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Full-Text Articles in Education
Study To Investigate Self-Reported Teacher Absenteeism And Desire To Leave Teaching As They Relate To Teacher-Reported Teaching Satisfaction, Job-Related Stress, Symptoms Of Depression, Irrational Beliefs, And Self- Efficacy, Georgina Ruth Green
Dissertations, Theses, and Capstone Projects
This study aimed to examine teacher-reported absenteeism and intention to leave the profession by investigating the relationships between teachers' demographic characteristics, self-rated teaching-related stress, job satisfaction, symptoms of depression, irrational beliefs, and self-efficacy. According to Steers and Rhodes' (1978; Rhodes & Steers, 1990) theory of employee absenteeism, employees are absent from or leave their jobs because of personal factors that influence or are associated with their ability to attend work, and motivational factors that relate to job satisfaction. Teacher characteristics such as age, gender, number of children, ethnicity, education level, and years of teaching experience frequently relate to absenteeism and …
Functional And Self-Rated Health Mediate The Association Between Diabetes And Depression, Christian Geiser, Sylvia Boehme, Babette Renneberg
Functional And Self-Rated Health Mediate The Association Between Diabetes And Depression, Christian Geiser, Sylvia Boehme, Babette Renneberg
Psychology Faculty Publications
Depression is common among persons with diabetes and associated with adverse health outcomes. To date, little is known about the causal mechanisms that lead to depression in diabetes. The aim of the present study was to examine to which extent functional and self-rated health mediate the association between physical health and depressive symptoms in diabetes. Data of n = 3222 individuals with type 2 diabetes were analyzed cross-sectionally and longitudinally at three measurement occasions using path analysis. Indicators of physical health were glycemic control, number of comorbid somatic diseases, BMI, and insulin dependence. Furthermore, functional health, self-rated health and depressive …
Internalizing Disorders In Early Childhood: Professional Development Framework For Teachers, Danielle Guttman
Internalizing Disorders In Early Childhood: Professional Development Framework For Teachers, Danielle Guttman
Dissertations, Theses, and Capstone Projects
Recent research indicates that internalizing disorders such as depression, anxiety, and posttraumatic stress disorder (PTSD) manifest in young children. Since early childhood teachers spend a substantial portion of their day with young children, it is important to examine their beliefs and behaviors surrounding these disorders. The role of the school psychologist has come to include providing support for educators such as presenting up-to-date research through professional development (PD). The current investigation implemented an intervention designed to compare different forms of PD seminars ("Information" and "Strategies") designed to increase teachers' awareness of internalizing disorders in early childhood. Ninety-nine participants comprised the …
Process Group Vs. Skills Group Modalities In The Treatment Of Individuals Diagnosed With Major Depressive Disorder, Kirk David Duncan
Process Group Vs. Skills Group Modalities In The Treatment Of Individuals Diagnosed With Major Depressive Disorder, Kirk David Duncan
Wayne State University Dissertations
ABSTRACT
PROCESS GROUP
VS.
SKILLS GROUP MODALITIES
IN THE TREATMENT OF INDIVIDUALS DIAGNOSED WITH MAJOR
DEPRESSIVE DISORDER
by
KIRK DAVID DUNCAN
August 2014
Advisor: Dr. George Parris
Major: Counseling
Degree: Doctor of Philosophy
The goal of this study was to evaluate the impact of a process group vs. a cognitive behavioral skills group modality on depression while investigating the effects of facilitator bond on outcomes. Analysis of covariance (ANCOVA) was conducted on the BDI-II posttest scores, and pretest scores served as the covariate and the group membership as the independent variable. When observing Figure 1 there was a visual desired …
Teachers Or Psychologists : Who Should Facilitate Depression Prevention Programs In Schools?, Melanie S. Wahl, Jill L. Adelson, Margarete A. Patak, Patrick Possel, Martin Hautzinger
Teachers Or Psychologists : Who Should Facilitate Depression Prevention Programs In Schools?, Melanie S. Wahl, Jill L. Adelson, Margarete A. Patak, Patrick Possel, Martin Hautzinger
Faculty Scholarship
The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and …
Teacher Support Mediates Concurrent And Longitudinal Associations Between Temperament And Mild Depressive Symptoms In Sixth Grade, Kathleen Moritz Rudasill, Patrick Pössel, Stephanie Winkeljohn Black, Kate Niehaus
Teacher Support Mediates Concurrent And Longitudinal Associations Between Temperament And Mild Depressive Symptoms In Sixth Grade, Kathleen Moritz Rudasill, Patrick Pössel, Stephanie Winkeljohn Black, Kate Niehaus
Department of Educational Psychology: Faculty Publications
The combination of changes occurring at the transition to middle school may be a catalyst for the onset of depressive symptoms, yet teacher support at this transition is protective. Research points to certain temperamental traits as risk factors for developing depressive symptoms. This study examines student reports of teacher support and teacher reports of student–teacher relationship (STR) quality as mediators of associations between child temperament (i.e. negative emotionality at age 4½ : and emotional reactivity in elementary grades) and depressive symptoms in sixth grade. Results indicate (a) negative emotionality predicted emotional reactivity and depressive symptoms; (b) emotional reactivity predicted depressive …