level of social support, and ability to manage stress. Differences between profiles were observed across days of poor physical health, days of poor mental health, days of activity restriction, general health rating, and domains of burnout, compassion satisfaction, and secondary traumatic stress. These findings reinforce calls to support the education workforce through changes that allow access to meaningful work, an evaluation of demands including workload, relevant training on emotional wellness, positive experiences, connections with others, and stress management.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Application of a Model of Workforce Resilience to the Education Workforce: Expanding Opportunities for Support

Prout

Moffa

Bohnenkamp

et al. 2022

School Mental Health

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“…‫ـ‬ ‫أˆ‬ ‫ـ5 Z‫ا‬ ‫ا‬ ‫ت‬ OEV ‫ر‬ : .ae‫و‬ ، (Berger, Chionh, & Miko, 2022; (Birch, 2019, p98); (Gurr, 2019, p288); (Lipscombe, et al, 2020, p415) .…”

Section: ‫ر‬ ‫ـ‬ ‫ـ‬mentioning

confidence: 99%

واقع توافر المتطلبات اللازمة لتطوير مصفوفة صلاحيات مديري المدارس بالمملكة العربية السعودية وتصور مقترح لتفعيلها في ضوء خبرات بعض الدول

الصقير

2023

التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية وال

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The study aimed to reveal the reality of the availability of the necessary requirements for developing the matrix of powers of school principals in the Kingdom of Saudi Arabia and to provide a proposed vision for its activation in the light of the experiences of some countries. To achieve this goal, the study used the descriptive approach. And it relied on the questionnaire to collect data, and its sample consisted of (148) school administration supervisors in the Kingdom of Saudi Arabia, and the results showed that the legislative requirements necessary to develop the matrix of powers of school principals are available to a moderate degree, from the point of view of the sample members who are directors of education offices and school administration supervisors The averages of the respondents' responses to the phrases of the first dimension: "The legislative requirements necessary to develop the matrix of powers of school principals" ranged between (2.69 -3.18). The averages of the respondents' responses to the phrases of the second dimension: "the material requirements necessary to develop the matrix of powers of school principals" ranged between (2.39 3.01). From the point of view of the sample of school administration supervisors. The averages of the respondents' responses to the phrases of the third dimension: "the organizational requirements necessary to develop the matrix of powers of school principals" ranged between (2.66 -3.57). The philosophy of the proposed concept, second: the premises of the proposed concept, third: justifications for the proposed concept, fourth: the objectives of the proposed concept, fifth: proposed powers, sixth: mechanisms for applying the proposed concept (executive procedures). Seventh: Requirements for implementing the proposed scenario, eighth: Expected challenges when implementing the proposed scenario, Ninth: Evaluation and follow-up.

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Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children

Berger

O’Donohue

et al. 2022

School Mental Health

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Childhood trauma is a significant concern in Australia and internationally. Professionals working in the early childhood education sector (i.e., providing early childhood education and care to infants, toddlers, and children from birth to age eight) are positioned to provide valuable support for children affected by trauma. However, there is less research on early childhood professionals’ perspectives and experiences of supporting trauma-exposed children compared to other education professionals (e.g., primary and secondary school teachers). This study explored early childhood professionals’ perspectives and experiences in relation to supporting children exposed to trauma. Semi-structured interviews were conducted with 14 early childhood professionals in Victoria, Australia, and data were analysed using thematic analysis. The findings illustrate that while educators develop valuable skills and experience growth from supporting trauma-exposed children and their families, they also experience emotional distress and challenges. Educators noted that there are limited professional development opportunities to learn about childhood trauma, and limited access to qualified and knowledgeable staff who can help them when supporting these learners. Implications from this study emphasise the importance of designing and delivering trauma-based professional learning opportunities and policies for early childhood educators.

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School Leaders’ Experiences on Dealing with Students Exposed to Domestic Violence

Cited by 4 publications

References 30 publications

Application of a Model of Workforce Resilience to the Education Workforce: Expanding Opportunities for Support

Application of a Model of Workforce Resilience to the Education Workforce: Expanding Opportunities for Support

واقع توافر المتطلبات اللازمة لتطوير مصفوفة صلاحيات مديري المدارس بالمملكة العربية السعودية وتصور مقترح لتفعيلها في ضوء خبرات بعض الدول

Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children

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